Success Stories of NSFAS-Funded Students: A Case Study on Advancing Quality Education in South Africa
Keywords:
Educational equity; higher education access; NSFAS beneficiaries; Social Justice Theory; student successAbstract
Access to equitable and quality higher education remains a central concern in South Africa’s transformation agenda and is closely aligned with Sustainable Development Goal 4 (Quality Education). Within this context, social justice perspectives emphasise removing structural barriers and providing equitable opportunities for historically disadvantaged students. The National Student Financial Aid Scheme (NSFAS) was established to advance educational equity by providing financial support to students from low-income backgrounds. While existing scholarship has examined access and funding policies, limited research has explored the lived experiences and transformative success trajectories of NSFAS-funded students, particularly within rural university contexts. This study investigates how NSFAS funding contributes to student success, resilience, and long-term educational outcomes. Grounded in Social Justice Theory, the study adopts an interpretivist paradigm and a qualitative research approach, employing a case study design. Data were collected through semi-structured interviews with 12 purposively selected NSFAS-funded students from two rural-based public universities in South Africa. The data were analysed using thematic analysis to identify recurring patterns and meaning-making processes in participants’ narratives. The findings reveal that NSFAS funding significantly alleviates financial stress, enhances academic concentration, promotes persistence, and fosters identity transformation and future-oriented aspirations. However, systemic challenges, including delayed disbursements and limited financial literacy, occasionally undermine academic continuity. The study recommends timely and transparent fund distribution, structured financial literacy programmes, and integrated institutional support systems to maximise NSFAS’s transformative potential and strengthen educational equity in South Africa.
https://doi.org/10.26803/ijlter.25.4.7
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