The Impact of Basic Education Curriculum Gaps on Meeting Tertiary Education Admission Criteria – A Case of South Africa
Zona Ndamase 
& Mohammed Xolile Ntshangase
Issue: Vol.6 No. 7 2025 Article 3 pp.449 – 458
DOI : https://doi.org/10.38159/jelt.2025673 | Published online 15th July, 2025.
© 2025 The Author(s). This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
Access to higher education is often hindered by curriculum gaps in secondary education, where misalignment between school curricula and university admission requirements leaves many students underprepared and ineligible for their desired programs. This qualitative study set out to explore ways in which curriculum gaps negatively impact students’ ability to meet admission criteria, aiming to highlight systemic challenges and propose solutions to bridge the divide between secondary and higher education. 4 teachers, 2 university administration officers, and 4 learners who seek entry into the university from different high schools were purposively sampled for semi-structured interviews and focus group interviews, and the data were thematically analysed in this study. The Critical Social Theory served as the lens through which this whole discussion in this study was addressed. The study identified significant misalignment between high school subjects and the prerequisites for tertiary education programs, particularly in STEM and professional fields. The study revealed that a lack of guidance on subject selection and inadequate preparation for standardised assessments further compound the problem, leaving students ill-equipped to meet competitive admission criteria. It is recommended that stakeholders address curriculum gaps that require systemic reforms, including aligning secondary education content with university requirements, improving career guidance, and equipping schools with adequate resources. These measures will ensure that all students have equal opportunities to access higher education and pursue their career aspirations regardless of background. The study contributes to existing literature on improving equitable access to higher education opportunities by addressing this issue.
Keywords: Curriculum Gaps, Higher Education Access, Admission Criteria, Educational Inequality
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Zona Ndamase holds a master’s degree in public administration. She is a dedicated researcher and academic writer passionate about education, social development, and public policy. Her work is grounded in a commitment to social justice and community upliftment, particularly in under-resourced rural areas of South Africa. She has worked as a Writing Centre Student Assistant at Walter Sisulu University, providing academic writing support to undergraduate and postgraduate students. Her research interests include education policy, community-based research, digital inclusion, and child welfare. Beyond academia, I am the founder of the “Rise Up Boys Foundation”, an initiative aimed at helping boys who have dropped out of school to re-enter the education system and guiding Grade 12 graduates in accessing higher education opportunities.
Mohammed Xolile Ntshangase holds a PhD in philosophy, and he is currently affiliated with the University of where he serves as a senior lecturer within Education Studies department. Within the Department of Education Studies, Dr Mohammed serves as a lecturer of Philosophy & Psychology of Education. His areas of research interest are African philosophy, philosophy of education, psychology of education, and gender studies. He has attended and presented papers at 13 academic conferences including national and international ones, and he has more than 40 publications in DHET-accredited journals.
Ndamase, Zona, and Mohammed Xolile Ntshangase. “The Impact of Basic Education Curriculum Gaps on Meeting Tertiary Education Admission Criteria – A Case of South Africa.” Journal of Education and Learning Technology 6, no.7 (2025): 449 – 458. https://doi.org/10.38159/jelt.2025673
© 2025 The Author(s). Published and Maintained by Noyam Journals. This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
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