HELTASA Sparks Fresh Dialogue on Valuing Teaching Excellence
The Higher Education Learning and Teaching Association of Southern Africa (HELTASA) hosted a timely virtual session titled Reframing Recognition in Higher Education on 11 June 2026. The event brought together academics, academic developers, and institutional leaders from across South Africa to examine how recognition practices can better reflect the diverse realities of teaching and learning in the country’s universities and colleges.
HELTASA, established to support professional development in learning and teaching across the Southern African region, has long championed excellence through its partnership with the Council on Higher Education (CHE). The session moved beyond traditional award ceremonies to explore broader cultural shifts in how contributions to student success are acknowledged.
Background: From CHE-HELTASA Awards to National University Teaching Awards
Recognition of teaching excellence in South African higher education dates back to 2009 when the CHE and HELTASA launched the National Excellence in Teaching and Learning Awards. These awards aimed to celebrate outstanding educators at public universities and generate visible role models. In recent years the programme evolved, with the National University Teaching Awards (NUTA) emerging under the auspices of South African University Teachers (SAUT) to replace the earlier CHE-HELTASA framework from 2024 onward.
Universities South Africa (USAf) and the Department of Higher Education and Training (DHET) have supported these initiatives as part of broader efforts to professionalise teaching. The 2026 HELTASA session asked whether current structures adequately capture the full spectrum of work that supports student learning, particularly in resource-constrained and historically disadvantaged institutions.
Core Themes from the 11 June Session
Participants explored recognition as more than medals or certificates. Discussions emphasised creating institutional cultures that value peer mentoring, curriculum innovation, community-engaged teaching, and support for first-generation students. Speakers highlighted the need to move away from narrow metrics that privilege research output over teaching impact.
Equity emerged as a central concern. Academics from universities such as the University of Fort Hare, Walter Sisulu University, and the University of Limpopo shared experiences of recognition systems that sometimes overlook contributions made in under-resourced environments. The conversation also touched on decolonising recognition frameworks to acknowledge indigenous knowledge systems and multilingual pedagogies.
Stakeholder Perspectives Across the Sector
University administrators noted the pressure to balance national awards with internal promotion criteria. Vice-chancellors and deputy vice-chancellors academic from institutions including Stellenbosch University and the University of KwaZulu-Natal stressed the importance of aligning recognition with institutional transformation goals.
Academic developers and teaching fellows described the emotional labour involved in portfolio preparation for awards and called for more supportive processes. Early-career lecturers expressed hope that reframed recognition could open pathways for those whose work focuses on student success rather than high-impact publications.
Impact on Equity, Transformation and Student Success
Reframing recognition has direct implications for South Africa’s higher education transformation agenda. When awards and promotions reward only certain forms of excellence, they risk perpetuating historical imbalances. Broader recognition practices can highlight work that improves throughput rates, supports students from quintile 1–3 schools, and fosters inclusive classrooms.
Evidence from institutions that have piloted more holistic recognition shows improved morale among teaching staff and stronger student engagement. The session underscored that recognition is not merely symbolic; it influences where talented academics choose to work and how they prioritise their time.
Photo by Boitshoko Morobeng on Unsplash
Challenges in Implementing New Recognition Models
Resource constraints remain a significant barrier. Many universities face competing demands on limited budgets for staff development and award administration. Data collection on teaching impact is often fragmented, making it difficult to demonstrate value consistently across institutions.
Resistance to change also surfaces. Some senior academics accustomed to traditional metrics question whether expanded criteria dilute standards. Regulatory alignment with the CHE’s quality assurance processes and the South African Qualifications Authority (SAQA) adds another layer of complexity.
Case Studies from South African Universities
The University of Cape Town has experimented with teaching fellowships that recognise sustained curriculum renewal in large first-year courses. At the University of the Witwatersrand, peer observation programmes feed into recognition processes that value collaborative teaching improvement. Nelson Mandela University has integrated community-engaged learning outcomes into its internal excellence awards, providing a model for contextually relevant recognition.
These examples illustrate practical steps institutions can take while national conversations continue through HELTASA and NUTA.
Regulatory Context and Policy Alignment
The Council on Higher Education continues to play a central role through its quality promotion and accreditation functions. DHET’s staffing South Africa’s universities framework and the National Development Plan emphasise the need for a capable academic workforce. HELTASA’s reframing work aligns with these policy priorities by advocating recognition systems that support both excellence and equity.
Future Outlook: AI, Global Trends and Local Realities
As artificial intelligence reshapes assessment and content delivery, recognition frameworks must adapt. The 2026 session flagged the importance of acknowledging educators who thoughtfully integrate emerging technologies while maintaining academic integrity and student-centred approaches.
International comparisons with bodies such as the International Consortium for Educational Development (ICED) offer useful benchmarks, yet South African practitioners insist on solutions grounded in local histories of inequality and resilience.
Actionable Insights for Institutions and Individuals
Universities are encouraged to audit current recognition criteria for unintended biases and to involve students in the design of teaching excellence measures. Academic staff can document diverse contributions through reflective portfolios that include student voice and peer feedback. HELTASA continues to offer professional development opportunities that prepare colleagues for these evolving expectations.
Leaders are urged to allocate dedicated resources for teaching development and to celebrate collaborative achievements alongside individual successes.
Conclusion: Building a Culture of Valued Contribution
The HELTASA session on Reframing Recognition in Higher Education marks an important moment for South African universities. By expanding what counts as excellence and who receives recognition, the sector can strengthen teaching quality, advance transformation, and better serve its students. Continued dialogue through HELTASA, NUTA, and institutional partnerships will be essential in translating these conversations into lasting cultural change.