Why Students Need More Than Exam Success to Thrive in University, Workplace — Cambridge

By 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 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 that 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 currently 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.

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Students need to learn how to analyse information, challenge assumptions, assess evidence, solve unfamiliar problems and develop independent conclusions.
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.
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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 and flexibility among the most critical skills required by employers.
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 prestigious awards annually, demonstrating not only strong examination performance but also extensive subject knowledge, critical-thinking abilities and the capacity to perform under demanding, internationally benchmarked 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, Regional Director, Sub-Saharan Africa, International Education, Cambridge University Press & Assessment

JAMB Extends Admission Acceptance Deadline to September 30

ABUJA, Nigeria – The Joint Admissions and Matriculation Board (JAMB) has extended the deadline for candidates offered admission between 2021 and 2026 to accept or reject their outstanding admission offers, giving affected candidates a final 30-day window to regularise their admission status. The new deadline is now Wednesday, September 30, 2026, replacing the earlier cutoff of Monday, August 31, 2026. The Board described this extension as a “final opportunity” for all candidates with pending admission offers, and warned that no further extensions will be granted after this date. JAMB‘s Public Communication Adviser, Dr. Fabian Benjamin, announced the decision in a statement on Saturday, August 29, 2026, urging all affected candidates to act immediately rather than wait until the last day. “Candidates should not wait until the deadline, as failure to take action within the stipulated period will have consequences for the status of such admissions,” the Board stated. The extension applies to candidates with outstanding admission offers across all categories, including both regular admissions and those processed through the Centralised University and Institution Admission (CUIIA) platform. CUIIA covers non-UTME admissions such as Direct Entry, part-time, sandwich, distance learning, and other programmes processed through JAMB.

According to JAMB, candidates who accept their admission offers will be able to proceed to print and obtain their admission letters. Those who reject their offers will have their dashboards reverted to “Not Admitted” status, which enables the Board to update its national admission records and ensure that its data accurately reflects the current status of all candidates. Candidates can access their admission status by logging into their JAMB e-Facility accounts, clicking on “Admission Status,” and accessing the Central Admissions Processing System (CAPS). If an offer is displayed, candidates must select either “Accept Admission” or “Reject Admission” without delay.

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The Board provided important guidance for candidates in unique situations to ensure that no one is unfairly disadvantaged by the new deadline. For candidates who are no longer studying at the institution where their previous admission was offered, or who are currently enrolled in a different programme from the one for which the admission was originally granted, they may still accept the outstanding offer and subsequently apply for the appropriate correction or deletion of the admission, as the case may be, to enable JAMB to properly update their admission status and records. Those currently pursuing a second degree but who still hold an unaccepted previous admission offer may reject the outstanding offer and continue with their current programme without any issues. The Board also moved to allay fears among candidates who have secured admission in the ongoing 2026 admission exercise but still have previous admission offers pending, clarifying that such candidates may reject the previous admission offer, and doing so will have no adverse effect whatsoever on their 2026 admission. “Candidates who have been offered admission in the 2026 admission exercise but still have a previous admission offer pending should not be apprehensive. Such candidates may reject the previous admission offer, and doing so will have no adverse effect whatsoever on their 2026 admission,” the Board stated.

JAMB emphasised that September 30, 2026, is the absolute final deadline, and there will be no further extensions after this date. At the expiration of the deadline, all outstanding admission offers from 2021 to date that have neither been accepted nor rejected will automatically be reverted to “Not Admitted” status and will remain so on the Board’s records. The Board warned that failure to accept an admission offer within the stipulated period will render the offer permanently invalid. According to JAMB’s Central Admissions Processing System (CAPS), admissions offered by tertiary institutions must be approved by JAMB and reflected on its official admission platform. Candidates who accept admissions outside CAPS do so at their own risk, as such admissions may not be recognised by the Board. The extension is part of JAMB’s broader effort to maintain accurate, current, and reliable national admission records while giving affected candidates a final chance to regularise their admission status. All affected candidates are strongly urged to act immediately and not wait until the deadline.

JAMB Extends Admission Acceptance Deadline to September 30

2026 WAEC results: Official raises fresh concerns over irregularities, glitches

The controversy surrounding the 2026 WAEC results has intensified after an official of the West African Examinations Council (WAEC) raised concerns over alleged irregularities and technical glitches linked to the examination and result-processing process.

The development has renewed questions about the credibility of the 2026 West African Senior School Certificate Examination (WASSCE) results, with candidates, parents, schools and education stakeholders seeking clarification over reported discrepancies.

The concerns were reportedly raised by Olanrewaju Fadehan, Head of Examinations at the WAEC office covering Anambra State, in a video that has circulated on social media.

Fadehan reportedly highlighted concerns about possible technical challenges and irregularities, adding to complaints from some candidates and schools about unexpected grades in the recently released results.

The allegations are significant because the 2026 WASSCE comes amid WAEC’s increased adoption of Computer-Based Testing (CBT) as part of its move towards digital examinations.

The transition required schools to invest heavily in computer laboratories, internet connectivity and other infrastructure needed to support the new examination format.

Some education stakeholders have, however, raised questions about whether technical difficulties experienced during the transition could have affected some candidates.

Fadehan reportedly referred to concerns over candidates’ performances in some subjects, including Igbo, where some schools and stakeholders have questioned results that they considered unexpectedly poor.

The development has prompted renewed calls for WAEC to explain how candidates’ answers were processed, marked and standardised before the results were released.

Some schools have also expressed concern over sharp differences between candidates’ previous academic performances and the grades contained in their 2026 WAEC results.

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The concerns have particularly attracted attention where schools believe that candidates who consistently performed well during internal assessments received unexpectedly low grades in the examination.

The adoption of CBT has become a central part of the discussion, with some schools reportedly investing substantial amounts of money to prepare for the new examination system.

Some institutions reportedly spent millions of naira on computer facilities and related infrastructure ahead of the examination.

While the transition to digital testing is expected to improve examination security, efficiency and transparency, stakeholders have argued that technical challenges must not disadvantage candidates.

The latest allegations have therefore increased calls for WAEC to establish a transparent process for investigating complaints and correcting any result affected by a genuine technical or administrative error.

Some education groups have previously called for an independent review of the 2026 WAEC results, citing complaints from candidates, parents and schools.

The Initiative for School Excellence and Education Foundation had also threatened legal action over concerns about the results and demanded greater transparency from the examination body.

WAEC, however, has maintained that the examination and result-processing exercise followed established procedures.

The council has previously urged candidates, parents, schools and members of the public to disregard unverified claims circulating on social media and rely on official information.

WAEC’s Head of Public Affairs, Moyosola Adesina, said the examination was conducted in accordance with the council’s established procedures and relevant education policies.

The examination body has also defended the integrity of its assessment processes and indicated that results are subjected to quality-control measures before publication.

The latest concerns from an examination official are nevertheless likely to increase pressure on WAEC to provide further explanations, particularly on the specific technical issues and alleged irregularities being reported.

For candidates, the issue is particularly important because WAEC results are required for admission into many Nigerian universities, polytechnics, colleges of education and other tertiary institutions.

An unexpectedly low grade or an incorrect result could affect a candidate’s eligibility for admission or force them to sit for another examination.

Parents and schools are therefore calling for any legitimate complaints to be investigated promptly and for affected candidates to receive appropriate remedies where errors are established.

The controversy also highlights the challenges associated with Nigeria’s growing reliance on computer-based examinations.

Digital testing can offer significant advantages, including faster processing, stronger examination security and reduced opportunities for certain forms of malpractice. However, the system also requires reliable infrastructure, adequate technical support and effective contingency measures.

Stakeholders have consequently urged examination authorities to ensure that technical problems do not undermine candidates’ performances or the credibility of examination results.

For now, the reported irregularities remain allegations, and WAEC has not formally acknowledged that systemic failures affected the overall 2026 results.

The examination body is expected to face continued calls for clarification as affected candidates and schools seek answers to their complaints.

The outcome of any review or investigation will be closely watched by candidates, parents, schools and the wider education community, particularly as the 2026 WAEC results play an important role in determining the next academic steps of thousands of Nigerian students.

2026 WAEC results: Official raises fresh concerns over irregularities, glitches