SA’s tertiary education capacity crisis gains momentum

As South Africa’s matric learners prepare for the next chapter of their lives, many are already looking towards taking further steps in their academic journey.

Yet for thousands of qualifying high school graduates, a significant challenge may be securing a place at a tertiary institution. With traditionally popular tertiary education providers unable to accommodate growing demand, concerns are mounting over whether the country’s tertiary education system has the capacity to meet the aspirations of its youth.

“The excitement surrounding matric results should never be overshadowed by uncertainty about whether qualified learners will have a place to continue their education,” says Professor Zaheer Hamid, Director and Chief Academic Officer at MANCOSA.

“Every year we see thousands of capable young South Africans meet tertiary education entrance requirements, only to discover there simply isn’t enough capacity within the traditionally popular system.”

More matriculants, but fewer opportunities

“The excitement surrounding matric results should never be overshadowed by uncertainty about whether qualified learners will have a place to continue their education,” says Prof Hamid.

The challenge is not a reflection of declining ambition among young people. Quite the opposite.

South Africa has made encouraging progress in educational attainment over the past three decades. According to Statistics South Africa, the proportion of adults aged 25 years and older with tertiary qualifications has increased substantially since the country’s democratic transition, while the number of South Africans completing secondary education has also grown significantly. These gains demonstrate that more learners are aspiring to continue their studies than ever before.

Public universities cannot meet growing demand

That progress has placed even greater pressure on an already constrained tertiary education system.

Public tertiary education providers continue receiving applications that far exceed their enrolment capacity, leaving many academically eligible students without placement opportunities. Financial pressures and infrastructure constraints further limit the ability of public institutions to accommodate increasing demand from South Africa’s growing youth population.

For Prof Hamid, this annual reality demands a broader national conversation about expanding access rather than simply celebrating academic achievement.

“We have reached a point where success in the matric examinations is only one part of the journey. The equally important question is whether our tertiary education system has enough capacity to absorb the growing number of learners who are ready to continue their studies,” says Prof Hamid.

Expanding capacity requires new thinking

The National Development Plan has set an ambitious target of achieving a 30% tertiary education participation rate by 2030. Yet current participation levels remain below that objective and continue to trail those of several comparable middle-income economies, highlighting the need for additional capacity across the tertiary education sector.

Prof Hamid argues that accredited private tertiary education institutions have become an increasingly important part of the solution.

“Private tertiary education should not be viewed as an alternative of last resort,” he explains. “It should be recognised as an essential partner in expanding educational access, supporting national development goals, and creating additional opportunities for deserving students,” says Prof Hamid.

Private institutions can complement the public sector

Grade 11 learners should also begin exploring technology-enabled tertiary institutions now, giving themselves time to understand flexible study options, admission requirements, and qualifications aligned with tomorrow’s evolving careers.

Institutions such as MANCOSA have spent more than three decades expanding access through accredited undergraduate and postgraduate programmes while embracing flexible learning models that respond to the needs of today’s students. Online and blended learning have also made it possible for working professionals and geographically dispersed students to continue their education without sacrificing quality.

Prof Hamid believes these flexible models will become even more important as demand for tertiary education continues to grow.

“The future of tertiary education depends not only on creating more seats but also on creating more pathways. Flexibility, accessibility and academic quality must work together if we want to prepare graduates for an increasingly dynamic economy.”

Collaboration will determine future access

Addressing the capacity challenge cannot fall on one part of the education system alone.

Prof Hamid believes South Africa should prioritise stronger financial support mechanisms for students, greater collaboration between public and private institutions, streamlined regulatory processes that encourage responsible sector growth, and improved awareness of the quality and credibility of accredited private tertiary education providers. “Together, these initiatives can help create more opportunities for qualified learners who may otherwise be excluded from tertiary education.”

Looking beyond the matric results

As the Class of 2026 prepares for its final examinations, Professor Hamid says South Africa must ensure that academic success is matched by meaningful opportunities beyond school.

“Every matric learner deserves the confidence that if they work hard and achieve the necessary results, there will be a pathway for them to continue their education. Expanding access to quality tertiary education is not simply an education issue, it is an investment in South Africa’s future workforce, economic resilience and social progress,” says Prof Hamid.

With another matric cohort preparing to enter the tertiary education system, Prof Hamid says now is the time for South Africa to strengthen collaboration across the sector and embrace the contribution that accredited private institutions can make in ensuring that no capable learner is left without the opportunity to realise their potential.