Abstract
Persistent inequalities in South Africa's education system, driven by curriculum misalignment, inconsistent teaching practices, and uneven assessment standards, continue to undermine equitable access to higher education. Many learners enter university without the foundational academic skills necessary for success, contributing to high dropout rates. Despite reforms, collaboration between the secondary and tertiary sectors remains limited, leaving unresolved transition challenges. While existing research documents systemic barriers to access, there is limited empirical evidence on how targeted, school-based interventions improve academic preparedness. This study evaluates the AccessEd Scholars Programme, which introduces university-style learning into secondary schools to strengthen readiness and raise aspirations among learners from underserved communities. Using a qualitative case study approach, the research drew on 100 pupil self-evaluations, 20 tutor feedback forms, teacher feedback, six classroom observations, and analysis of 50 research projects. Data were thematically analysed using the Capability Approach. Findings indicate three key outcomes: enhanced analytical thinking and research competence, improved academic self-efficacy, and strengthened university aspirations. Mentorship from postgraduate tutors emerged as a critical enabling factor, bridging academic and socio-cultural gaps. The study contributes by extending the application of the Capability Approach to secondary-tertiary transitions and providing evidence for scalable, mentorship-driven interventions. These findings inform policy debates on widening access to higher education in South Africa.