Transitioning From Secondary Level (8 – 12) to Higher Institution Entry Towards Enhancing Curriculum Design: A Case of the Namibian Education System

The transition from secondary education to higher institutions presents significant
academic, social, and emotional challenges that impact student success. This study
examines the alignment between Senior High School (SHS) exit requirements and
university entry requirements within the Namibian education system, emphasizing
curriculum redesign to facilitate smoother academic progression. Utilizing a mixed
method approach, the study integrates quantitative data from surveys and qualitative
insights from interviews with educators, curriculum developers, and university
lecturers. The findings indicate that while SHS graduates generally perceive their
academic preparation in English, Mathematics, and Social Studies as sufficient,
disparities exist in preparedness levels, particularly in social adaptation and critical
thinking skills. Regression analyses reveal a significant relationship between SHS
exit proficiency and university entry requirements (R = 0.466, p = 0.000), with
student profiles—including academic performance, socioeconomic background, and
institutional support—serving as key determinants of transitioning readiness.
Additionally, moderating factors such as age, gender, and educational attainment
influence students' academic performance and social preparedness. The study
underscores the need for curriculum reforms emphasizing interdisciplinary learning,
experiential education, and stronger institutional collaboration. Recommendations
include curriculum realignment, enhancement of pedagogical strategies, and
increased support for student readiness through career guidance, bridging programs,
and socio-emotional learning initiatives. By addressing identified gaps, the study
contributes to the broader discourse on education policy and curriculum
development, ensuring that students are better equipped for university life and future
career pathways.