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.
Zama M Mthombeni (Tue,) studied this question.