We must review our educational portfolio and redefine what we must teach
There was a time when the University was accused of being a “factory for the unemployed”. This statement, used in the stage of strong university massification in the 80s and 90s of the last century, if it was already excessive then, today it would be completely unfair. It is true that in the period indicated there was a certain inflation of university graduates who did not leave with the best preparation in the world and did not have an easy job accommodation, but it must be recognized that with them a historical deficit of graduates was reduced and a decisive advance in the country’s economic progress and social development. Currently we have fewer students and fewer graduates with a higher degree, but having this training makes it easier to enter the world of work and reduces unemployment rates. According to EPA data (1Q,2021), the general rate of unemployment for both sexes and all ages from 16 years, is 16% and for university graduates 10%. And if we go to the group of 25 to 29 years old, the general unemployment rate is 24% and that of university students is 17%. The comparison of the data of the 7 groups according to the degree of training established by the EPA, shows that the rate goes down as the educational level increases. Thus, training is a passport to employment and an effective antidote to unemployment. shows that the rate goes down as the educational level increases. Thus, training is a passport to employment and an effective antidote to unemployment. shows that the rate goes down as the educational level increases. Thus, training is a passport to employment and an effective antidote to unemployment.
But not everything in the training/employment relationship is enlightenment. There are also some shadows that pose significant challenges. Two large indicators allow you to gauge the extent of these shadows. The first is the worse relative situation that Spain has in relation to the majority of countries in its socioeconomic environment. With data from the OECD publication (Education at Glance, 2019), it can be verified that the value of unemployment among Spanish university students between 25 and 34 years old (12%), is one of the highest in the EU, with the exception of Greece (19%) and at the same level of Italy. Contrast this figure with the rates of Germany (3%), Holland (2%), Sweden (4%), France (6%) or Portugal (7%). The second indicator refers to the analysis of the segment between 25 and 29 years old, which reflects the existence of 184.
Obviously this is related to the weakness of our labor market, but also to the deficiencies and insufficiencies of the higher education system. Despite the high number of students still existing, we have a dropout rate in the first year of studies of 22%, a value that is added to that more than 20% of men and 14% of women between 18 and 24 years without completing ESO . University dropout reflects diverse circumstances among which the frustration that certain students experience with the education received is not least. Despite this, there is still a large production of graduates with a difficult place in the world of work. The main reason for this difficulty lies in the mismatch between the training received and the conditions and demands of the jobs in demand. This is what the companies say and this is how the graduates themselves recognize it. A survey by the University-Business Foundation indicates that 6 out of 10 graduate students confess that they are not sufficiently prepared when they leave the classroom and 90% of them say they need additional training to carry out their work effectively. The distribution of students by large areas of knowledge shows a clear inclination towards social and legal sciences (almost 47%) and a lesser preference for engineering (18%) and health sciences (19%), with some of the most demanded professions. On the other hand, that desired additional preparation could be provided by the master’s degrees, but only a fifth of undergraduate students access, when they finish, this postgraduate training. A survey by the University-Business Foundation indicates that 6 out of 10 graduate students confess that they are not sufficiently prepared when they leave the classroom and 90% of them say they need additional training to carry out their work effectively. The distribution of students by large areas of knowledge shows a clear inclination towards social and legal sciences (almost 47%) and a lesser preference for engineering (18%) and health sciences (19%), with some of the most demanded professions. On the other hand, that desired additional preparation could be provided by the master’s degrees, but only a fifth of undergraduate students access, when they finish, this postgraduate training. A survey by the University-Business Foundation indicates that 6 out of 10 graduate students confess that they are not sufficiently prepared when they leave the classroom and 90% of them say they need additional training to carry out their work effectively. The distribution of students by large areas of knowledge shows a clear inclination towards social and legal sciences (almost 47%) and a lesser preference for engineering (18%) and health sciences (19%), with some of the most demanded professions. On the other hand, that desired additional preparation could be provided by the master’s degrees, but only a fifth of undergraduate students access, when they finish, this postgraduate training.
In addition to the mismatch between the graduates produced and those needed by the market, it is necessary to mention the imperfections of the training in most of the studies. We continue to abuse the theoretical content and do not offer enough practical preparation or skills to reach the required levels of employability. Competencies to foster creativity, communication skills, collaborative and team work, project management, critical thinking and, of course, digital skills.
I think we need to review our educational portfolio and redefine what we need to teach. And, of course, making a more determined commitment to continuous training, which until now has not had a sufficient offer in university activity.
