From Classroom to Campus: Preparing students for tertiary education and beyond

For many young people, the transition from school to tertiary education represents one of the most significant shifts in their educational journey. The structured environment of the classroom gives way to far greater independence, where students are expected to direct their own learning, delve into research, interrogate evidence and engage confidently in academic debate.

The challenge for educators is not simply how to help students gain university admission, but how to ensure they are equipped to succeed once there.

Demand for tertiary education continues to grow worldwide

According to UNESCO data, approximately 264 million students are currently enrolled in higher education globally – more than double the figure at the turn of the century. This expansion reflects a shared understanding of the role higher education plays in widening access to opportunity, supporting economic mobility and enabling countries to build the skills needed for future development.

At the same time, universities are increasingly grappling with a disconnect between access and preparedness.

Research consistently shows that many students enter tertiary education without the academic habits and critical thinking capabilities required for success at this level. According to the results from an international study conducted by the Council for Aid to Education (CAE) and OECD, approximately 57% of students entering tertiary education are not proficient in critical thinking and written communication.

The implications are clear: preparation for higher level learning cannot begin at university. It must start earlier, during the formative years when intellectual behaviours are being shaped.

Schools play a critical role

This puts the focus on the role of secondary education. Traditional approaches that prioritise memorisation and examination performance are increasingly misaligned with the expectations of tertiary institutions – and the demands of modern workplaces.

Instead, there is growing recognition that schools need to support students in developing the ability to analyse information, question assumptions, and pursue knowledge independently.

International curricula such as Cambridge IGCSE and Cambridge International AS & A Levels offer a clear example of how secondary education can respond to this need, providing the perfect springboard for advanced study.

These programmes are grounded in enquiry based learning, encouraging students to engage in concepts, test ideas, and develop their own perspectives.

The result is an educational experience that goes beyond subject mastery, equipping learners with the intellectual tools, study habits and resilience needed for tertiary success and lifelong learning.

Central to this approach is a deliberate emphasis on how students learn, not only what they learn. At IGCSE level, students are introduced to structured enquiry through analytical reading, evidence based argument and problem solving across a broad subject base.

As learners progress to AS and A Levels, these foundations are strengthened. Students are expected to evaluate competing viewpoints, synthesise information from multiple sources and communicate ideas with clarity and precision – skills that closely mirror the expectations of higher education.

Crucially, the curriculum treats critical thinking and problem solving as transferable capabilities, relevant across disciplines and real world contexts. Students learn to make reasoned judgements, construct coherent arguments and approach unfamiliar challenges with self-assurance.

Equally important is the emphasis on independent learning. Universities require students to take responsibility for managing their time, navigating academic resources, and directing their own progress. When these habits are cultivated during secondary education, students are far better positioned to manage the autonomy and complexity of tertiary study.

The importance of developing these habits is reflected in the latest global study by the International Education group at Cambridge University Press & Assessment, Preparing Learners to Thrive in a Changing World.

The research reveals that students and teachers consider self-management skills to be vital for future success, but among the most challenging skills to teach and learn – reinforcing the need for greater emphasis on these skills in education. From organising time and maintaining focus to adapting to change and working independently, these capabilities are increasingly recognised as essential for navigating both higher education and the world beyond it.

Skills for life, not just for education

The value of developing ‘future-ready skills’ extends well beyond the university environment. As the nature of work continues to evolve, employers increasingly seek employees with strong transferable skills who can adapt to emerging opportunities.

In The World Economic Forum’s Future of Jobs Report 2025, analytical thinking and flexibility are ranked by employers as the most critical skills for today’s workforce.

In this context, the purpose of education must be to develop curious, resilient learners who are able to engage critically with information and apply their knowledge and skills to new situations.

Evidence of what this approach can achieve is reflected in the Outstanding Cambridge Learner Awards, which recognise exceptional performance in Cambridge assessments in over 40 countries around the world. Every year, students in South Africa win these prestigious awards. Above examination results, students who receive these awards demonstrate extensive subject knowledge, skills in critical thinking, and the ability to excel under demanding, internationally benchmarked conditions.

The advantages of an internationally recognised curriculum

Internationally recognised qualifications do not only prepare students for tertiary education abroad. In countries such as South Africa, Ghana and Nigeria, Cambridge International AS & A Levels are recognised by local universities through established admission processes, enabling students to study locally while benefiting from a globally benchmarked curriculum. This provides students with choice – and the flexibility to balance local opportunity with international ambition.

Ultimately, education must prepare students for more than university admission. Whether they progress to a degree, a professional qualification, an entrepreneurial pathway or a vocational career, learners need to enter their next chapter equipped with confidence and capability.

By developing students who understand how to learn, how to think and how to adapt, the Cambridge curriculum supports young people not only to succeed in tertiary education, but to contribute meaningfully to a world defined by complexity and change.

By the time students complete their Cambridge journey, they have gained more than subject knowledge. They have developed the habits of mind required to navigate uncertainty, engage with ideas critically and continue learning throughout their lives.

Juan Visser, Regional Director, Sub-Saharan Africa, International Education,

Cambridge University Press & Assessment