STUDENTS AND THE LABOUR MARKET: ARE UNIVERSITIES PREPARING THEM FOR THE CHALLENGES OF EMPLOYMENT?

For many young people in North Macedonia, graduating from university does not automatically guarantee an easier transition into the labour market. In addition to a degree, employers are increasingly looking for practical skills, digital competencies, work experience, and abilities that cannot be acquired through theoretical learning alone.

Luisa Residi, a student at the Faculty of Business and Economics at South East European University (SEEU), believes that universities are, to some extent, aligned with labour market needs, but that the main challenge remains preparing students for the real demands of employment.

According to her, some higher education institutions tend to focus more on awarding degrees than on preparing well-qualified graduates who can successfully enter the labour market.

“I believe that universities today are, to some extent, aligned with labour market needs because they are primarily focused on awarding as many degrees as possible, rather than preparing well-qualified graduates who can secure employment afterwards,” says Residi.

She points out that, in some cases, there is a gap between labour market demands and the preparation students receive during their studies, making it more difficult for graduates to find employment.

According to Residi, universities should place greater emphasis on developing skills that cannot easily be replaced by technology, such as critical thinking, leadership, digital literacy, and communication skills.

“Universities should focus on equipping students with skills that technology cannot replace, such as digital literacy, leadership, critical thinking, and other soft skills, including public speaking,” she says.

However, Residi believes that the responsibility does not lie solely with universities. In her view, students should also seek more opportunities to gain professional experience during their studies, as the lack of practical experience is often a major obstacle when entering the labour market.

She suggests that universities invest more in laboratories, research, student exchange programmes, and cooperation with public institutions and the private sector, enabling students to gain professional experience while they are still studying.

“Universities, public institutions, and businesses should strengthen their cooperation so that students can build professional experience while completing their studies,” says Residi.

According to her, a university degree should not be viewed as the final measure of success but rather as the starting point for continuous learning and professional development.

“A degree should not be seen as the ultimate achievement for students. Instead, it should serve as a starting point that encourages them to continue learning and contributing to society,” Residi concludes.

This material was developed within the project “Advocacy for Inclusive Development,” financially supported by the Government of Switzerland through the Civica Mobilitas programme.

The content of this text is the sole responsibility of the Forum for Reasonable Policies, IOHN and BIRC and in no way can be considered to reflect the views of the Government of Switzerland, Civica Mobilitas or the implementing organisations.

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