Accra: Schools must focus on developing critical thinking, problem-solving, and independent learning skills if students are to succeed in tertiary education and the modern workplace, Juan Visser, Regional Director for International Education, Sub-Saharan Africa, at the University of Cambridge has said. He emphasized the importance of these skills in fostering student success in higher education and the workforce.
According to Ghana News Agency, Visser observed a growing global demand for higher education across Africa. However, he explained that many students arrive at universities without the necessary academic habits and analytical skills to thrive in a more independent learning environment. 'For many young people, the transition from school to tertiary education is one of the most significant shifts in their educational journey. The challenge for educators is not simply helping students gain admission to university but ensuring they are prepared to succeed once they get there,' he said.
Visser cited UNESCO data, indicating that about 264 million students are currently enrolled in higher education worldwide, more than double the figure recorded at the start of the century. He said the expansion reflects the growing recognition of higher education as a pathway to economic mobility, skills development, and wider opportunities, raising concerns about student preparedness before enrolling at the university.
He referred to research conducted by the Council for Aid to Education (CAE) and the Organisation for Economic Co-operation and Development (OECD), which found that about 57 per cent of students entering tertiary education were 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,' he said.
Visser called for a shift from traditional educational models that prioritized memorization and examination performance to greater emphasis on inquiry-based learning approaches that encouraged students to analyze information, question assumptions, and develop the ability to learn independently. Visser highlighted the relevance of internationally recognized qualifications in African countries, noting that Cambridge International AS and A Levels were accepted by universities in countries including Ghana, Nigeria, and South Africa through established admission pathways.
He pointed to Cambridge IGCSE and Cambridge International AS and A Level programmes as examples of curricula designed to encourage engaging deeply with concepts, evaluate evidence, test ideas, and communicate reasoned arguments. 'These skills mirror the demands of tertiary education, where students are expected to conduct research, synthesize information from multiple sources and participate in academic debate,' he said.
He also urged the development of self-management skills, including time management, maintaining focus, adapting to change, and taking responsibility for one's learning, which were critical for long-term success. He argued that employers were placing growing importance on transferable skills such as analytical thinking, adaptability, and problem-solving, urging that education prepared students beyond examinations.
'It should aim to develop curious, resilient learners who can engage critically with information and apply their knowledge in new situations,' the Regional Director for Sub-Saharan Africa said. 'By developing students who understand how to learn, how to think and how to adapt, education can prepare young people not only for tertiary studies but for lifelong success in a world defined by constant change,' he added.