Minister Buti Manamela Places Digital Transformation at the Heart of South Africa’s Post-School Education System
Minister of Higher Education and Training Buti Manamela has placed digital transformation and artificial intelligence at the centre of efforts to modernise South Africa’s post-school education and training sector. Speaking during the delivery of Budget Vote 17 in Parliament on 26 May 2026, the Minister described digital transformation not merely as a technology programme but as the backbone of a modern system capable of delivering accessible, relevant learning opportunities to young South Africans wherever they live.
The R149.2 billion budget allocated to the Department of Higher Education and Training reflects three interconnected priorities: accelerating digital transformation, driving a skills revolution, and reshaping the size and structure of the post-school education and training system. These priorities respond directly to the need for graduates equipped with capabilities in artificial intelligence, cybersecurity, software development and data analytics while ensuring that learning is no longer constrained by geography or infrastructure limitations.
Background: South Africa’s Evolving Higher Education Landscape
South Africa’s post-school education and training sector encompasses universities, technical and vocational education and training colleges, and community education and training centres. The sector has long grappled with challenges of access, quality, governance and alignment with labour market demands. The COVID-19 pandemic accelerated the adoption of online and blended learning models, exposing both opportunities and gaps in digital infrastructure, staff readiness and student support across urban and rural institutions.
National policy frameworks, including the Presidential Commission on the Fourth Industrial Revolution and the emerging National AI Strategy, have underscored the urgency of building domestic capabilities in emerging technologies. Institutions such as the University of Johannesburg and the University of KwaZulu-Natal have already piloted AI-related modules and short learning programmes, yet systemic integration remains uneven. Minister Manamela’s recent interventions seek to move beyond isolated pilots toward coordinated, sector-wide change.
Specific Initiatives Announced in the 2026 Budget Vote
Central to the digital transformation agenda is the rebuilding of core data systems, beginning with the TVET management information system. Reliable, integrated data is viewed as essential for planning, accountability and evidence-based decision-making. The Department plans to expand the national open learning system and introduce fully online TVET and community education and training offerings. Digital career guidance services will be rolled out through mobile platforms, meeting students where they already are – on smartphones in townships and villages.
Curriculum development will incorporate artificial intelligence, data analytics, software development and cybersecurity through new partnerships with technology companies. Twenty-four new occupational qualifications were introduced at TVET colleges from January 2026, many with explicit digital components. These measures aim to ensure that qualifications translate more directly into employment opportunities in a rapidly changing economy.
International Engagement and Knowledge Exchange
Minister Manamela led a South African delegation to the 2026 World Digital Education Conference in Hangzhou, China, in May. The visit highlighted opportunities for bilateral cooperation in artificial intelligence, digital education platforms and academic exchange. South African officials expressed particular interest in China’s advanced digital education ecosystems and the potential for joint development of future-oriented campuses and curricula.
Such engagements complement domestic efforts by exposing South African institutions to global best practices while ensuring that local priorities – equity, inclusion and relevance to the African context – remain central. Partnerships with global technology firms such as Google South Africa and Microsoft South Africa further support capacity building in artificial intelligence and cloud computing.
Partnerships Driving Skills Development
Letters of intent signed between the Department and leading technology companies emphasise closing the gap between skills produced and skills demanded by the economy. These collaborations focus on artificial intelligence capabilities, data analytics and cybersecurity training. The approach aligns with recommendations from the Presidential Commission on the Fourth Industrial Revolution, which identified these areas as critical for national competitiveness and inclusive growth.
TVET colleges are positioned as key delivery points for these new qualifications, with expanded online options intended to increase reach beyond traditional campus locations. Universities are expected to play a complementary role through research, postgraduate training and the development of micro-credentials that allow working professionals to upskill rapidly.
Challenges Facing Implementation
Successful digital transformation requires more than policy announcements. Infrastructure gaps persist in many rural and township areas, while staff digital literacy varies significantly across institutions. Governance concerns, including data integrity and reliable management information systems, have been flagged by the Minister himself as non-negotiable foundations. Without robust data, transformation efforts risk resting on unreliable foundations.
Equity considerations remain paramount. Digital solutions must not inadvertently widen existing divides between well-resourced urban universities and under-resourced colleges or between students with reliable connectivity and those without. Privacy protections under the Protection of Personal Information Act add another layer of complexity to the design of learning analytics and student support systems.
Perspectives from the Sector
Universities South Africa has welcomed the Minister’s forward-looking approach, noting the emphasis on both transformation and accountability. Institutional leaders highlight the need for sustained funding to modernise learning management systems, train academic staff and develop locally relevant AI applications. Student organisations have stressed that expanded online offerings must be accompanied by adequate devices, data subsidies and academic support to prevent exclusion.
Industry voices, particularly in the information and communication technology sector, have expressed cautious optimism. They point to the value of closer alignment between qualifications and occupational demands, while cautioning that rapid curriculum changes require quality assurance mechanisms to maintain standards.
Implications for Universities, Colleges and Academics
Academic staff will increasingly be expected to integrate digital tools and AI literacy into teaching and research. Professional development programmes focused on generative AI, learning analytics and online pedagogy are likely to expand. University administrators face decisions about investment priorities – balancing infrastructure upgrades, staff capacity building and student support services.
TVET and community education and training institutions stand to benefit from targeted digital expansion, potentially increasing enrolment among working adults and rural learners. For PhD-track job seekers and early-career academics, expertise in digital education, AI ethics and curriculum innovation is becoming a valuable differentiator in the academic labour market.
Photo by Luke Aguaita on Unsplash
Future Outlook and Opportunities
Over the coming years, South Africa’s higher education system is positioned to become more responsive, flexible and globally connected while remaining rooted in local development imperatives. Successful implementation could contribute to reduced youth unemployment, stronger innovation ecosystems and greater social mobility. Continued monitoring through improved data systems will allow timely adjustments.
Opportunities exist for collaborative research between South African and international institutions on context-appropriate AI applications in education. Micro-credential frameworks and stackable qualifications may offer new pathways for lifelong learning, particularly valuable in a labour market undergoing rapid technological change.
Actionable Insights for Stakeholders
University leaders are encouraged to conduct institutional readiness assessments covering infrastructure, staff capabilities and governance frameworks. Academics can begin integrating AI literacy modules into existing courses and exploring open educational resources to reduce costs for students. Job seekers in higher education should prioritise skills in digital pedagogy, data-informed decision-making and ethical AI use when preparing applications and research profiles.
Partnerships between institutions and industry can be strengthened through joint curriculum design and work-integrated learning placements focused on digital skills. Policymakers and regulators will need to balance innovation with quality assurance and equity safeguards.
