Prelims

Inclusive Education in South African Further and Higher Education

Inclusive Education in South African Further and Higher Education: Reflections on Equity, Access, and Inclusion

EDITED BY

TSEDISO MICHAEL MAKOELLE

Nazarbayev University, Kazakhstan

AND

CINA P. MOSITO

Nelson Mandela University, South Africa

United Kingdom – North America – Japan – India – Malaysia – China

Emerald Publishing Limited

Emerald Publishing, Floor 5, Northspring, 21-23 Wellington Street, Leeds LS1 4DL.

First edition 2025

Editorial matter and selection © 2025 Tsediso Michael Makoelle and Cina P. Mosito.

Individual chapters © 2025 The authors.

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ISBN: 978-1-83608-945-2 (Print)

ISBN: 978-1-83608-944-5 (Online)

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Tsediso Michael Makoelle (DEd, PhD) is a Full Professor at Nazarbayev University (NU) Graduate School of Education (GSE). He is a distinguished scholar who was awarded the prestigious Nelson Mandela Scholarship from the UK. His teaching and research experience of over 30 years focussed on secondary education as a school teacher, head of department, vice principal, and principal. In higher education, he has notably been a Lecturer and Senior Lecturer at the Cape Peninsula University of Technology, Cape Town, the University of Johannesburg, and Centre Coordinator at the University of Free State, South Africa. He has worked at NUGSE for nearly 10 years as an Associate Professor, Director of Doctoral Studies, General Director for Research, and Vice Dean for Research. He is a Visiting Fellow at the International Laboratory of the Social Integration Research of National Research University Higher School of Economics, Moscow, Russia.

Cina P. Mosito is an Associate Professor of Inclusive Education at Nelson Mandela University, South Africa. Her research and teaching focuses on understanding and supporting child development and learning in diverse circumstances, as well as mainstreaming inclusive education in initial teacher education and continuing professional development of teachers. She has contributed to the roll-out of a British Council-sponsored project, the Teaching for All programme in the Western Cape and Eastern Cape provinces. She is also a principal investigator in Understanding Teacher Pedagogy in South Africa, a longitudinal study that is being conducted by a consortium of 12 universities, in partnership with the National Education Collaboration Trust.

Anthony Brown is a Professor in the Department of Educational Psychology at Stellenbosch University. He promotes inclusive, safe, and supportive learning spaces for all in education. His pioneering work spotlights the experiences of LGBTIQ+ students in parts of Southern African learning institutions and promotes evidence-based strategies to nurture their academic success and socio-emotional well-being.

Johannes Buthelezi is a PhD alumnus from the University of Johannesburg and previously held a New Generation Academic Programme (nGAP) position at the Cape Peninsular University of Technology. A high school teacher by training, he worked with the school-based support teams to create safe learning environments for learners with LGBTQ identities. Working with young adults helped him understand the challenges, prejudice, and discrimination that learners face in schools. This led to his PhD in Inclusive Education as an nGAP scholar on the inclusion of students with transgender identities, emphasising the crucial role played by lecturers, security guards, and administrators in supporting students with diverse sexual orientations and gender expressions. He currently holds the position of Lecturer in the Faculty of Education at the University of Free State, where he continues to engage with distinct challenges that LGBTQ individuals encounter within the education system and actively advocates for adopting more inclusive policies and practices. He is also teaching subjects like Social Justice Education and Inclusive Education.

Michael Mbongiseni Buthelezi has a PhD in Educational Psychology from the University of KwaZulu-Natal. He is a Lecturer in the Department of Education Studies at the University of Limpopo. He has taught at all levels of education: primary school, high school, technical and vocational education training college, and university. As an Etutor at UNISA, he has taught several modules from 2014 to date. He has also served as National Evaluator for 9 years in Evaluation & Accreditation Unit at UMALUSI before he became an Accreditation Council Committee member at UMALUSI. His research includes student development, inclusive education, sustainable learning, psychosocial support, and rural development. He has published academic research papers in national and international journals. He has also presented at national and international conferences. He is currently supervising Bed Hons, PGCE, and masters’ students.

Erasmus Charamba (PhD) is a Researcher at the University of Limerick who writes on issues of multilingualism, translanguaging, literacy, and science education. He has published substantially in these areas, including as a guest editor of two accredited journals and an edited book. He also supervises masters’ and PhD students.

Benjamin Damoah (PhD) is a Research Fellow at the University of Fort Hare. He is a distinguished environmental scientist with expertise in environmental education, climate change, and sustainable development. He has co-supervised masters’ and PhD candidates and has published over 30 peer-reviewed articles. He has been instrumental in shaping environmental policies through participation in local and international conferences.

Sanet Deysel (PhD) is a Lecturer in Inclusive Education in Initial Teacher Education at Nelson Mandela University. Her areas of interest and research are inclusive education, barriers to learning, and learner support. She is keenly interested in community engagement and employed a Participatory Action Learning and Action Research methodology during her PhD studies.

Deidre Geduld is an Associate Professor in the Department for the BEd Foundation, Primary School (Gr R-3) at Nelson Mandela University. Her research interests include teaching and learning in the early years, inclusive education, eco pedagogy, humanising pedagogy, teacher education curriculum design, community schooling and engagement within communities of practice, and critical participatory approach to research.

Obakeng Kagola is a Lecturer in the Faculty of Education at Sol Plaatje University. The author is a transdisciplinary researcher with a specific focus on gender and childhood sexualities, men and masculinity studies, and the use of participatory and visual methodologies as a design and pedagogy. The author aims to promote inclusive, safe, and supportive learning environments in education.

Xolani Khalo is a Senior Lecturer and a Head of School in the School of Further and Continuing Education at the University of Fort Hare, South Africa. His research area of interest is in education for sustainable development, and inclusivity and diversity issues in education. He has published 15 peer-reviewed articles, supervised PhD and MEd student to completion, and presented in 13 local and international conferences.

Thinavhudzulo Norman Mafumo is an Associate Professor of Education Policy Studies at the University of Limpopo. He is holding PhD in Education Policy Studies from Stellenbosch University. He is currently teaching philosophy of education, education policy studies, and education management and law. His publications and writings are on social justice, education policy, and education management.

Thabo Makhalemele (PhD) is an Associate Professor in Learner Support and Deputy Director of the School of Psycho-Social Education, Faculty of Education, North-West University, Vaal Campus, South Africa. His fields of study are educational psychology, inclusive education, and learner support. He teaches various modules at both undergraduate and postgraduate levels. Additionally, he supervises MEd and PhD students and has reviewed manuscripts for national and international journals. His research interests are learner support and inclusive education. He has published articles in peer-reviewed journals, contributed chapters in edited books, and participated in funded national and international research projects.

Ntsoaki Joyce Malebo is a PhD graduate with experience in Higher Education and Leadership Development and an NRF grant holder. She leads units responsible for academic staff and student development including the Disability Unit at the Central University of Technology, Free State. She is a Former Lead of the Academic Development Leadership Scholarly Group within HELTASA. She actively participates in academic programme reviews internally and at peer institutions nationally and internationally. She coordinates the Erasmus plus funded iKudu project focussing Collaborative Online International Learning to internationalise curriculum, collaborating with South African and European universities. Throughout her career, she has held several senior positions, including Research Manager, Head of Department, and Assistant Dean of Teaching and Learning. She leads the Siyaphumelela student success project at the Central University of Technology, Free State. She has presented her work at local and international conferences and published in peer-reviewed journals.

Lucky Maluleke is a dedicated academic with a PhD in Education, currently serving as a Lecturer at Nelson Mandela University. His research expertise is centred around technical and vocational education and training (TVET), career development, and teacher development. Through his work, he contributes to the advancement of educational practices that empower individuals in vocational fields, ensuring they are equipped with the skills and knowledge necessary for success in their careers. His commitment to teacher development further highlights his role in shaping the next generation of educators, making a significant impact on the broader education landscape. His current research project focusses on the career development of lecturers in TVET Colleges in South Africa.

Mohau Ben Manyarela is the Head of the Disability Unit (Deputy Director: Disability Unit) at the Central University of Technology (CUT). As a novice researcher, his focus lies in inclusive education, educational technology, assistive technology, and disability studies. He completed his master’s degree at the CUT, an honours degree in curriculum studies at the University of the Free State, and an undergraduate degree in information technology from CUT. He is currently completing a Postgraduate Diploma in Higher Education at Rhodes University. In his role at CUT, he is dedicated to enhancing accessibility, inclusive practices, and support for students with disabilities. He leverages technology and innovative practices to create an inclusive academic environment, ensuring that all students have the opportunity to succeed. His work reflects a deep commitment to promoting equity and inclusivity in higher education.

Appolonia Masunungure (PhD) is a Senior Lecturer at the School of Psycho-Social Education, Faculty of Education, and North-West University, South Africa. Her fields of study are educational psychology, inclusive education, and learner support. She teaches various modules at both undergraduate and postgraduate levels. She is currently supervising postgraduate students in the inclusive education strand. Her research interests are equity, access, social justice, and inclusion in education. She is a COMBER executive committee member.

Lulama Mdodana-Zide is a Lecturer and Teaching Practice Subject Head at the University of the Free State (UFS), Qwaqwa Campus, in the Faculty of Education within the Department of Curriculum Studies and Higher Education. She holds a PhD in Continuing Teacher Professional Development. Prior to joining the UFS academic community, she worked in the SA Department of Education (DBE) as an Educator, Head of Department, and Senior Education Specialist. She is responsible for teaching undergraduate students and supervising postgraduate students (honours, masters, and PhDs) in Education Management and Leadership as well as in Curriculum Studies. Her research focusses on Continuing Professional Development for teachers with a further specialty in Educational Leadership and Management Professional Development. She has published and presented on various platforms locally and internationally.

Pontsho Moepya is currently a Lecturer and Doctoral candidate in the Department of Education Management, Law Policy, Faculty of Education, and University of Pretoria. She is a recipient of the DSE-NRF postgraduate scholarships and a member of the prestigious Golden Key UP Society.

Dikeledi A. Mokoena is a lecturer in the Department of Anthropology and Development Studies at the University of Johannesburg. She teaches Gender and Development as well as Development, Governance and Research. Her work and publications are informed by African Feminism, Decoloniality and African-centered perspectives. Dr Mokoena has coordinated multi-country research projects and has won several awards including the NIHSS catalytic research programme for the development of an Encyclopaedia of African Feminisms. Dr Mokena holds a PhD in Political Science and has 9 years of lecturing experience. She has facilitated leadership programmes for international institutions such as the Africa Union’s Women, Gender and Youth division for a couple of years. Her research interests include African politics, gender and feminist political economy.

Mochina Mphuthi is an eLearning Support Officer at the Center for E-learning and Educational Technologies. He is also a Part-time Lecturer specialising in Economic and Management Sciences, Economics Education, and Academic Literacy. He holds an honours degree in Education Management and has research interests in pre-service teachers, curriculum practice, eLearning and educational technology, and transformation in higher education. He has published numerous articles, book chapters, and presented at conferences both nationally and internationally.

Shalom Ndhlovana is a master’s student and a Tutor at the University of the Witwatersrand. She writes on issues of language education and multilingualism. Her recent articles showcase the pivotal role language plays in education.

Maitumeleng Albertina Nthontho is currently a C2 rated Research Professor at the Education and Human Rights in Diversity (Edu-HRight) Research Unit, North-West University, Potchefstroom campus. She served the University of Pretoria for the past eight years as a Lecturer, Senior Lecturer and an Associate Professor. Professor Nthontho is a recipient of Margaret Mcnamara and the African Union scholarships. She mentored the nGAP Lecturer, supervised over 20 PhD and master’s students to completion and she published over 50 research papers.

Mohammed Xolile Ntshangase is a Lecturer of Philosophy of Education and Psychology of Education from 2018 in the University of Limpopo. He holds a master degree in Philosophy (with a doctoral degree pending) from the University of KwaZulu-Natal. He has published works in the areas of African philosophy, educational psychology and gender studies, as well as political philosophy.

Anelisa Pezisa is an emerging Academic and Assistant Lecturer, currently pursuing her PhD in Social Development Professions at Nelson Mandela University. Her research interest is online work-integrated learning, with a focus on the implications for developing key competencies for social work education during emergencies, for example, COVID-19. Her academic qualifications include Bachelor of Social Work, Honours and Masters in Development Studies. She is actively involved in student engagement initiatives and volunteers with local organisations. She recently presented at the 2021 HELTASA (un)conference and co-authored a forthcoming book chapter on academic development and student assistance.

Heloise Sathorar is an interdisciplinary African feminist researcher, from Galeshewe. She integrates African feminisms, higher education transformation, cultural memory, leadership studies and the interplay of power and culture. Her scholarly work centers on African women’s lived realities, leadership dynamics, and institutional cultures in postcolonial contexts. She is working toward the Ph.D. degree in education (Higher Education Studies), profiling African women Vice-Chancellors and their leadership trajectories, with emphasis on institutional cultures of belonging. She believes art and creative methodologies can be used as tools to democratize knowledge and translate academic insights.

Zandisile Mawethu Sitoyi is an New Generation Academic Programme Lecturer at Cape Peninsula University of Technology in the Academic Staff Development Department. He is a PhD candidate in Educational Psychology and Inclusive Education at the University of the Western Cape (UWC). He is a member of the Golden Key Society and has a MEd (Cum Laude) from UWC.

Siphokazi Tau is an interdisciplinary African feminist researcher. She integrates African feminisms, higher education transformation, cultural memory, leadership studies and the interplay of power and culture. Her scholarly work centers on African women’s lived realities, leadership dynamics, and institutional cultures in postcolonial contexts. She is pursuing a Ph.D. in Education (Higher Education Studies), at the University of Johannesburg. She holds an MA in Political Science and has experience in lecturing and designing decolonial courses.

The advent of the new political dispensation in South Africa in 1994 has seen the new government embark on the transformation of education, in particular, the higher education sector. The Higher Education Act No. 101 of 1997 (DoE, 1997) was the first step in the process of redressing the imbalances of the past as a result of the apartheid policy advocating for separate development for different racial groups. The unequal provision of education for different races perpetuated class differences and made quality higher and further education inaccessible to Africans, coloureds, and Indians. In order to ensure the equitable distribution of resources in higher education, the Ministry of Education embarked on several processes, among others, the university measures and the establishment of further education and training institutions. Regarding the university managers, the traditionally non-white higher education institutions were absorbed by the traditionally white-only institutions that were well-resourced. However, issues of access and exclusion, such as epistemic access, lack of support for students with disability, and student dropout persisted. Reorganisation of higher education institutions with the establishment of inclusion university councils, transformation offices, and institutional forums were measures put in place to accelerate redress, inclusion, access, and equity in these institutions of higher learning.

While the adoption of White Paper 6 in 2001 has seen more concerted effort in ensuring inclusion and social justice in secondary education, implementing inclusion in higher and further education took time to kick start. As a result of the implementation of inclusion in secondary education, the throughput of students from this level to the tertiary level has seen an increase in the number of students with disabilities in higher and further education. It is estimated that 1% of students in colleges and universities are with either a disability or special needs. As a result, colleges and universities face the major task of ensuring that higher and further education is accessible, equitable, and inclusive. Institutions of higher learning are focussed on redress, and processes such as decolonisation of curriculum, transformation of institutional cultures, and other related transformational endeavours are all aimed at making higher and further education inclusive.

Therefore, the idea of this book was born of the need to take stock of the developments regarding the implementation of inclusive education and the general process of ensuring access, equity, inclusion, and social justice in the South African higher and further education landscape. The editorial of this book, first, Tsediso Michael Makoelle, Professor of Inclusive Education and School Leadership, brings a wealth of international experience in both higher and secondary education that could contribute to a deeper understanding of inclusion in higher and further education. Second, Cina P. Mosito, an Associate Professor of Inclusive Education with extensive experience in South African higher education teacher education, brings a depth of knowledge in the sphere of inclusive pedagogy.

As a result, this volume gives a reflective account of how sound institutions of higher learning in South Africa have responded so far to the mandate to ensure equity, access, and inclusion as promulgated in the relevant policies (2013 Education White for Post School Education, 2001 Education White Paper 6, and 1997 White Paper 3).

The volume provides an analysis of the South African higher education system’s response to the concepts of equity, access, and inclusion, and highlights how these concepts have evolved, been enacted, and practised in the higher education institutions of South Africa since 2001. It also highlights some challenges, successes, and opportunities that prevail in those institutions of higher learning as a result of their attempts to make higher education accessible in order to widen the participation of all students in teaching and learning. Therefore, this volume makes an interesting read for educationists, higher education scholars, students, researchers, policymakers, and civil society organisations.

Tsediso Michael Makoelle and Cina P. Mosito

• Department of Education (DoE). (1997). Higher Education Act no 101 of 1997. Government Printers.

We wish to acknowledge the contributing authors and their respective affiliated universities, which provided them with the time and resources to ensure the completion of this book.