The University of the Free State (UFS) has been ranked as the second highest institution in South Africa for disability transformation, achieving an impressive 78% score on the Disability Results Effectiveness Scale (DRES). This ranking reflects the university’s effective implementation of the Department of Higher Education and Training (DHET)’s Strategic Policy Framework on Disability in the Post-School Education and Training (PSET) System. 

Martie Miranda, Deputy Director of the Centre for Universal Access and Disability Support (CUADS) at the UFS, welcomed the recognition. “This ranking affirms the UFS’s leadership in embedding systemic, policy-driven, and culturally inclusive practices that advance the rights and participation of persons with disabilities in higher education,’’ she said.  

She attributed this achievement to the dedication and passion of the CUADS team, who are committed to supporting students and staff with disabilities across the university’s campuses.

Survey by HEDSA

The ranking is based on a comprehensive survey conducted by the Higher and Further Education Disability Services Association (HEDSA), which assessed how South African universities are including and supporting students and staff with disabilities. Of the 23 institutions that participated, UFS was among the top two in meeting the expectations outlined in the DHET’s strategic policy framework. 

Key focus areas 

The situational analysis report accompanying the survey focused on several key areas: institutional policy, support structures, and alignment with government directives. It also examined the existing systems, facilities, services, and departmental operations within each university’s disability support structures.  

Miranda explained that the UFS’s strong performance in these areas is due, in part, to the university’s Integrated Transformation Plan, launched in 2017. One of the plan’s workstreams is dedicated to universal access, with deliverables aligned with the DHET’s framework. 

“These deliverables enabled the university to fast-track the implementation of universal access and design as a guiding approach to including persons with disabilities,” she said. She added that CUADS plays a critical role in coordinating services, providing resources, and ensuring that the needs of students with disabilities are met holistically. 

Advancing inclusive support 

While the UFS has made significant strides in creating a supportive and inclusive environment, Miranda noted that challenges remain – particularly in areas such as research participation and transitioning into employment. 

“Despite ongoing advocacy and awareness training, there may still be gaps in understanding the specific needs and rights of students and staff with disabilities – often due to stigma or staff turnover,” she said. “These gaps can affect the level of support provided in research contexts and during the move from study to the workplace.” 

She further highlighted that many employers are unaware of inclusive recruitment practices and how best to support employees with disabilities - barriers that can limit equal opportunities for graduates with disabilities.