By Papama Meleni

Academic exclusion in South Africa is a persistent issue, affecting students’ dreams, potential, and perpetuating systemic barriers. Racial gaps in higher education are highlighted by the fact that only 4.3% of Black Africans between the ages of 18 and 29 were attending higher education institutions, according to the Statistics South Africa General Household Survey of 2021 (Statistics South Africa, 2022). Academic exclusion is also a result of financial hardships such as living expenses, textbook costs, and accommodation. A study at the University of the Free State found that 65% of students experienced food insecurity (van den Berg and Raubenheimer, 2015). Furthermore, research published in the South African Journal of Psychiatry revealed that 24.7% of university students screened positive for depression (Bantjes et al., 2019). These mental health issues are exacerbated by the shame and stigma attached to academic exclusion, which feeds a vicious cycle of hopelessness and disengagement.

In South Africa, underprivileged students, students of color, and students with disabilities are among the marginalized groups most affected by academic exclusion. A study by the Human Sciences Research Council (HSRC) found that Black African students had the lowest throughput rates in higher education, with only 32% completing their degrees in regulation time compared to 64% of white students (Essop, 2020). This problem is sustained by institutionalized biases and barriers, which impacts families, communities, and the country’s economy in addition to impeding students’ aspirations of upward mobility. According to Statistics South Africa (2022), individuals with tertiary education had an unemployment rate of 9.5% compared to 39.7% for those with only matric, highlighting the economic impact of academic exclusion.

Academic exclusion has continued to be a problem in South African higher education ever since apartheid ended. The statistics on Post-School Education and Training in South Africa: 2019 report from the Department of Higher Education and Training states that the overall dropout rate at public higher education institutions in 2019 was 25.1% (DHET, 2021). This issue comes up at different points in the education process and primarily impacts students from impoverished and rural-urban areas. A 2012 study by Mdepa and Tshiwula sheds light on the difficulties that South African students from rural and impoverished communities encounter in gaining admission to and succeeding in higher education. A student may experience academic exclusion at various stages of their academic journey, from poor preparation to subpar academic performance.

In South Africa, academic exclusion is a pervasive issue, especially in Technical and Vocational Education and Training (TVET) colleges and historically disadvantaged institutions (HDIs). According to a 2012 study by Bozalek and Boughey, many universities founded to assist Black students are still having trouble meeting their basic needs in terms of resources and facilities. This is only one example of how apartheid’s legacy continues to impact higher education. There is still disparity in access to high-quality education. Though the precise exclusion rates can vary by institution and program, research by Dube (2020) indicated that historically white institutions (HWIs) generally have greater retention rates and lower dropout rates compared to historically disadvantaged institutions (HDIs).

Severe effects result from academic exclusion, such as diminished prospects, elevated poverty, and social exclusion. Academic exclusion restricts job prospects and earning potential, which exacerbates cycles of deprivation and impedes social cohesion and national development, according to a 2017 study by Essack and Naidoo. There is an association between academic exclusion and low graduation rates, high dropout rates, and subpar academic performance, according to empirical data. The Council on Higher Education (2019) reports that just 52% of South African students who complete 3-year degrees do so after six years, showing serious problems with student performance and retention. According to research by Moodley and Singh (2015), lack of academic assistance and financial hardships are the main reasons why students from underprivileged homes tend to drop out of school. In their examination of graduate employability in South Africa, Walker and Fongwa (2017) pointed out that the long-term effects include less work prospects and a loss of potential innovators, leaders, and critical thinkers.

Academic exclusion has a negative effect on people’s potential, social cohesiveness, and the continuation of inequality in South Africa. According to Mathebula (2019), it is caused by structural and systemic problems such a lack of money, insufficient support services, and inclusive policies. For disadvantaged students, access to higher education is still limited because of historical injustices and socioeconomic disparities, claim Akoojee and Nkomo (2007). A thorough analysis conducted in 2016 by the Council on Higher Education found that apartheid’s legacy, outmoded curricula, and inadequate funding were the main causes of academic exclusion’s continued existence. Additionally, Motala and Vally (2022) stress that these difficulties exacerbate already-existing social and economic inequalities by disproportionately affecting students from low-income families and historically marginalized communities.

Several approaches have been suggested by scholars and politicians to address academic exclusion. According to Wangenge-Ouma (2021), changes should be made to the National Student Financial Aid Scheme (NSFAS) in order to better serve the needs of students. In order to assist students who are considered to be at-risk, Letseka and Pitsoe (2014) recommend the use of early warning systems and enhanced vocational counseling. In order to improve the caliber and applicability of higher education, public-private partnerships are crucial, according to the Department of Higher Education and Training (2019). Cloete (2016) argues that more money from the government should be allocated to higher education institutions for academic initiatives and facility improvements. Targeted measures including increased financial aid and all-inclusive academic support programs are suggested by Mathebula and Ogina (2020). De Villiers and colleagues (2013) suggest that the NSFAS be redesigned to provide more generous loans and bursaries to students from low-income families, thus guaranteeing more access to higher education.

In order to improve institutional capacity building, student retention, and academic assistance, Leibowitz and Bozalek (2014) recommend the development of an all-encompassing policy framework. According to Badat (2016), increased financial assistance packages, curriculum reform, better funding for historically disadvantaged institutions (HDIs), and investments in early childhood development can all help build a solid foundation for all students. Walker (2018) asserts that these actions can promote social mobility and provide underrepresented students a sense of agency. To promote the growth and prosperity of the nation, the Department of Higher Education and Training’s National Plan for Post-School Education and Training (2019) places a strong emphasis on the necessity of enhancing inclusion and equity in the educational system. Cloete and colleagues (2015) suggest that by making deliberate investments in education and establishing inclusive learning spaces, South Africa may more effectively utilize the potential of its young people. In addition, Motala (2017) emphasizes that in order to advance social justice and economic growth, systemic disparities in education must be addressed.