Rethinking the foundations: a conceptual framework for youth transitions, basic education, and graduate attributes in South Africa
Year: 2026
Type: article
Study design: Systematic Review
Abstract: Graduate attributes such as critical thinking, problem-solving, and academic literacy are often positioned as higher education outcomes, yet their foundations need to be laid much earlier in schooling. This study explores how South Africa’s fragmented education system shapes youth transitions from basic to higher education, focusing on the misalignment between the Curriculum and Assessment Policy Statement (CAPS) and university expectations. Using Schlossberg’s Transition Theory as a system-level analytical lens, the study employs a qualitative research method a systematic literature review (2010–2025), which helps examine how systemic, institutional, and personal factors affect student preparedness. The Findings reveal disrupted learning continuity, inequitable resource distribution, and inadequate transition support mechanisms that undermine epistemic access. The study proposes a conceptual framework that explains how policy conditions, learner information, institutional support and adaptive strategies interact across educational phases to shape graduate attribute development.
Author: Zama M. Mthombeni
Institution: University of Pretoria
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: gold
Estimated APC paid: $1,226
OpenAlex ID: W7128494136