Why a Degree Alone No Longer Ensures Employment

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This interview originally aired on RSG Geldsake in Afrikaans. The following transcript has been translated into English.

RYK VAN NIEKERK: One of the major challenges facing young people in South Africa is securing employment, and many struggle despite having tertiary qualifications.

The labor market’s demand for skills has evolved; it’s broader than mere theoretical knowledge, presenting significant challenges for both tertiary institutions and students.

Dr. Riaan Steenberg, executive director at Eduvos, is here with us. Welcome to the program, Riaan. How significant is this issue for tertiary institutions, and what measures are you taking to address it?

RIAAN STEENBERG: A notable shift has occurred in what employers expect from tertiary institutions. The most important change is realizing that a qualification alone is insufficient. There’s also a growing belief that degrees don’t hold the same value; they are often seen as merely a baseline requirement.

However, at Eduvos, we have a different approach.

While a degree remains important, employers increasingly prioritize what students can achieve with that knowledge.

They understand that not all qualifications are equal because we offer students opportunities for experiential learning throughout their studies.

Employers seek individuals who can think critically, communicate effectively, and utilize technology; often, they hesitate to make decisions when a typical graduate approaches them.

This trend showcases an increasing distinction in the quality among different educational providers.

RYK VAN NIEKERK: So, it’s not just about theoretical knowledge. I presume this foundation will always be necessary, but its application is where institutions must focus. Graduates need to be capable of stepping in and being productive right away.

RIAAN STEENBERG: Absolutely. Employers consistently indicate that while technical knowledge is crucial, it’s not enough. They desire individuals who can learn quickly, solve problems, communicate proficiently, and collaborate effectively. They want young professionals who take responsibility, act ethically, and don’t simply wait for direction.

Digital literacy is also a key expectation, extending beyond IT students.

Today, proficiency with data technology and digital processes is required in fields like Commerce, Law, Media, Psychology, Finance, and Human Resources.

Employers often look to youngsters to drive their organizations forward, especially since older generations sometimes find it challenging to adapt.

At Eduvos, we strive to expose students to authentic scenarios, such as case studies, capital assistance, data analysis, and simulations, helping them think and act like young professionals before they graduate.

We also integrate artificial intelligence to enhance human intelligence, encouraging students to utilize it as a resource while cultivating their critical thinking abilities.

RYK VAN NIEKERK: Thus, practical experience plays a significantly larger role compared to a traditional university qualification. However, providing this real-world exposure at your scale must be challenging.

RIAAN STEENBERG: You’re right, Ryk, and it’s a crucial point.

Many students acquire theoretical knowledge but struggle in the workplace because they’ve never applied that knowledge in a realistic context.

Thus, we focus heavily on offering practical experiences to help students develop judgment, self-esteem, and professional ethics.

They learn that the working world often has no single correct answer and develop skills in interpreting information, collaborating, and making decisions—even under pressure. That’s why our work-integrated learning is vital.

At Eduvos, different faculties expose students to practice-oriented projects, simulations, community initiatives, entrepreneurial ventures, legal clinics, and industry-related assignments.

Our operating model is structured quarterly, mirroring how businesses function, ensuring that students not only graduate with a certificate but also demonstrable professional competencies.

For instance, our legal clinic allows students to assist communities with real challenges under professional supervision, exemplifying our operational philosophy across various faculties.

RYK VAN NIEKERK: That can’t be an easy endeavor, given that teaching methodologies must evolve, and the focus must shift entirely. How have you managed this successfully?

RIAAN STEENBERG: It’s crucial for higher education institutions to view employability not just as an end goal but as a principle woven throughout the learning process. Programs need to be designed with the modern workplace in mind, considering the mindset, skills, and professional behaviors students will need upon entering the job market.

We have a practice of recognizing prior learning, assisting individuals from other institutions to complete their qualifications with us. In our applied learning curriculum, we also incorporate the development of digital skills, communication practices, ethical judgment, and problem-solving, not merely as additional components but as integral to how students learn and are evaluated.

We invest significant effort to align with industry practices and create relevant programs. We frequently host lectures, simulations, and projects that immerse students in real professional settings.

It’s always fascinating to watch a student hear from someone in their field for the first time and then make informed decisions about their future.

The challenge is that many only realize post-graduation that their chosen field may not be for them, which is crucial for us to address.

RYK VAN NIEKERK: How effective is your approach? What percentage of your graduates secure employment?

RIAAN STEENBERG: Our goal is for 70% of students to find employment by the time they graduate. We know that around 10-15% continue their studies, such as pursuing honors or master’s degrees.

Each year, approximately 20,000 to 25,000 students find jobs, which is commendable—especially compared to many other institutions where the figures may range from 10-15%.

Additionally, we’ve been recognized as the leading private higher education institution in South Africa for three consecutive years, an accolade confirmed by employers. I’ve heard we’re likely to achieve this honor for the fourth time.

This recognition shows that employers believe the quality of graduates from Eduvos exceeds that of other institutions.

RYK VAN NIEKERK: Lastly, which faculties are your strongest performers?

RIAAN STEENBERG: Our largest faculty is IT, followed by Commerce.

We also offer applied science programs, including biomedical and biotechnical degrees, as well as a law faculty, which is our third-largest.

We have a traditional Humanities department with psychology and related subjects, and we are in the process of developing an engineering faculty in the coming years, along with plans for an agriculture faculty.

This expansion leads to a significant and growing range of degree offerings. We also now offer postgraduate programs, enabling students to pursue honors, master’s, and PhDs, which was not available before.

RYK VAN NIEKERK: It sounds like Eduvos delivers a diverse array of study options.

That brings us to the end of our discussion. Thank you, Riaan, for your insights. That was Dr. Riaan Steenberg, executive director of Eduvos.