Navigating Non-Linear Education-to-Work Trajectories: Integration of Ubuntu to Enhance the Readiness Programs

Adalbertus Fortunatus Kamanzi (), Nangula Iipumbu, Judith Namabira and Hedvig Nyanyukweni Mendonca
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Adalbertus Fortunatus Kamanzi: Department of Social Sciences, University of Namibia, Private Bag X5507, Oshakati 15001, Namibia
Nangula Iipumbu: Office of the Pro-Vice Chancellor: Academic Affairs, Private Bag 13301, Windhoek 10005, Namibia
Judith Namabira: Department of Development Finance and Management Studies, Institute of Rural Development Planning, Dodoma P.O. Box 138, Tanzania
Hedvig Nyanyukweni Mendonca: School of Computing, University of Namibia, Private Bag X5507, Oshakati 15001, Namibia

Social Sciences, 2025, vol. 14, issue 7, 1-22

Abstract: The transition from school to university and subsequently into the workforce is increasingly non-linear, shaped by diverse socio-economic realities and interrupted learning pathways. This study examines the effectiveness of Readiness Programs in preparing students for higher education and explores the potential of integrating the African Ubuntu philosophy to enhance these programs. Using a quantitative research design, a structured survey was administered to 1132 participants enrolled in the University of Namibia’s 2024 Readiness Program. Descriptive statistics and ordered logistic regression were employed to analyse key predictors of readiness, including program structure, delivery, academic skills, and resilience to challenges. The findings indicate that program delivery, improved academic skills, and academic performance significantly influence students’ readiness to pursue university studies, while resilience to personal challenges shows a weaker correlation. The results suggest that structured interventions play a more pivotal role than individual perseverance in ensuring academic preparedness. The study concludes that integrating Ubuntu principles, such as communal support, ethical leadership, and collaborative learning into readiness programs can strengthen student engagement and institutional inclusivity. This integration aligns with decolonial imperatives in African higher education and contributes to more contextually relevant, supportive, and transformative readiness initiatives.

Keywords: Ubuntu philosophy; readiness programs; academic preparedness; decolonial education (search for similar items in EconPapers)
JEL-codes: A B N P Y80 Z00 (search for similar items in EconPapers)
Date: 2025
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