Tertiary education campuses are no more the heart of peacefulness and scholastic study. They are turned into battlefields, administration and lecture hall buildings become the objects of siege, invasion and occupation. This is caused by the demands by students for adequate financial aid, the declining financial resources from government and the government's call for more access to tertiary education especially for the historically disadvantaged students. The problems in tertiary education pertain not only to financial problems, they also include cultural diversity, social and political issues. The financial aid to tertiary institutions is the main theme in this research. The research is based on a study of international and South African tertiary education systems in order to find ways to manage student affairs in tertiary education effectively and efficiently and to establish management strategies that will be acceptable to students, management, parents, all stakeholders and interest groups. In the end the management in tertiary education institutions should be able to effect the transformation based on the profound deficiencies of the present system which inhibit Higher Education's ability to meet the moral, social and economic demands of the new South Africa in the context of national and global opportunities and challenges. / Educational Leadership and Management / M.Ed. (Educational Management)

The dropout of students funded by the National Student Financial Aid Scheme (NSFAS) is a perennial problem in many higher education institutions (HEIs) in South Africa. Despite this, little research has been conducted to investigate this phenomenon, and this study sought to address this gap by investigating the dropout of NSFAS-funded students from HEIs in Northern Gauteng. The study adopted a qualitative methodology and a phenomenological design to explore the lived experiences of students who dropped out of HEIs. Thirty-one NSFAS-funded students, three senior management officials from three HEIs and one NSFAS senior official were purposively selected to form part of the study. Semi-structured interviews, document analysis and observations were utilised as reseach instruments and interpretative phenomenological analysis (IPA) was employed to analyse data. The findings of the study established that a lack of support for students, and personal, socioeconomic, institutional and health factors contributed to the dropout of students from HEIs. It was further established that the majority of students who dropped out did so because of the inefficient operations of NSFAS and the new student-centred model. The study also found that insufficient funding, late allocation of funds, stringent NSFAS requirements, lack of communication, late payment or nonpayment of allowances contributed to students’ dropout. To address these shortfalls, the study recommends that the student-centred model should be overhauled and replaced with an integrated system including departments such as DOH, SARS, DSD and DOL to identify students who are eligible for funding and assist in the efficient administration of NSFAS. It is further recommended that funding administered by both the national and provincial government departments be centralized and administred by the NSFAS to circumvent double dipping. Finally, it is recommended that students who fall within the R0 – R350,000 per annum household income category including SASSA beneficiaries be flagged by the system to automatically qualify for funding. / Educational Management and Leadership / D. Ed. (Education Management)