During a recent visit to the University of South Africa (Unisa), Deputy Minister of Higher Education Yusuf Kassim emphasized the urgent need for renewed collaboration between funding bodies and higher education institutions to alleviate growing financial pressure in the sector.
This oversight visit was initiated due to student concerns regarding the timely disbursement of funds from the National Student Financial Aid Scheme (NSFAS). This reinforced calls for open dialogue instead of mutual accusations. Kassim stated that they arrived to listen to and address the issues raised by students through existing institutional channels, viewing this interaction as an important step toward transparent communication and developing effective solutions.
Unisa's Chief Financial Officer, Liana Jobert, presented information on the university's financial challenges. She reported a projected deficit of 106 million rand for 2025. This followed the university paying out 907 million rand to ensure timely student access to learning materials, having received only 733 million rand in funding earlier this year. Jobert insisted on the need for 'in-depth study in audit committees' and a critical reassessment of funding policies.
Jobert pointed out a significant policy gap between the funding for distance learning and traditional contact universities. She noted that Unisa students receive an average stipend of 9,000 rand, which sharply contrasts with the 48,000 rand provided to students attending conventional universities. According to her, the average per-student stipend of 316 rand is insufficient compared to other social support benchmarks. Rather than blaming NSFAS, Jobert stressed the importance of cooperation: 'We are interested in close engagement with them to synchronize payments. We can only disburse funds after receiving them.'
Expressing gratitude for the constructive relationship between the University Students' Representative Council and management, she cited this example of cooperation as a positive model of how stakeholder interaction can yield positive results, allowing students to register for additional modules even with funding delays. Jobert strongly urged the Department of Higher Education and Training to conduct a comprehensive cost analysis reflecting the national shift to distance learning to align funding models with current modes of study.
An NSFAS representative acknowledged that the financial pressure at Unisa is not unique, confirming the necessity of continuous engagement with various stakeholders, including student unions and the Treasury, to secure additional financial support. He noted that their priority was ensuring student support. To maintain momentum in resolving these issues, Kassim handed the acting Vice-Chancellor Matabo Nkgene-Mgingi a folder containing approximately 100 student complaints collected through the ministry's helpline. These complaints concerned issues such as delays in personal allowance payments and delays in scholarship distribution. This was presented not as a reproach, but as a constructive step toward transforming common problems into coordinated action in collaboration with NSFAS and university management.
School principals in South Africa are expressing serious concern regarding the burdensome administrative load caused by outdated management practices. According to the report, the education system stifles leadership qualities due to an excess of paperwork, and a genuine dialogue is needed to transform the accountability system into an empowerment tool.
The National Report by the Governance Board Fund (GBF) on the workload of public school principals should not be viewed merely as another educational survey, but as a distress signal from the people who are supposed to support schools. According to this report, 84% of principals regularly work after hours to cope with administrative demands. Furthermore, 92% stated that the administrative burden has increased or significantly increased compared to five years ago.
Moreover, 71% note the negative impact of this burden on their ability to perform their core duties as school leaders, and 59% believe the strain forces them to seriously consider leaving their positions. The principal is the backbone of the school, as the atmosphere of care, discipline, and safety created by the leadership directly affects the institution's academic performance and the decision of young teachers to stay or leave the profession.
When nearly six out of ten school leaders are considering resigning, the government should review its own systems rather than demanding new reports. The most alarming aspect is not the principals' employment itself, as leading a school has always required long hours and strong dedication. The problem is that a significant portion of this time is now spent filling out forms, re-compiling reports, maintaining files, responding to urgent requests, duplicating information, and complying with requirements.
Many principals spend overtime not developing better pedagogical strategies, mentoring young teachers, or interacting with parents, but servicing bureaucracy that too often fails to distinguish meaningful accountability from administrative noise. Time is not an elastic resource; every hour a principal spends filling out a template is an hour not used for observing lessons, supporting staff, assisting students, addressing safety issues, strengthening school culture, or planning improvements.
Therefore, the government must answer the question not whether schools have submitted the necessary documents, but whether those documents have led to improvements in teaching, leadership, or service delivery. If there are no improvements, the system is not strengthening education; it is exhausting it. This is an example of the most destructive managerialism—the belief that institutions can be improved by increasing goals, plans, reports, monitoring, and measurable 'evidence.'
This approach is often disguised as efficiency and accountability, but in extreme forms, it generates the opposite: distrust, duplication, fear, risk aversion, and formal compliance without gaining knowledge. In the field of education, managerialism is gradually turning principals into clerks, teachers into data operators, and departments into machines that demand proof of activity rather than evidence of real impact.
There is a concept called 'bureaucratic bluffing': the system appears busy, generating files, dashboards, templates, signatures, and reports, creating the illusion of control. However, the key question remains unanswered: what does all this administrative activity lead to? Is it read carefully? Is it used to provide better support to schools? Does it help departments allocate resources and solve problems when budgeting? Does it identify risks earlier? Does it improve teaching and learning? Or does it simply move from one desk to another, creating the illusion of important work being done?
A voluminous compliance file does not mean the school is improving; a signed plan does not guarantee a student can read; a submitted report does not mean a teacher received support; a completed checklist does not mean the student dropout rate decreased. The government must stop confusing paperwork with effectiveness. The visible existence of administration is not proof of value; on the contrary, excessive administration may indicate the system's loss of trust in its own professionals.
It is necessary to allow principals to focus on their primary task—leadership. The word 'principal' comes from the Latin 'prīncipālis,' meaning 'most important, chief, leader.' That is what they should be. Accountability should focus attention, not scatter it. It should support leaders, not exhaust them. The principal sets the tone, shapes the culture, builds trust, and stimulates productivity—this is the heart of the school.
The first lesson in leadership from the GBF report is that accountability must be targeted. Good leaders do not request information arbitrarily; they request it because it will help make a decision, initiate support, reduce risk, improve learning, or protect resources. If a reporting requirement does not pass this test, it should be abolished. Public institutions must follow a simple principle: no form without purpose, no template without a user, no report without a decision, and no compliance requirement without visible value.
The second lesson is that trust is not the enemy of accountability, but its foundation for high performance. Schools need clear goals, ethical governance, financial discipline, and transparency. But they also need professional space. Leaders must be trusted in their ability to lead, not just controlled for compliance. Departments should spend less effort extracting evidence from schools and more effort understanding the needs of schools to increase efficiency. A system built only on suspicion will lead to defensive compliance; a system based on reasonable trust will ensure responsibility, initiative, and improvement.
This lesson applies not only to schools. Municipalities, hospitals, universities, and government agencies face a similar model: more plans, more reports, more audits, more registries, more performance indicators, and more short-notice information requests. Some reporting is necessary because public money requires public accountability. However, when compliance becomes excessive, duplicated, and detached from service delivery, it turns into a productivity tax, consuming the time of those who should be delivering results.
Successful organizations are increasingly realizing this. Highly effective institutions do not eliminate accountability; they simplify it. International examples, such as Toyota, Haier, and Buurtzorg, demonstrate that organizations can increase productivity by reducing unnecessary hierarchy, trusting frontline workers, and bringing decision-making closer to the point of actual work. This model goes beyond administrative overload.
Across the entire governmental structure, warning signs are often noted in reports, studies, and advisory bodies long before a crisis occurs, yet decisive action is often taken only after the crisis has happened. The xenophobic mobilization that culminated in the June 30th march did not happen suddenly; South Africa had experienced repeated outbreaks of xenophobic violence since 2008, but many root causes remained insufficiently addressed. Similarly, the frustrations that eventually led to the #FeesMustFall protests were evident years before reaching a national critical point. Gathering information is not the same as taking action based on it.
The GBF report must provoke a nationwide conversation about the burden placed on schools and government institutions. The government must audit every recurring report and ask three simple questions: Who reads this? What decision does it inform? What difference has it made? South Africa does not need less accountability; it needs higher quality accountability.
