Introduction

In some higher education institutions, student numbers decline significantly between the first and third years. Although several factors may explain this trend, the loss of trust in the education system, inadequate student support, and the pursuit of qualifications at the expense of knowledge deserve particular attention.

The Gap Between Secondary and Higher Education

In secondary education, teachers generally play an important role in guiding and motivating students. They encourage them to work hard, persevere, and view education as a means of building their future. At university, however, some students encounter an environment in which relationships with lecturers and administrators appear to be shaped more by power dynamics than by academic support. When certain university officials behave as though they alone control their institutions, students may feel that rules are not applied fairly to everyone.

The Loss of Trust and Its Consequences

A sense of injustice can hinder students’ academic and personal development. Some believe that grades do not always reflect their performance, that holding student leadership positions may bring certain advantages, or that disciplinary sanctions are sometimes based on factors unrelated to academic results. Fear of retaliation may also prevent students from reporting such situations, particularly when they doubt the impartiality of those responsible for handling their complaints. Over time, this lack of trust can lead to declining motivation, disengagement and, in some cases, dropping out.

From the Desire to Learn to the Pursuit of a Degree

Faced with these challenges, some students eventually prioritise obtaining a degree over acquiring knowledge. Cheating, plagiarism and corruption may then appear to be ways of achieving this goal, undermining learning and academic integrity. Yet universities should do more than award degrees. They should educate women and men who can analyse their societies’ problems, propose solutions and contribute to development.

Conclusion

The decline in student numbers between the first and third years cannot be attributed to a single cause. Nevertheless, the quality of student support, fairness in assessment and trust in institutions are essential concerns. An effective education system must value acquired knowledge as much as the qualifications it awards, helping to develop competent individuals committed to lifelong learning.