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. © 2025 by the authors.
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