The Department of Higher Education and Training’s new draft Policy for Recognition of South African Higher Education Institutional Types is set to transform South Africa’s higher education system by offering greater recognition to private higher education institutions.
The proposed framework introduces three distinct categories, namely universities, university colleges, and higher education colleges, redefining how institutions are classified, accredited, and understood by students and employers. It will give credible private institutions the chance to attain university status based on academic depth rather than ownership.
“This policy is an important acknowledgment of how much the higher education system has evolved,” states Leon Smalberger, CEO of the Academic Institute of Excellence (AIE).
“For years, private institutions have operated at a level of academic rigour that rivals traditional universities. Clearer classifications will help students understand what type of institution they’re joining, ensure qualifications are recognised, and create defined pathways for credit transfers and progression.”
Recognising leadership, not labels
Under the new policy, higher education colleges will focus on undergraduate teaching, such as certificates, diplomas, and bachelor’s degrees; university colleges will combine undergraduate and professional qualifications while building research capacity; and universities will further offer postgraduate degrees and advanced research supervision.
The distinction allows both public and private education institutions to be assessed on academic scope, programme quality, and governance maturity, creating a more merit-based system.
AIE Academic Principal Dr Marietjie Pienaar welcomes the change, noting that institutions with strong governance, programme depth, stable academic staffing, and industry-aligned curricula can now apply for higher status when their performance and systems support it.
“The DHET policy gives structure to what we’ve already been living – a differentiated higher education space where private institutions contribute meaningfully to the national skills agenda. It validates years of work to build a tertiary education environment that prepares graduates for real careers, not just qualifications,” she says.