By Francis Ntow
Accra, Sept. 16, GNA – 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 observed that increasing growth in global demand for higher education across Africa.
However, he explained that many students arrived at universities without the academic the requisite 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 were currently enrolled in higher education worldwide, more than double the figure recorded at the start of the century.
He said the expansion reflected 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 prioritised memorisation and examination performance to greater emphasis on inquiry-based learning approaches that encouraged students to analyse information, question assumptions, and develop the ability to learn independently.
Visser highlighted the relevance of internationally recognised qualifications in African countries, noting that Cambridge International AS & 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 & A Level programmes as examples of curricula designed to encouraged 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, synthesise 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.
GNA
Edited by Linda Asante Agyei