The Council on Higher Education (CHE), South Africa's statutory quality assurance body for the higher education sector, has released two significant communiqués in 2026 that provide critical guidance to public and private institutions on modes of learning and teaching provision as well as broader compliance requirements.

These documents build on earlier directives and mark a decisive shift toward structured quality assurance processes following the expiration of temporary concessions introduced during the COVID-19 pandemic. Institutions across the country are now navigating clear timelines and expectations as they prepare for the 2027 academic year and beyond.

Background to the 2026 Communiqués

The CHE operates under the Higher Education Act as the Quality Council responsible for accrediting programmes, conducting institutional audits, and advising on quality matters. Its work directly influences how universities and private higher education providers deliver qualifications registered on the Higher Education Qualifications Sub-Framework (HEQSF).

Earlier communiqués from 2023, 2024 and 2025 established a pathway for managing the transition away from emergency online and blended learning arrangements. The new releases in April and May 2026 formalise the next phase, requiring institutions to demonstrate compliance through a formal themed review process or revert to their originally accredited delivery modes.

Communiqué 2 of 2026: Themed Review on Modes of Provision

Issued on 13 April 2026, Communiqué 2 outlines the implementation of the Themed Review on Modes of Learning and Teaching Provision. This review serves as the sole quality assurance mechanism through which the Higher Education Quality Committee (HEQC) will assess whether institutions may continue offering programmes in blended or online formats beyond 31 December 2026.

Institutions that participated in the review continue to benefit from the existing concession until a formal HEQC decision is communicated. Those that opted out must return to contact-mode or distance-mode accreditation conditions by the end of 2026. Continued non-compliant delivery after this date risks withdrawal of accreditation.

The communiqué emphasises that no further blanket extensions will be granted outside the themed review framework. It directs institutions wishing to join the review to contact the Director: Quality Reviews by 30 April 2026.

Communiqué 4 of 2026: Compliance of Sites of Delivery and Related Matters

Released on 5 May 2026, Communiqué 4 addresses compliance issues concerning sites of delivery, articulation pathways, and international comparability of qualifications. It highlights common factors that delay programme accreditation and registration processes.

Key areas include ensuring that all delivery sites meet infrastructure and support standards, that articulation arrangements between qualifications are clearly documented, and that programmes align with international benchmarks where relevant. The document aims to streamline accreditation workflows and reduce administrative bottlenecks for institutions.

Photo by Brett Jordan on Unsplash

Implications for Public Universities

Public universities such as the University of Cape Town, University of the Witwatersrand, Stellenbosch University and others must now align their programme portfolios with the outcomes of the themed review. Many had expanded online and blended offerings during the pandemic and now face decisions about which programmes will retain those modes permanently.

Failure to participate or demonstrate compliance could force a return to traditional contact teaching for certain qualifications, affecting student access, particularly for working adults and those in remote areas. University administrators are reviewing self-evaluation reports and preparing evidence of quality assurance systems that support diverse delivery modes.

Impact on Private Higher Education Providers

Private institutions registered with the CHE face similar requirements. Many specialise in distance and online education and have built business models around flexible delivery. The 2026 communiqués provide a structured route to formalise these offerings while maintaining quality standards.

Providers that successfully complete the themed review can offer greater certainty to prospective students about programme availability. Those that do not participate may need to adjust marketing and enrolment strategies ahead of the 2027 intake.

Stakeholder Perspectives and Sector Readiness

University leaders and quality assurance officers have welcomed the clarity provided by the communiqués, noting that a predictable regulatory environment supports long-term planning. Student organisations have expressed interest in how changes might affect access and success rates, particularly for first-generation and rural students.

The Department of Higher Education and Training (DHET) continues to monitor developments as part of broader efforts to strengthen the post-school education and training system. The CHE's focus on evidence-based reviews aligns with national goals of improving graduate outcomes and international competitiveness.

Future Outlook for Quality Assurance in South African Higher Education

These 2026 releases signal a maturing quality assurance landscape in which institutions must demonstrate robust internal systems rather than relying on temporary concessions. The CHE's Quality Assurance Framework (QAF) and Higher Education Practice Standards (HEPS) on modes of provision are now central to institutional strategy.

Looking ahead, successful navigation of the themed review could position institutions to innovate responsibly in digital delivery while upholding academic standards. The process also encourages greater attention to student support, assessment integrity and infrastructure across all modes.

Photo by Brett Jordan on Unsplash

Practical Steps for Institutions

Higher education providers are advised to review their accreditation histories, confirm participation status in the themed review, and prepare comprehensive documentation on learning and teaching quality. Early engagement with CHE officials and internal quality teams can help identify gaps before formal submissions.

Professional development for academic staff on blended and online pedagogies remains a priority, as does investment in learning management systems and student support services that function effectively across delivery modes.

Resources and Further Information

Full texts of the communiqués and related manuals are available on the official CHE website. Institutions and stakeholders seeking detailed guidance should consult the latest publications directly from the source to ensure alignment with current requirements.

The developments underscore the CHE's ongoing commitment to a diverse yet quality-assured higher education system that serves the needs of all South Africans.