Preparing Students for University, Work in Changing World, By Cambridge

Juan Visser

The transition from secondary school to tertiary education is becoming an increasingly important test of whether education systems are preparing young people not only for university admission but also for independent learning, critical thinking and the changing world of work.

For many students, moving from the structured environment of school into higher education represents a fundamental shift. At university, learners are expected to take greater responsibility for their studies, conduct research, interrogate evidence, manage their time and participate confidently in academic discussions.

This means the challenge for schools extends beyond helping students secure admission. They must also ensure that learners possess the academic habits, intellectual confidence and transferable skills required to succeed after gaining entry.

The demand for tertiary education has grown substantially worldwide. UNESCO data indicates that approximately 264 million students are enrolled in higher education globally, more than twice the number recorded at the beginning of the century.

The expansion reflects the growing recognition of higher education as a pathway to economic mobility, wider opportunity and the development of skills required to support national economies.

However, increasing access has also exposed a significant challenge: the gap between university admission and preparedness for higher-level learning.

Research by the Council for Aid to Education and the Organisation for Economic Co-operation and Development (OECD) found that approximately 57 per cent of students entering tertiary education were not proficient in critical thinking and written communication.

The implication is significant for education policymakers, schools, teachers and parents. Preparation for higher education cannot begin when a student arrives on a university campus. It must start much earlier, particularly during the secondary-school years when academic behaviours and intellectual capabilities are being formed.

According to education experts, traditional approaches that place heavy emphasis on memorisation and examination performance are increasingly insufficient for the demands of universities and modern workplaces.

Students need to learn how to analyse information, challenge assumptions, assess evidence, solve unfamiliar problems and develop independent conclusions.

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International curricula such as Cambridge IGCSE and Cambridge International AS & A Levels provide one model of how secondary education can develop these capabilities.

The programmes emphasise enquiry-based learning, encouraging students to engage with concepts, test ideas and formulate their own perspectives rather than simply recall information.

At the IGCSE level, students are introduced to structured enquiry through analytical reading, evidence-based argument and problem-solving across a broad range of subjects.

These foundations are subsequently developed at AS and A Level, where students are expected to evaluate competing viewpoints, synthesise information from different sources and communicate their arguments with clarity and precision.

Such competencies closely reflect the demands of tertiary education, where students are increasingly expected to navigate large amounts of information, distinguish credible evidence from weak sources and formulate independent positions.

The emphasis, therefore, is not simply on what students learn but also on how they learn.

Critical thinking and problem-solving are treated as transferable capabilities that can be applied across academic disciplines and real-life situations. Students are encouraged to make reasoned judgements, construct coherent arguments and approach unfamiliar challenges with greater confidence.

Independent learning is equally important.

University students are expected to manage their time, organise academic workloads, locate and evaluate resources and take responsibility for their own progress. Where these habits have already been developed in secondary school, students are better positioned to cope with the autonomy and complexity of tertiary education.

Research by the International Education group at Cambridge University Press & Assessment, titled Preparing Learners to Thrive in a Changing World, reinforces the importance of these capabilities.

The study found that students and teachers regard self-management skills as critical to future success, while also identifying them among the most difficult skills to teach and learn.

From managing time and maintaining focus to adapting to change and working independently, such capabilities are increasingly essential not only for university but also for employment and adult life.

The changing labour market has further increased the importance of transferable skills. The World Economic Forum’s Future of Jobs Report 2025 identified analytical thinking as the leading core skill among employers, while resilience, flexibility and agility were also among the most highly valued core skills. The report also identified creative thinking, technological literacy, curiosity and lifelong learning among skills expected to remain increasingly important.

This suggests that education systems must increasingly focus on producing learners who can adapt, think critically, solve problems and apply knowledge in unfamiliar environments.

The objective, therefore, should be to develop curious and resilient learners capable of continuing to learn long after they have completed formal education.

Evidence of the potential of this approach can also be seen in the Outstanding Cambridge Learner Awards, which recognise exceptional performance in Cambridge assessments across more than 40 countries.

Students in South Africa are among those who receive the awards annually, demonstrating strong examination performance, extensive subject knowledge and the ability to perform under demanding, internationally benchmarked assessment conditions.

Internationally recognised qualifications can also provide students with greater flexibility.

In countries including Nigeria, Ghana and South Africa, Cambridge International AS & A Levels are recognised by local universities through established admission processes. This enables students to pursue higher education within their home countries while benefiting from internationally benchmarked secondary qualifications.

The combination gives learners greater choice, allowing them to balance local educational opportunities with international aspirations.

Ultimately, however, the purpose of secondary education should extend beyond university admission.

Whether students proceed to university, professional qualifications, entrepreneurship or vocational careers, they require confidence, adaptability and the ability to continue learning.

The transition from classroom to campus should therefore be understood as more than a change of location. It is a transition from guided learning to greater intellectual independence.

By cultivating the ability to learn, think critically, manage responsibilities and adapt to change, schools can better prepare young people for the demands of tertiary education and the wider economy.

By the completion of their secondary education, students should possess more than examination certificates and subject knowledge. They should have developed the habits of mind required to navigate uncertainty, assess competing ideas, solve problems and continue acquiring knowledge throughout their lives.

For education systems confronting rapidly changing economic and technological realities, the priority is increasingly clear: prepare learners not merely to pass examinations or enter university, but to succeed wherever their education takes them.

Cambridge University Press & Assessment, part of the University of Cambridge, said its International Education group works with schools globally to build education around knowledge, understanding and skills.

Through the Cambridge Pathway, which provides a framework from ages three to 19, the organisation offers qualifications including Cambridge IGCSE, International AS & A Levels and the AICE Diploma, alongside learning resources, support and research-based insights.

The broader objective, it said, is to equip learners with the confidence and capabilities to meet the opportunities and challenges of a rapidly changing world.

Juan Visser is Regional Director, Sub-Saharan Africa, International Education, Cambridge University Press & Assessment.

Preparing Students for University, Work in Changing World, By Cambridge