The gap between schools and the workplace isn’t just talk anymore; it’s a real problem that is affecting our graduates’ chances and hurting our economy’s ability to compete. We are training students for a reality that isn’t there anymore, and it’s obvious everywhere you look.
Scene 1: The Code That Crashed the Interview
Mohammad, a smart computer science graduate, nails his technical interview for a cloud engineering job. He can easily explain sorting algorithms. Then comes the last question: “Can you explain how you would use a CI/CD pipeline to deploy this in AWS? ”
Mohammad gets stuck. CI/CD? AWS deployment? Those terms were just mentioned briefly in one slide during his last semester. He had never actually practiced it. The role goes to another candidate who picked up these skills by taking an online course after college.
Where was the Academic Intervention?
This isn’t just on Mohammad; it’s a failure in what he was taught. A strong computer science department should have included a must-have “Cloud DevOps” lab, led by a visiting engineer from a partner company, not just a professor. Instead of a written exam, there should be a live project to deploy. The course outline needs to be updated regularly, not just every five years, but at least every 18 months.
Scene 2: The Marketing Plan Built for a Textbook, Not a Human
Rohan, a top MBA student, shares his marketing strategy for a local startup. It’s an impressive 50-page document filled with SWOT analyses and theories. The startup founder listens carefully but then asks a tough question: “This is great, but what’s the one thing I should do on Monday with ₹5,000 to get my first ten customers? “
Rohan has no clue. He learned how to work with big corporations, not the tough, budget-limited environment of a growing startup.
Where was the Academic Intervention?
The marketing program should include a “Shark Tank” element from the very start. Students need to work with real products from local businesses and be evaluated by actual entrepreneurs on how practical, scalable, and affordable their plans are. Theory is important, but hands-on experience builds real skills.
Scene 3: The Engineer Who Couldn’t Communicate the Solution
Priya, a talented civil engineering graduate, comes up with a smart, cost-effective design to strengthen a local bridge. During a project review with the city officials, she tries to explain her design to a group of people who aren’t engineers. She uses complicated terms like shear strength and load distribution, leaving them confused and not convinced. Her great design is turned down in favour of a simpler proposal that they can understand better.
Where was the Academic Intervention?
Every engineering student’s final project should include a “Public Défense. ” They should present their complex technical work to a mixed group of teachers, industry experts, and students from arts and humanities. Part of their grade should depend on how well the arts students understand and support the project’s importance. This isn’t just a “soft skill;” it’s an essential ability for creating new ideas.
The Plan for Quick Change:
This isn’t just about adding one more class. It’s about making a big change.
- Required “Job Experiences” for Teachers: Teachers should have to spend at least two weeks every two years working at a company in their area of study. A marketing teacher should experience the tough testing of a real advertising campaign. A literature teacher should observe the writing of scripts for a media company.
- “Real Projects” as Common Practice: Instead of using old case studies from the 1990s, bring in real problems from today’s companies. Students should be able to share their ideas with the company’s leaders. The challenge of working with a real client teaches much more than any book can provide.
- Combine Technology, Don’t Just Add It: A program can’t be considered modern if it sees tools like ChatGPT as a danger. It should have specific classes on “AI for Market Research” or “Using AI for Prototypes,” showing students how to use these tools responsibly and well.
The gap between the classroom and the business world is growing, and our students are struggling because of it. We can’t take our time with slow changes to the curriculum anymore. We need to act now. The future of our workers requires that schools not just allow connections to businesses but break down barriers and create a smooth path from school to jobs. The futures of our students and the health of our economy rely on this
The writer is Faculty of Mathematics, Department of General Education SUC, Sharjah, UAE Email: reyaz56@gmail.com
