The transition from secondary school to tertiary education is increasingly becoming a critical test of the effectiveness of education systems, amid concerns that many students arrive at universities with examination certificates but lack the independent learning, critical-thinking and problem-solving skills required to succeed.
Juan Visser, Regional Director, Sub-Saharan Africa, International Education, Cambridge University Press & Assessment, said the transition from secondary school to university involves far more than moving into a new learning environment.
According to him, students entering tertiary institutions are expected to take greater responsibility for their education, conduct research, assess evidence, manage academic workloads and participate confidently in discussions.
He therefore stressed the need for secondary schools to look beyond preparing students merely to secure university admission and focus instead on developing the intellectual habits and transferable skills that would enable them to thrive after admission.
UNESCO data indicates that about 264 million students are currently enrolled in higher education globally, more than twice the number recorded at the beginning of the century.
The growth reflects the increasing importance of higher education as a pathway to economic mobility, professional advancement and national development.
However, the expansion has also exposed what education experts describe as a preparedness gap between gaining admission and possessing the skills necessary to cope with higher-level learning.
Research by the Council for Aid to Education and the Organisation for Economic Co-operation and Development (OECD) found that about 57 per cent of students entering tertiary education were not proficient in critical thinking and written communication.
The finding has implications for education policymakers, schools, teachers and parents, particularly in Nigeria, where academic success is still heavily associated with examination performance.
Experts Call for Shift From Memorisation
Education specialists say preparation for university should begin well before students receive admission letters.
They argue that secondary schools need to help students develop the ability to analyse information, challenge assumptions, evaluate evidence, solve unfamiliar problems and reach independent conclusions.
This would require a shift away from an education model that focuses predominantly on recalling information towards one that encourages students to understand concepts and apply knowledge to real-world situations.
International programmes such as Cambridge IGCSE and Cambridge International AS & A Levels offer an example of an approach that places greater emphasis on enquiry, analysis and independent thinking.
At IGCSE level, students are exposed to analytical reading, evidence-based arguments and problem-solving across different subjects.
At AS and A Level, the approach is developed further, with students expected to evaluate competing viewpoints, synthesise information from different sources and communicate arguments clearly.
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These competencies are increasingly relevant at tertiary level, where students must navigate large volumes of information, distinguish credible evidence from unreliable sources and develop independent academic positions.
The emphasis, therefore, is not simply on what students learn, but how they learn.
Self-Management Becomes Essential
Another major challenge facing students entering university is the ability to manage themselves without the close supervision typical of secondary school.
University students are expected to organise their academic workload, manage their time, identify appropriate learning resources and take responsibility for their own progress.
Visser said students who develop these habits before entering university are better positioned to cope with the autonomy and complexity of tertiary education.
Research by the International Education group of Cambridge University Press & Assessment, titled Preparing Learners to Thrive in a Changing World, similarly identified self-management as a crucial capability for future success.
The research found that students and teachers considered self-management important while also identifying it as one of the more difficult skills to teach and acquire.
The ability to maintain focus, manage time, work independently and adapt to changing circumstances, experts say, extends beyond university and is increasingly essential in employment, entrepreneurship and adult life.
Changing Workplace Raises the Stakes
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 critical capabilities employers require.
This suggests that education systems must increasingly produce graduates who can adapt to unfamiliar situations, analyse complex problems, communicate effectively, collaborate with others and apply knowledge rather than simply reproduce information.
For students, the implication is clear: education must develop their capacity to continue learning long after they leave formal education.
International Qualifications and Local Opportunities
The potential benefits of such an approach are also reflected in the annual 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, demonstrating strong subject knowledge and performance in internationally benchmarked examinations, alongside analytical and critical-thinking abilities.
Internationally recognised qualifications can also offer students greater flexibility.
In countries including Nigeria, Ghana and South Africa, Cambridge International AS & A Levels are recognised by universities through established admission processes.
This enables students to pursue higher education within their home countries while obtaining secondary-school qualifications benchmarked against international standards.
The combination gives learners greater choice to balance local educational opportunities with international academic and career aspirations.
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What Should Secondary Schools Produce?
Education experts say the purpose of secondary education should ultimately extend beyond university admission.
Not every student will proceed directly to university. Some will pursue professional qualifications, entrepreneurship, technical education or vocational careers.
Regardless of their chosen pathway, however, young people need confidence, adaptability, communication skills, problem-solving abilities and the capacity to continue learning.
The transition from secondary school to tertiary education should therefore be viewed as a movement from guided learning to intellectual independence.
By the completion of secondary school, students should possess more than examination certificates and subject knowledge. They should have developed the ability to assess competing ideas, conduct research, solve problems, manage responsibilities and learn independently.
Preparing Nigerian Students for an Uncertain Future
The need for reform is becoming more urgent as technological advancement, automation and changing labour-market requirements reshape the nature of employment.
Schools cannot afford to prepare students exclusively for examinations or specific occupations that could change significantly within a few years.
Instead, the focus should increasingly be on producing learners who can acquire new knowledge, adapt to changing circumstances and apply what they know to unfamiliar challenges.
Cambridge University Press & Assessment’s International Education group said it works with schools globally to build education around knowledge, understanding and skills.
Through the Cambridge Pathway, covering learners from ages three to 19, it offers qualifications including Cambridge IGCSE, International AS & A Levels and the AICE Diploma, alongside learning resources, support and research-based insights.
Visser said the broader objective is to equip learners with the confidence and capabilities needed to navigate the opportunities and challenges of a rapidly changing world.
For Nigeria, the challenge is particularly significant. Secondary education must prepare young people not simply to pass examinations or gain university admission, but to succeed in higher education, adapt to the workplace and remain capable of learning throughout their lives.