Analysis of the Nine-Tenths Mentoring Programme’s role in decolonising higher education in Makhanda

This research critically examines the potential and limitations of the Nine-Tenths Mentoring Programme at Rhodes University as a tool for decolonising higher education and enhancing epistemological access for historically disadvantaged students in Makhanda, South Africa. Initiated in 2016, the programme targets Grade 12 learners from under-resourced, no-fee schools, aiming to increase their chances of entering higher education. While the programme has successfully improved Bachelor-level pass rates and local enrolment at Rhodes, this study argues that true access involves more than just university admission. Conducted in 2021, the study uses qualitative data from 12 in-depth interviews with former Nine-Tenths mentees at various levels of study, ranging from undergraduate to postgraduate. The paper explores how the programme facilitates epistemological access, defined as the ability to engage meaningfully with academic knowledge, and its role in the decolonisation of higher education. Findings reveal that while Nine-Tenths bridges the gap between secondary and tertiary education, students continue to face substantial challenges upon entering university, including socio-economic obstacles, language barriers, and feelings of alienation within a historically white institution. While the programme marks progress toward decolonisation, deeper institutional transformation is necessary to achieve epistemological equity and create a truly inclusive academic environment. This paper concludes with recommendations such as enhanced first year support systems, targeted socio-economic interventions, and curriculum reforms that embrace diverse epistemologies. By emphasising the need to move beyond mere access to ensure meaningful inclusion and success, this research contributes to the ongoing discourse on decolonisation in South African higher education, and the urgent need for systemic transformation in historically exclusionary institutions.