Shaping the future of international education

Shared solutions: Schools & universities working together
Shared solutions: Schools & universities working together
 

Key takeaways and practical actions from the 2026 CIS Summit of University & School Leaders (Hong Kong)—where schools and universities tackled shared challenges and opportunities in school-to-university transition, admissions, and assessment.

Student transitions from school to university are changing fast. Shifting assessment expectations, fragmented support, and rapid technological change are reshaping what ‘readiness’ looks like and increasing uncertainty for students and families.

Since 2019, the CIS Summit has focused on one practical question: How can schools and universities work together to better support students moving from secondary school into higher education—and beyond?

One message from the 2026 Summit was consistent: progress accelerates when schools and universities stop working in parallel and start problem-solving together. They work with the same students, families, and systems—just at different points in their educational pursuits.

The 2026 CIS Summit Report is now available to CIS members (access it via the CIS portals for schools and universities).

Below are the key themes and practical ways schools and universities can use their shared insights to strengthen collaboration and improve educational experiences for students at this key point of transition.

A large group of people pose for a photo in front of a colorful mural, with three smaller images below showing presentations and discussions.

 

 

The biggest challenges and opportunities in school-to-university transition: Assessment, admissions, and student support

At the 2026 CIS Summit, it was clear that cross‑sector collaboration matters more than ever with school-to-higher-education transitions and work being reshaped by shifting assessment expectations, fragmented support ecosystems, and rapid technological change.

Both sectors are responding to changes in how:

  • student learning is recognised, understood and supported
  • assessment information is communicated and interpreted
  • students experience the transition from school to university

In response, schools are diversifying pathways, and assessment practices are evolving.

Universities are navigating increasing complexity in admissions and student support.

Students and families are managing more options—and more uncertainty. They need clearer signals, stronger continuity, and better alignment between school and university expectations.

Summit participants repeatedly returned to the need for systems that are trustworthy at scale, care-oriented in transition, and future-facing in skills, while remaining grounded in the lived experience of students. 

No single sector can address these challenges alone. Progress depends on listening across sectors, recognising interdependence, committing to sustained collaboration, and sharing learning—the Summit is a learning community, not a closed group.

 

Why does the 2026 CIS Summit Report matter?

It captures how a unique cross‑sector group of education leaders explored alignment, surfaced common issues, and focused on practical problem‑solving—not policy or prescription. It reflects real expertise, grounded in daily practice, and offers insight for schools and universities working to strengthen collaboration and student transitions.

As international education continues to evolve, the Summit provides a trusted cross‑sector space for diverse voices to connect, question assumptions, and co‑create responses that reflect students’ real experiences.

It’s part of our wider effort at CIS to support shared learning across the international education community and is intended to inform reflection, conversation, and action, well beyond the Summit itself. By sharing key themes and learning openly, we invite CIS schools and universities to engage with the ideas, adapt them to their own contexts, and continue the dialogue.

This work is ongoing. The report captures a moment during this period of educational transition—one shaped by collaboration, curiosity, and a shared commitment to students across their full education pathways.

 

Practical ways schools & universities can use the 2026 CIS Summit Report

The CIS Summit Report is not a checklist. But it does highlight clear opportunities for action.

Here are practical takeaways schools and universities can start working on within their own communities.

 

1. Align definitions of ‘readiness’ and ‘success’

Goal: Reduce mixed messages by agreeing what ‘preparedness’ means in practice.
What: Run a 60-minute readiness alignment session (virtual is fine).
Who to involve: school counsellor/university guidance lead; admissions; first year student support; 1–2 teachers.
Agenda prompts (pick 2):

  • What does ‘preparedness’ look like in Week 3 of the term/semester?
  • Where do students most often misread expectations: academic, social, or administrative?
  • What do we assume the other sector is doing that they may not be doing?

Do you work at a CIS member school or university? Use the Educational Transitions Framework in the member portal by picking one of the elements (e.g. well-being) and use the agenda prompts above to focus your conversation.
Output to produce: a one-page ‘shared definitions’ note (3–5 bullets each for readiness, success, support).
Success signal: agreement on three shared expectations + 3 gaps to address next.

 

How do you connect with people in the school/university sector?

Connect with the schools/universities where you typically send/receive large numbers of graduates? Do you work at a CIS member school or university? Use the contact lists in the member portals.

 

 

2. Build a shared transition pathway (not just a handover)

Goal: Support students earlier and more consistently—academically, socially, and emotionally.
What: Map the existing transitions-care services in your institution and identify/address possible areas of improvement.
Who to involve: School pastoral/wellbeing; university orientation; academic advising; accommodation/residential life.
Decide together: Where students typically struggle, what “early signs” look like, and what support is already available.
Output to produce: A shared transition calendar with 4–6 joint touchpoints (Q&A, webinars, peer mentors, early check-ins).

Do you work at a CIS member school or university? Use the self-audit tool with this work, it’s available through the Secondary to Higher Education Transitions Support pack in the member portals.

Success signal: At least one joint intervention happens before peak pressure (e.g., week 2–3 check‑in).
Practical add-on: Agree an escalation route (who contacts whom, and how, when a student is at risk).

 

3. Run a practitioner-led improvement cycle (90 days)

Goal: Use real on-the-ground expertise to identify friction and test a solution quickly.
What: Form a cross‑sector practitioner group with a clear 90‑day brief and decision rights.
Who to involve: Teacher; school counsellor; admissions; first‑year tutor/adviser; disability/well-being support.
Method: ‘Top 5 friction points’ → pick 1 → design a small pilot → test → review with student feedback.

CIS International Accreditation Innovation Cycle

Do you work at an CIS-Accredited School? Use the innovation cycle as a tool to support this method. It’s based on OECD research and is part of the CIS International Accreditation Framework that we share with schools to support planning, implementation, and impact—Insight → Intention → Implementation → Impact.

You’ll find information about the cycle here: Go to the school portal > my accreditation > getting started > Guidance > CIS International Accreditation Framework 

Output to produce: A one‑page pilot plan (problem, change, audience, timeline, owner, how you’ll learn).
Success signal: Pilot launched and reviewed with student feedback within 90 days.
Avoid: A discussion group with no authority—assign an owner who can actually change one document/process.

 

4. Treat alignment as shared responsibility—pick one shared pain point and pilot it

Goal: Reduce friction at the school–university boundary by acting jointly on a specific issue.
What: Choose one shared pain point (e.g., interpreting assessment change, conditional offer clarity, support handover).
Who to involve: A decision-maker (process owner) + 2–3 practitioners who feel the pain + (ideally) a student voice.
Output to produce: A joint pilot agreement (what changes, for whom, when, and who owns follow‑up).
Success signal: Fewer ‘surprise gaps’ for students (e.g., fewer late deferrals, fewer missed prerequisites, fewer last‑minute support crises).
Plain-language test: Can a student explain the new approach in 60 seconds?

 

If you do only one thing on the list above …

Start with Point 1: align definitions of “readiness” and “success.” A single, structured conversation between school and university teams can quickly surface mismatched assumptions, reduce mixed messages to students and families, and pinpoint where small changes (in communication, evidence, or support) will have the biggest impact.

Connect with the schools/universities where you typically send/receive large numbers of graduates. If you work at a CIS member school or university, you can use the contact lists in the member portal.

Agree the top three shared expectations and the top three gaps, capture them on one page, and use that as your starting point for a simple 90‑day plan—one change you can test, one improvement you can measure, and one follow-up conversation to keep the momentum going.

 

 

Resources & next steps

For everyone: Learn more about the CIS Summit of University & School Leaders.

For CIS members only:

 

Learn more about assessing what matters for learner success

CIS Schools have been joining the New Metrics International Schools Program for learner success to strengthen how they assess what matters most, learn alongside peer schools, and align with universities shaping the future of admissions. Schools across 13 countries have shared early feedback of stronger staff confidence, clearer evidence of complex competencies, and credible, mission‑aligned assessment recognised beyond traditional transcripts. Your school is welcome to join! Learn more and apply.

Shared solutions: Schools & universities working together