LETTER | Courses we take shouldn't solely be blamed for employment issues

LETTER | Some time ago, as I scrolled through my Facebook feed, I came across a posting by one of my acquaintances who is also currently plying his trade as a university educator.

He was promoting his centre’s foundation programme in a group, and in the comments section, a somewhat senior member gave his opinion.

That opinion went along the lines of: “What is this course? Stop offering these useless and irrelevant courses. Look at our graduates, they’ve always failed to secure a good future with these weird courses.”

Of course, my friend was not entirely happy with that comment. And it got me wondering: We often hear that whenever employment issues arise, it will be the courses/programmes that the graduates took that end up taking the brunt of the people’s frustration.

In my case, students in their early days at my centre will always ask multiple times, the same exact question such as, “What can I become if I persist with this course?”

Regardless of how many times we explain, the question lingers like an over-attached poltergeist, looming over our heads.

Unfortunately, it is not a kind ghost. It is one who paints antagonistic perspectives on specific university programmes, especially the Arts and Humanities.

Let us not lie to ourselves. Try going around the nation, asking who thinks it’s a good idea to take Arts and Humanities in university. Very few will raise their hands. Why is this so?

Well, it has something to do with career prospects and future security.

Fluctuating job demands

In recent years, employment issues among university graduates have garnered significant attention, sparking debates about the effectiveness of higher education.

While it’s tempting to point fingers at university courses as the sole culprits for this challenge, a more nuanced perspective reveals that multiple factors can also contribute to graduate unemployment.

One of the most significant factors affecting graduate employment is the rapidly evolving job market.

Demands for specific skill sets can change in a jiffy due to technological advancements, economic shifts, and global trends.

Therefore, blaming university courses for this matter is actually oversimplifying a much more complex issue.

Instead, it’s crucial to recognise that universities cannot predict future job market demands with absolute certainty, and it is not solely on universities to make the said inference.

Not many among us from 10 years ago expected that ‘content creator’ could be a lucrative prospect for today’s graduates, but here we are.

Not only that, university courses often emphasise technical knowledge and soft skills like critical thinking, problem-solving, and effective communication.

What people often forget is that universities are not just a place to learn academic theories, but also to develop one’s soft skills to be the best one can be.

It is a place for students and graduates to harness their latent potential and polish them while they are still in preparatory mode.

However, again, this is not a responsibility of universities alone, but rather the community including the industry and society members.

Another aspect to consider is the mismatch between people’s expectations of both university courses and job market realities.

Some may have unrealistic expectations about their course content, relevance, job roles, or industries of choice.

When these expectations don’t align with the opportunities available, it can lead to frustration, mental lethargy and consequently employment issues.

This mismatch isn’t necessarily the fault of university courses but rather a result of societal perspective.

Evolution of industries

Lastly, certain industries are more susceptible to economic fluctuations and crises than others.

Graduates who have specialised in fields that are undergoing significant changes may experience challenges finding suitable and dignified employment.

This isn’t an indictment of their courses but rather a reflection of industry dynamics.

A decade ago, careers as doctors and engineers were very much sought after. But in this era, we had the Hartal Doktor Kontrak movement where medical doctors attached to the public sector boycotted and mass-quit their roles in protest of undignified work-life balance.

Engineering graduates today also face difficulties in obtaining jobs with acceptable salaries.

In conclusion, while employment is undoubtedly a critical issue, it’s essential to avoid oversimplification by solely blaming university courses; an act that is unfortunately being committed by many Malaysians.

Sometimes, it does feel like we are blaming knowledge for existing while we are the ones who are not putting it on the pedestal it should be on.

From the Islamic point of view, in Surah Al-Kahfi verse 109: “Say, O Prophet, ‘If the ocean were ink for ‘writing’ the Words of my Lord, it would certainly run out before the Words of my Lord were finished, even if We refilled it with its equal’.”

It was implied that God-bestowed knowledge is a vast area and is something that should be further explored.

However, shaming knowledge for the sake of ‘future security’ goes directly against such a creed.

In fact, instead of laying the blame solely at the feet of universities, a more productive approach should be a zealous collaboration between educational institutions and policymakers to bridge the gap between education and employment.

But who has enough political will to make it happen?

The views expressed here are those of the author/contributor and do not necessarily represent the views of Malaysiakini.