The Council on Higher Education (CHE) in South Africa plays a crucial role in maintaining and promoting the quality of higher education across the country. It is an independent statutory body established under the Higher Education Act of 1997, and it reports directly to the Minister of Higher Education, Science and Innovation.
Key Roles and Responsibilities of the CHE:
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Quality Assurance and Accreditation
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The CHE is responsible for the accreditation of higher education programmes offered by both public and private institutions.
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It operates through its Higher Education Quality Committee (HEQC), which sets standards and evaluates whether institutions meet the required criteria.
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Advisory Role
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The CHE advises the Minister on all matters related to higher education, such as policy development, funding, planning, and regulation.
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It conducts research and publishes reports to inform policy and promote good governance in higher education.
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Monitoring and Evaluation
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The CHE monitors the state of higher education in South Africa and produces regular State of Higher Education reports.
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It assesses how institutions are performing in terms of transformation, access, success rates, and institutional effectiveness.
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Development of Qualifications Framework
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It contributes to the development and implementation of the National Qualifications Framework (NQF), ensuring alignment of qualifications across the education system.
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Promoting Quality Culture
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The CHE encourages a culture of continuous improvement and academic excellence within higher education institutions.
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CHE Investigates the LLB Degree in South Africa
In 2013, the CHE initiated a national review of LLB programmes in response to concerns about the quality and standard of legal education in South Africa. These concerns were raised by the legal profession, the judiciary, and academia, particularly regarding the readiness of graduates for legal practice.
Goals of the Review:
To assess the quality of LLB degrees across institutions.
To ensure standardisation and comparability of LLB programmes nationwide.
To identify areas needing improvement, both in curriculum design and institutional support.
Timeline of Events:
2015: The CHE started the formal review process.
2016–2017: Universities submitted self-evaluation reports and were visited by review panels.
2018: The CHE released the outcomes of the review.
Findings:
Out of 17 public universities offering the LLB:
Only a few programmes were fully accredited without conditions.
The majority received accreditation with conditions, meaning institutions were required to address specific quality concerns.
A few programmes were not accredited, prompting the institutions to take remedial action or risk the discontinuation of their LLB offerings.
Common Issues Identified:
Curriculum gaps, such as inadequate coverage of essential legal principles.
Poor student support systems, especially for those from disadvantaged backgrounds.
Insufficient qualified academic staff.
Weak graduate attributes, particularly in legal reasoning and writing.
Impact and Outcomes:
Universities were given deadlines to improve their programmes.
Some institutions had to revise curricula, increase staffing, or improve facilities.
The process raised overall awareness of the importance of quality assurance in legal education.
It helped elevate the standard of LLB programmes in the country.
