Buti Manamela, Minister of Higher Education and Training, has called on African universities to fundamentally rethink inclusion, emphasizing that disability must be treated as a central design principle rather than an afterthought.
Speaking at the third edition of the Times Higher Education (THE) Africa University Summit in Nairobi, Kenya, Manamela said the current participation rates for students with disabilities highlights the scale of exclusion across the region.
In South Africa, students with disabilities accounted for only 1.3% of public university enrollments in 2023, while the figure was around 1% in the comprehensive post-school education and training system.
“These are not massive inclusion figures. These are indicative of how much work remains to be done,” the minister said.
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Manamella argued that meaningful inclusion requires systemic change, extending beyond admissions to the way institutions are structured and operate.
He said the problem is not just at the point of entry, but also in the infrastructure.
“The problem lies in infrastructure, digital design, assistive technology, curriculum adaptation, staff training and whether institutions are built on the principle of universal access or on the notion of a 'normal' student. Inclusion is not speech. It is design,” the minister said.
Manmela highlighted that gender equality in higher education varies significantly across the continent.
While South Africa has achieved a female majority in enrolment, much of sub-Saharan Africa still faces barriers to women's access to tertiary education, with about 80 women enrolled for every 100 men.
Using Kenya as an example, he said tertiary enrollment stands at about 13% for males and 10% for females, underscoring that parity remains a challenge in many countries.
Call for measurable justice and systemic reform
The Minister urged higher education leaders to move from symbolic commitments to measurable outcomes, including publishing detailed, disaggregated data on enrollment, retention, completion, employment outcomes, disability access and leadership representation.
“Without that, we don't have change. We have anecdotes,” he said.
She also cautioned against simplistic narratives around gender and warned that progress for women should not obscure persistent inequalities, nor should efforts toward gender justice be undermined by concerns about declining male participation.
“The task is not to choose between women and men. The task is to create institutions capable of creating equality for all.”
Manmela also emphasized that the challenges within higher education reflect broader social dynamics, including poverty, labor market inequality, social conditions, and access to resources.
“The question of higher education is inseparable from the social question,” he said, calling for coordinated reforms, including funding, curriculum changes, safe and accessible campuses, and stronger links with the labor market.
Towards a more inclusive future
Manamela said South Africa's experience demonstrates both the potential and limits of policy-driven change.
Although progress has been made in increasing access, particularly for women, deep inequities remain in leadership, employment outcomes and disability inclusion.
Manmela said, “Our job is to build an education system that reflects the society we want: balanced, fair, accessible and equal. Not access without success. Not inclusion without power. But real equality.”