Unisa Eastern Cape Region hosts first Provincial Disability Indaba

The Eastern Cape Regional Disability Collaboration (ECRDC) was established in 2016 as a substructure of the Higher and Further Education Disability Services Association (HEDSA). The ECRDC has an executive committee in which Unisa is represented by a student counsellor, Nolwazi Somtsewu, who championed that Unisa hosts the first hybrid Provincial Disability Indaba (PDI) to reflect on the post-school transition of students with disabilities.

On 24 and 25 July 2025, the ECRDC held a two-day PDI, which was officially opened by Dr Makwena Molotja (Regional Director: Unisa Eastern Cape Region), at the Regent Premier Hotel in East London.  When welcoming delegates, she particularly acknowledged the sign language interpreter and stakeholders from the Department of Higher Education and Training (DHET), provincial universities and TVET colleges, special schools, government departments, disability organisations and policymakers. Most importantly she also acknowledged students with disabilities and encouraged collaborations of these stakeholders to build a more inclusive society. She emphasised that the indaba serves as a platform for meaningful dialogue among different stakeholders to find ways of supporting and preparing students and graduates with disabilities for the world of work.

Zanele Nomatshila, chairperson of the ECRDC, outlined the purpose of the indaba and gave an overview of the organisation. She spoke about the role of the ECRDC in advocating for inclusive practices, ensuring that students receive necessary academic and resource-based support, and promoting collaboration between institutions and stakeholders.

Promoting inclusive education

Professor Dikeledi Mahlo of the Department of Inclusive Education at Unisa delivered a powerful keynote address on the importance of equity and resilience in higher education. She emphasised that equity is not about treating all students the same but about ensuring that each student receives the support they need based on their individual circumstances. She also highlighted the role of resilience in helping students with disabilities adapt, cope and flourish despite the challenges they face in academic environment.

Abigail Munene-Baloyi, a DHET representative, stressed the need for institutional disability policies, disability rights units, universal access, and stronger accountability to ensure meaningful inclusion and success for all students with disabilities. Panel discussions focused on institutional policies, careers and breaking educational barriers for students with disabilities as well as technology and universal design. Participants benefited from the insights and experiences shared by staff members from TVET colleges and universities. Bheki Nxumalo, acting Director of Unisa’s Advocacy and Resources Centre for Students with Disabilities (ARCSWID), noted that while policy custodians focus on compliance and reporting for statistical purposes, stakeholders want to see meaningful transformation, genuine inclusivity and improved accessibility. He added that these went beyond policy and required leadership, institutional culture and reprioritisation of resources towards inclusive practices.

Representing Ikhala TVET College, Andiswa Mkumbuzi shared that their institution has reviewed and amended its policy for students with disabilities to meet current needs. She noted that the college has forums specifically for students with disabilities, providing a platform for them to be heard. Mkumbuzi expressed pride in the college’s commitment to ensuring that students with disabilities are prioritised after completing their theory studies and recommendations are made on their behalf for employment.

Employment opportunities for students with disabilities

On day 2 of the indaba, a keynote address was presented by Dr Matome Jack Mashiapata, Director of Counselling and Career Development Services at Unisa, who was recently awarded a token of recognition as the founding member of HEDSA. In his address, he focused on the impact of environmental and social structures on students with disabilities. He emphasised that we need to understand that no single person is more able than the other person as we are all prone to disabilities. In addressing impact of educational and career development, he advocated that career guidance and information should be prioritised for all special schools and institutions that cater for people with disabilities, irrespective of the nature and cause of disability. 

Fhatuwani Makahane, student counsellor, gave a presentation on strategies for closing the skills gap through upskilling, reskilling and aligning with industry needs, including government programmes for technology adoption.

During the panel discussion focusing on public employment opportunities, Unathi Nyangwa, psychologist, represented the Department of Employment and Labour. She highlighted the department’s aim of linking job seekers with employment opportunities and emphasised students’ registration on the Employment Services South Africa (ESSA) database. Disclosure of disability on the database was encouraged as government targets are still not met. The late Sithembele Lunguza from the Office of the Eastern Cape Premier shared their plans of hiring one sign language interpreter per government department to improve communication and accessibility to information by deaf and hard-of-hearing individuals.

Siphokazi Mpofu, winner of Ms Charity Universe for 2023, shared her journey in beauty pageantry as a person with visual impairment. Her achievements include publication of a Xhosa novel titled Zajika Izinto and being the founder of a non-profit organisation called Isililo Sezibazana. The final panel discussion focused on the role of disability organisations. Presenters during this panel discussion were Chipo Gwaze, Director of Rehab, an organisation rendering services to persons with visual impairment, mental health and physical disabilities, and Nomvuzo Luwaca, Director of Buffalo Deaf Association.

Student experiences

The slogan of the indaba was “Nothing about us without us.” Students from TVET colleges and universities shared their lived experiences, challenges, higher education journeys, as well as their triumphs. Noted from the indaba engagements was their resilience and grit, as some were already pursuing postgraduate studies. This motivated these students, especially for challenges they encountered. The students emphasised the need for more support to help them succeed and show their full potential. Support needed included training all academic and professional staff on disabilities, relevant assessment methods and funding opportunities. The student voices and experiences were a wakeup call to continue advocating for all people, ensuring we keep on shedding light and hope to students with disabilities in our institutions and communities.

Participant feedback:

• “True inclusion goes beyond simply placing learners with disabilities in mainstream settings, it requires transforming the entire education system to remove structural barriers and provide equitable support. This means adapting a human rights-based approach that values diversity, ensures accessibility, and promotes participation for all.”
• “Inclusivity is important at all platforms (society, families, communities, schools, higher education institutions and employers) and it is a responsibility for all of us to ensure that people with disabilities are integrated in our day-to-day activities, and they deserve the respect and opportunities that we all get.”
• “There is a lot that employers need to do to accommodate people with disabilities. The employers should accommodate people with disabilities in senior positions and stop reporting on statistics”.
• “Provide people with technology devices that will make it easier for the disabled to do their work.  People with disabilities can be able to open their business just like anyone”.

As part of the resolution, the need for collaboration between higher education, government, disability organisations and research was stressed. Research collaboration was equally seen as important. Individual accountability was emphasised in everyday operation and advocacy.

* By Siphokazi Mqopi, Nontlahla Koni, and Nolwazi Somtsewu