College Graduate Skills vs Today's Economy

Given the competitive nature of higher education, universities and colleges seek to position themselves as more labor-oriented and specialized than their rivals. Despite such marketing initiatives, the system of higher education cannot cope with increasing specialization in today's economy. This essay will present an argument premised on the notion that collegiate graduates lack the required skills for the current economy as their education is not consistent with how tasks are undertaken in different places of work; also, they lack an insight into their fields, thus prolonging the prior to securing relevant jobs with good remuneration.

It is usually said that collegiate experience revolves around accommodating other people's perspectives, sound articulation of points, and critical thinking. These objectives are ideal, but the modus operandi of numerous collegiate degrees counteracts them. Although variations exist between colleges and between countries, the focus of numerous institutions is on individual works. Paradoxically, the focus of other collegiate institutions is not extensive. For instance, various degrees in political science solely feature individual work. Once graduates commence working, collaboration with other employees in teams is expected.

Another scenario is how several aspiring lawyers fail to learn public speaking and negotiation basics as a segment of their degrees. Students and colleges should consider such issues seriously, particularly because of the increasingly robotized and automated economy where human skills and social abilities have become more indispensable.

Irrespective of the whether methods of instruction are relevant or not, an overarching issue of depth within students' learning exist in various colleges. It is manifested when students that have paid huge fees for enrollment in degree, discover that they can only be employed on internship. Moreover, many interns are not paid, thus graduates forgo their dignities and work without remuneration to develop professional networks. In contrast, demand and supply forces exist. A large number of people in various countries acquire collegiate education and seek entry-cadre positions, thus lowering salaries. In contrast, the blame cannot be apportioned on the students. What they learn in college is not enough as the degrees they have are not comprehensive enough. Whereas the required specialization across professions cannot be gained naturally in colleges only, students ought not to enroll in a degree program for three years prior to possessing skills, which command dignified remunerations.

The mission of colleges is undermined by students' literacy groundings from secondary schools and before. Such could be considered patchy. A large number of students' research papers and dissertations are characterized by redundant sentence structures, basic grammatical errors, online slang, and plagiarism. Because of this, collegiate students are unable to acquire the knowledge that exists at their colleges from the initial stage. By focusing on basic academic skill instruction, colleges cannot impart deep knowledge on students of diverse backgrounds. Consequently, many students get to the labor market with basic knowledge that is not relevant. Before they are able to add value via employment, they should be accorded specialized training. This returns us back towards the abundant nature of underpaid interns and prolonged graduate programs.

In conclusion, collegiate graduates lack the skills required in today's economy. While the responsibility for selecting degrees via which success opportunities within the market are given fall on the students, colleges are also responsible for providing more relevant and tailored knowledge that is consistent with occupations that students expect to join.