More than 345,000 South African learners qualified for university entrance in the 2025 school-leaving examinations. However, gaining university admission does not necessarily mean students are academically prepared for higher education.

A new study highlights how mentorship, research-based learning and academic support can help bridge this gap. It suggests that introducing pupils to university-style learning before they leave school could improve their confidence and readiness for higher education.

According to South Africa’s Department of Basic Education, 46% of learners who passed the 2025 National Senior Certificate examinations qualified for university entrance. This was the highest number recorded, more than double the figure from a decade earlier.

However, university requires more than subject knowledge. Students must work independently, evaluate information, construct arguments and conduct research. They must also adapt to unfamiliar teaching methods and assessment expectations.

Recognising this challenge, South Africa’s education departments have been exploring ways to improve the transition from secondary school to higher education, vocational training and employment.

A recent study examining the AccessEd Scholars Programme offers further insight into how schools can support this transition.

How Mentorship Can Improve University Readiness

The study was conducted in partnership with Nicola Vermooten, a senior advisor and board member of AccessEd. It examined a programme designed to introduce pupils to the academic practices associated with university education.

The AccessEd Scholars Programme was established by AccessEd ZA in 2017, in partnership with LEAP Schools, IkamvaYouth and African School for Excellence.

The initiative works with pupils from underserved communities in South Africa. It pairs them with postgraduate university students who provide academic support and act as near-peer mentors.

Through the programme, pupils undertake independent research projects, practise academic writing and participate in discussions. They also develop skills in research methods, critical thinking and academic inquiry.

The research covered four secondary schools in Gauteng, a province with eight universities.

Researchers analysed 100 pupil self-evaluations, 20 tutor feedback forms, feedback from six lead teachers, observations of six tutoring sessions and 50 pupil assignments.

Three main findings emerged,

  • Pupils appeared more confident and active in their learning after receiving tutoring.
  • Their assignments demonstrated academic skills relevant to university study.
  • Mentorship played an important role in helping pupils understand higher education.

These findings suggest that university readiness can be developed before pupils enter higher education.

Research Shows Improvements in Confidence and Academic Skills

One of the study’s notable findings concerned pupils’ confidence.

Of the 100 pupil evaluation forms, 73 included explicit descriptions of increased confidence in learning.

One pupil wrote,

I used to be scared of asking questions, but now I’m confident.

Researchers also observed changes during university-style tutorials. Initially hesitant pupils gradually became more willing to ask questions, contribute ideas and approach academic tasks independently.

The sessions covered research methods, academic writing and research ethics.

Furthermore, the pupils’ assignments demonstrated progress in several important academic areas.

Among the work assessed, 78% of Grade 9 pupils and 85% of Grade 12 pupils demonstrated proficiency in research and source integration.

Their final assignments also showed argument development, engagement with different perspectives and critical thinking.

However, the findings require careful interpretation. The study assessed final assignments without comparing them against equivalent work completed before the programme.

Therefore, the results demonstrate the academic skills pupils displayed, rather than proving that the programme alone caused these outcomes.

Why Near-Peer Mentors Matter for School Pupils

The research also highlighted the importance of postgraduate students acting as mentors.

Beyond helping pupils understand academic subjects, tutors provided a connection to university life.

For many pupils from underserved communities, higher education can feel unfamiliar or difficult to access. Meeting postgraduate students offered an opportunity to understand what university involves.

Additionally, teachers and tutors reported that these relationships helped make academic success appear more achievable.

Near-peer mentors can explain university expectations through their own experiences. They can also help pupils understand the challenges of independent study, research and academic writing.

This support matters because preparing for university involves more than developing academic knowledge. Pupils also need confidence, guidance and a clearer understanding of what lies ahead.

For parents and teachers, the findings highlight the value of exposing young people to higher education experiences before they complete secondary school.

Preparing Pupils for University Before They Leave School

The researchers emphasise that university preparation should begin during secondary education, rather than after pupils complete their school-leaving examinations.

They recommend that schools provide earlier and more sustained opportunities for research-based learning, analytical writing and independent inquiry.

Universities could also strengthen partnerships with secondary schools. One suggested approach is to create structured opportunities for postgraduate students to work as mentors.

However, the study has limitations. It covered four schools in Gauteng and did not follow participating pupils into university.

Consequently, the researchers cannot establish whether the improvements observed translate into long-term academic success.

The findings also do not suggest that every school needs to adopt the AccessEd model. Instead, they highlight practices that other schools and education organisations could consider.

Expanding similar initiatives would require sustained funding and cooperation between schools, universities, government departments and other organisations.

University Admission Is Only Part of the Journey

South Africa’s growing number of university-eligible school leavers makes the transition to higher education an important issue for the education sector.

Although Grade 12 pass rates remain an important measure of educational progress, they do not tell the full story.

Students also need opportunities to develop the academic confidence and independent learning skills expected at university.

The study highlights how mentorship and early exposure to university-style learning can help address this gap.

Ultimately, preparing pupils for higher education should be a shared responsibility between schools and universities. Stronger connections between the two could help more young people approach their next stage of education with confidence, knowledge and a clearer understanding of what to expect.