Overview of the DHET National Open Learning Workshop
The Department of Higher Education and Training (DHET) recently hosted a pivotal three-day National Open Learning Workshop from 24 to 26 March 2026 at the South West Gauteng TVET College in Soweto. This event marked a significant step in advancing digital education access across South Africa's post-school education and training (PSET) sector, particularly in universities and colleges. Attended by representatives from universities, TVET colleges, and key stakeholders, the workshop emphasized building capacity for flexible, inclusive learning models.
With South Africa's higher education facing persistent challenges like limited access for rural and low-income students, the workshop aligned efforts with national priorities for equitable education. It highlighted the role of open learning in bridging gaps, especially amid growing online education demand, where the market reached USD 396.86 million in 2024 and is projected to expand rapidly.
Background on DHET's Open Learning Initiatives
The workshop builds on the Open Learning Policy Framework (OLPF) for PSET, gazetted in 2017, which envisions a differentiated, inclusive system using ICT and open educational resources (OER) to enhance access and quality. The framework's principles—learner-centered flexibility, barrier removal, prior learning recognition, and credit transfer—aim to transform traditional models.
Central to this is the National Open Learning System (NOLS), offering free self-directed modules with badges for RPL, linking to formal qualifications at universities like Unisa. Despite progress, digital divides persist: only 70% regular internet access, with rural students lagging. Public HE enrolment stood at 1,071,715 in 2023, with Unisa's 350,407 distance learners comprising 94.3% of public distance mode.
Key Themes: Teacher Education and Policy Alignment
A core focus was aligning teacher education with the OLPF and Minimum Requirements for Teacher Education Qualifications (MRTEQ, 2015). MRTEQ sets standards for initial teacher education (ITE) like BEd (480 credits, NQF 7), emphasizing disciplinary, pedagogical, practical, fundamental, and situational knowledge, with 20-32 weeks work-integrated learning (WIL). The workshop urged universities to integrate open practices into programs, addressing SA's teacher shortages in STEM and rural areas.
Discussions covered blended learning adoption, where universities like UCT and Stellenbosch have piloted hybrid models post-COVID, boosting completion rates by 15-20% in some courses.
Blended Learning and Open Educational Resources Adoption
Strengthening blended learning and OER was highlighted, with calls for universities to share resources openly. Unisa leads with massive ODL enrolment, but adoption varies: only 30% of SA unis have robust OER policies. OER reduces costs—textbooks average R5,000/year—and supports decolonization by localizing content.
The workshop promoted OER repositories, linking to NOLS for modules in high-demand fields like education (185,345 public HE enrolments in 2023). For more on OLPF strategies, see the official policy document.
Ethical AI and Digital Tool Integration
Enhancing ethical AI use was a highlight, coinciding with DHET-Google MOU (signed 30 March 2026) for AI/digital skills training in unis/TVETs. Sessions addressed AI for personalized learning while mitigating biases, crucial as 40% SA students lack devices.
Unis like UJ and NWU are piloting AI tutors, improving retention by 12%, but readiness varies—digital transformation strategies cover infrastructure, literacy, but rural unis lag.
Stakeholder Collaboration Across Institutions
Promoting knowledge-sharing among universities, colleges, and stakeholders fostered partnerships. Participants from Unisa, UCT, Stellenbosch, TVETs discussed scaling open practices. For MRTEQ details, refer to DHET policy.
- Unisa: ODL pioneer, 350k students.
- UCT/Stellenbosch: Hybrid models for inclusivity.
- TVETs: NOLS integration for vocational paths.
Addressing the Digital Divide in SA Higher Education
SA's digital divide—70% internet access, but 50% rural students offline—hampers equity. Workshop strategies: learner support centres, low-cost printing, device subsidies. Enrolment planning 2026-2030 targets growth amid capacity crisis (500k rejections).
Unis must prioritize infrastructure; e.g., UCT's digital hubs serve 20k off-campus learners.
Case Studies from Leading SA Universities
Unisa's ODeL model supports 300k+ distance students, using OER extensively. UCT's Vula LMS blends online/contact, reaching diverse cohorts. Stellenbosch's open courses via OERu network export knowledge regionally. These exemplify workshop goals, with Unisa graduating 56k in 2023.
| University | ODL Enrolment % | Key Initiative |
|---|---|---|
| Unisa | 85% | NOLS modules |
| UCT | 20% | Vula platform |
| Stellenbosch | 15% | OERu network |
Key Outcomes and Forward Momentum
Outcomes: Institutional open learning plans, national community of practice, follow-up webinars/clinics. Aligns with 2026/27 APP for expanded access. Next: Scale NOLS, AI training via Google MOU.
Implications for South African Universities and Colleges
Workshop positions unis to meet enrolment targets (1.1M+ by 2030), reduce dropouts (30% undergrad), boost employability via digital skills. Addresses inequality: 82% African public HE students.
Future Outlook: A Digitally Empowered PSET Sector
With policy alignment, OER/AI adoption, and collaborations, SA HE can achieve inclusive growth. Challenges remain—funding, infrastructure—but momentum from Soweto workshop signals transformation.