In recent years, many global companies and local employers have started to demand direct practical experience and real work skills from candidates, in addition to diplomas. It is even clearly observed that in some fields, specific skills come to the forefront more than diplomas, while academic documents recede into the background.
So, in this rapidly changing new reality, how should universities maintain their relevance, and how should students transition from "knowledge on paper" to real competence?
Education expert Qoşqar Məhərrəmov spoke to AzEdu.az on the topic.
He noted that in the modern era, the importance of practical skills is increasing day by day, while the importance of diplomas is gradually decreasing.
"Day by day, the demand for practical skills is increasing. Every day, new competencies emerge, new skills are required, and new tools are discovered. For this reason, yesterday's diploma and yesterday's competence are losing their relevance today. Knowledge acquired yesterday is devalued today, because that knowledge can now be found everywhere.
If universities only transmit knowledge, the value of this knowledge gradually decreases. Because the more widespread something is, the lower its value. In general, all things are valuable to the extent that they are scarce. Gold is valuable because it is scarce, diamonds are valuable because they are rare. On the other hand, the value of an object is also measured by its usefulness. For example, oil is valuable because it is used in many fields and countless products are made from it.
If we apply this analogy to humans, we see that a person's knowledge, education, skills, and competence are valuable only if they are useful. If that knowledge and those skills do not meet today's requirements, they have no real value. This is precisely why, in the modern era, the importance of practical skills is increasing day by day, while the importance of diplomas is gradually decreasing. In other words, today, the main condition for finding a job is skill and competence, while a diploma is often no longer considered a primary condition".
University diplomas sometimes neither provide a profession nor does the document they issue create real value:
"In fields such as public service, education, healthcare, and law, a diploma is still important and retains its significance. This is because these are classic fields. However, in technical fields like engineering, a diploma does not have the same importance as before. Nevertheless, diplomas still play a role in terms of career advancement.
For example, if it's purely about engineering activity, a person can learn this skill on their own. But to be employed, they must undergo certain certification, meaning they must have an official license. Just as a profession has no significance without a document. No matter how skilled a person is, if they lack a document, this situation will sooner or later become an obstacle for them. Because they must prove their skills, pass exams, and obtain certificates.
The problem is that university diplomas sometimes neither provide a profession nor does the document they issue create real value. Universities issue diplomas and certificates, but as a result, they do not equip students with professional skills and real competence. This is precisely why people are losing interest in university education day by day. This is not only a problem for universities but also a reality brought about by the times. It would not be fair to blame universities alone".
If there is no real knowledge, education, competence, and skill behind the diploma, its importance ceases to exist:
"The era has reached a stage where knowledge is produced very rapidly, and new knowledge quickly replaces old knowledge. Old knowledge becomes archaic and loses its importance. In this situation, students must know that a university diploma alone will not automatically lead them to a job. I am not saying that they should not study at university or not get a diploma. On the contrary, they must definitely study and get a diploma. Because that diploma opens many doors. But they should not think that a diploma alone is sufficient. If there is no real knowledge, education, competence, and skill behind the diploma, its importance ceases to exist. That is, there should be a diploma and a certificate, but practical knowledge and skills must necessarily underpin them.
Sometimes an institution provides a document but cannot provide knowledge and skills. In this case, the responsibility falls on the student. They must develop themselves through training and acquire knowledge and skills on their own. This is precisely why university models have started to change. One-year, half-year, two-year programs, accelerated bachelor's programs, and 29-month bachelor's programs are offered. The reason for this is that a four-year bachelor's education is now considered a long period for many. For example, in England, bachelor's education is completed in 36 months, and graduates enter the labor market. In such an era, a great responsibility falls on students. They must constantly learn new knowledge and update old knowledge. Otherwise, they will face the risk of being left out of the labor market".
A mutual demand-supply relationship must be formed between universities and the labor market. Universities must see the real needs of the market, and the labor market must participate in the process of training personnel:
"The balance between the mission of the traditional higher education system to form an academic foundation and the flexible skills demanded by the business world has been disrupted. The business world is changing very rapidly, while universities are slow to adapt to these changes. Academic knowledge and the academic foundation are no longer sufficient to meet the demands of the labor market.
This is precisely why universities must be in close contact with the labor market so that they can see the real needs of the market. At the same time, the labor market must also have a close relationship with universities so that it can guide the personnel it desires in advance and participate in their training process. In other words, a mutual demand-supply relationship must be formed between universities and the labor market.
The final product is the student, and the service provider is the university. If a university wants to remain a university, attract students, and not fall behind in competition, it must offer its students the educational services that the market needs. At the same time, students must also strive to acquire the knowledge, education, competence, and skills demanded by the market. However, the leading role here still falls on the university. Because students often cannot fully grasp the real demands of the labor market at this age. The university, however, must see this gap and take responsibility.
If a university makes its entrance gate wide and its exit gate narrow, meaning it accepts everyone and graduates them with quality education, and by establishing real cooperation with institutions and companies, equips students with the competencies they will need, I believe everyone would benefit from this model. Both the university, the student, and the labor market. As a result, society would be more prosperous, more sustainable, and financially stronger".
