Why developed economies—and increasingly India—are moving away from the degree obsession to embrace skills, passion, and practicality
For generations, education has been viewed as the surest path to social mobility—a tightly-scripted journey from school to college to a better job and higher status. But that model is being increasingly questioned across developed economies, and the shift is now echoing in India.
The new narrative? Not everyone needs a college degree to succeed. What matters more is acquiring practical skills aligned with personal interest and the ability to earn a dignified livelihood. In this evolving landscape, the link between one’s education level and their social standing is being decisively redefined.
From Ivy Leagues to the Job Queue: Degrees Losing Their Edge
Even the most prestigious academic institutions are no longer immune to this shift. In the United States, recent graduates from Ivy League schools—including Harvard, Yale, and Princeton—are facing mounting difficulty securing jobs that match their qualifications or justify the massive investment in tuition.
Employers are increasingly hiring for competencies, not credentials. Tech giants like Google, Apple, and IBM have dropped college degree requirements for many positions, focusing instead on what candidates can actually do. This is not an isolated shift. It represents a growing global realisation: academic degrees are no longer the only—nor always the best—ticket to career success or societal respect.
South Korea’s “Meister” Model: Skills Over Status
South Korea, long known for its cutthroat academic culture, has been quietly undergoing a vocational education revolution. A growing number of high school students are opting out of the traditional college track, enrolling instead in Meister schools—specialised institutions that train students in practical fields like robotics, manufacturing, IT, and design.
These students are often recruited by major corporations even before graduation, earning stable, well-paying jobs without attending university. This shift reflects a broader social acceptance of skills-based education, where hands-on expertise is beginning to rival, or even surpass, the prestige of academic degrees.
India at a Crossroads: Reimagining the Role of Skill-based Education
In India, the association of education with empowerment and dignity, especially among marginalised communities, is deeply rooted. For many, it symbolises respect, access, and inclusion. Yet, an overemphasis on degrees, particularly in fields like engineering and medicine, often results in graduates who are underprepared for today’s fluid, skill-driven job market.
A landmark study by Azim Premji University, titled Educational Expectations, Aspirations and Structural Constraints, reinforces this point. While 30% of surveyed parents cited employability as a primary reason for pursuing education, a striking 84% placed empowerment, self-worth, and social respect among their top priorities. These aspirations reflect a broader understanding of education’s purpose, beyond just landing a job.
India’s National Education Policy (NEP) 2020 marks a progressive step in this direction. By integrating vocational training from the school level, promoting flexibility in learning, and encouraging interest-based exploration, the policy aims to break free from the one-size-fits-all model of higher education.
Breaking the Education-Social Strata Link
Historically, education has functioned as a social equaliser, particularly for disadvantaged groups. The opportunity to send one’s children to the same school as upper-caste families has been, for many, a symbol of liberation. But as global education systems evolve, the traditional assumption—that more degrees mean more status—is quickly becoming outdated.
In countries like Germany, for instance, the dual education system gives equal importance to vocational and academic tracks. Skilled tradespeople, from electricians to machinists, enjoy high job security and societal respect, often without ever attending university.
The same trend is visible in Australia’s TAFE (Technical and Further Education) system and the rise of bootcamps and certifications in the U.S. These pathways are producing confident, competent professionals who are contributing meaningfully to society and the economy, without the burden of student debt or years in lecture halls.
Skills, Dignity, and the Future of Work
As technology reshapes industries, employers increasingly prioritise critical thinking, problem-solving, adaptability, and digital literacy over rote learning or textbook knowledge. Whether it’s a freelance animator, a certified ethical hacker, or a local chef trained in culinary arts, success now comes in many forms—and often, without an academic degree.
This democratisation of education and employment is slowly eroding class-based barriers. Today, a young artisan trained through an NSDC program, or a village girl earning through digital design, may command the same respect as someone with a university degree. The social currency of skills is on the rise.
A Broader, Brighter Purpose for Education
To reduce education to mere literacy or job training is to miss its broader significance. Education is a tool for liberation, for self-expression, for empowerment. And perhaps no one embodied this better than B.R. Ambedkar, who championed education as the foundation of equality and justice. But Ambedkar’s vision wasn’t limited to university walls—it was about opportunity, dignity, and freedom. And in today’s world, those ideals are increasingly being realised through non-traditional, skill-based education paths.
The Age of Choice, Not Conformity
As global trends suggest and Indian realities confirm, it is time to let go of the belief that only higher education can secure a future. Instead, we must embrace diverse learning journeys—ones that prioritise interest, practicality, and the ability to contribute meaningfully to society.
In a world where degrees no longer guarantee jobs and skills speak louder than certificates, the purpose of education must evolve. It must prepare learners not just for employment, but for livelihood, dignity, and life itself.
