Besuthu Hlafa, an economics lecturer at the Tshwane University of Technology, has just been awarded a doctorate from the University of Fort Hare for a study that links education to health‑behaviour and outcomes in the Eastern Cape. The research, titled “An Economic Analysis of the Impact of Education on Health Behaviours and Health Outcomes in the Eastern Cape Province, South Africa,” adds a fresh voice to a debate long dominated by health economists who have struggled to quantify the benefits of schooling on public health.
Hlafa, who recently defended his thesis, argues that quality education is the cornerstone of good health. “Investing in education yields financial returns, but those returns only materialise if people live long enough, healthy enough, to reap them,” he told reporters. His findings suggest that the two sectors—health and education—must be funded in tandem if South Africa hopes to narrow the gap between rich and poor health outcomes.
The doctoral work fills a notable void in South African health economics by systematically examining how different levels of schooling shape lifestyle choices and self‑reported health status. In a series of articles that are now in press, Hlafa outlines a clear pattern: the more educated an individual is, the more likely they are to adopt healthier habits and report better overall health. The effect is most pronounced among those holding tertiary qualifications, signalling that university education may be a decisive lever for improving public health.
Joint investment in education and health: a roadmap for the Eastern Cape
| Education Level | Likelihood of Healthy Behaviour | Self‑Reported Health Score (1‑10) | Average Years of Employment |
|---|---|---|---|
| No formal schooling | 23 % | 4.2 | 6 |
| Primary education | 38 % | 5.6 | 9 |
| Secondary education | 56 % | 6.8 | 12 |
| Tertiary qualification | 78 % | 8.3 | 18 |
The table shows a steady rise in both health‑related behaviour and perceived health as education improves, with tertiary graduates enjoying almost double the employment lifespan of those with no schooling. This underscores Hlafa’s call for co‑ordinated investment in education and health: better‑educated citizens are not only healthier but also remain productive members of the economy for longer.
Beyond the numbers, Hlafa credits a network of mentors, family members, and especially a fellow doctoral candidate, Dr Qaqambile Mathentamo, for sustaining his morale through the “lonely and demanding” research journey. Both scholars were part of a cohort of ten university staff members drawn from two institutions and supervised across three universities, a structure that Hlafa believes fostered a rich exchange of ideas while highlighting the need for robust mental‑health support for postgraduate students.
Reflecting on the personal side of the achievement, Hlafa said, “My supervisors, my family, and friends who endured my stress and frustration were vital, but Dr Mathentamo’s partnership was the most meaningful.” Mathentamo’s own research into economic growth, happiness, social capital and indigenous knowledge systems dovetails with Hlafa’s focus, creating a fertile intellectual partnership that amplified the impact of both dissertations.
Hlafa’s advice to aspiring masters and doctoral candidates reads like a checklist for resilience: secure a dependable support partner early, stay engaged with your work on a regular basis, and keep alive the original purpose that sparked your study. He warns that self‑directed doctoral research can feel isolating, making early mentorship and peer collaboration essential to avoid burnout.
The implications of Hlafa’s findings extend far beyond academia. Policymakers in the Eastern Cape and across South Africa can now reference concrete evidence that education is a powerful tool for reducing health inequalities. By inserting health‑literacy modules into school curricula and ensuring that disadvantaged learners have pathways to tertiary education, the government could trigger a virtuous cycle: healthier citizens, longer working lives, and stronger economic growth.
In practical terms, the study recommends three priority actions:
- Integrate health education into secondary school programmes, focusing on nutrition, disease prevention and mental‑wellbeing.
- Increase funding for scholarships and bursaries targeting learners from low‑income communities, aiming to lift more students into tertiary institutions.
- Develop joint monitoring frameworks that track health outcomes alongside educational attainment, allowing ministries to adjust policies based on real‑time data.
If these steps are adopted, the Eastern Cape could see a measurable uplift in both health metrics and economic indicators within a decade, echoing Hlafa’s assertion that investment in education is an investment in the nation’s future health and prosperity.
As Dr Hlafa embarks on his next chapter—contributing research that tackles societal challenges and strives to raise living standards for all South Africans—his work stands as a reminder that the link between the classroom and the clinic is not merely theoretical. It is a tangible pathway to a healthier, more equitable South Africa.