Varsity degrees mustn’t become symbols of frustrations but rather tools of empowerment

University education is often hailed as the golden ticket to a better life. For decades, families have sacrificed everything so that one of their own might reach the gates of higher learning, clutching dreams of opportunity, advancement, and dignity. But increasingly, a disturbing paradox confronts society: the very degrees that were supposed to liberate are now chains of frustration for many. Shelves sag with papers that can’t buy bread. Titles sit proudly on CVs that never get a response. The question must be asked—have university qualifications become symbols of despair instead of tools of empowerment?

A degree must not be the end goal; it should be a means to a greater purpose. Education, in its truest form, is not about memorizing facts to pass exams. It is about acquiring the mental agility to solve problems, the vision to see opportunities where others see obstacles, and the humility to keep learning beyond the classroom. University qualifications should represent this transformation—of mindset, skillset, and character.

Unfortunately, too many institutions today focus heavily on rote learning, producing graduates who are book-smart but world-illiterate. They leave school with knowledge but little application, fluent in theory but helpless in practice. The frustration doesn’t stem from the degree itself—it stems from what the degree failed to do. If university education does not prepare one to think, to adapt, to create value, then it has failed, no matter how prestigious the paper looks.

ALSO READ:

Kakamega High Alumni warn Senator Khalwale against interfering in principal appointment

It is time to redefine what it means to be “qualified.” A university degree should not merely say, “I studied here.” It should declare, “I am equipped to build, to solve, to serve.” The world today demands problem-solvers, not title-holders; it craves innovators, not imitators. Empowerment comes when learning is fused with relevance—when a graduate leaves school not just asking, “Who will employ me?” but also, “What can I create?”

In Kenya, as in many African nations, we have a surplus of graduates but a shortage of visionaries. Thousands graduate each year, yet unemployment remains a ticking time bomb. Some blame the economy, others blame corruption, and others still point to limited job markets. All valid points. But we must also question the content and spirit of our university education. Are we raising job-seekers or job-creators? Are we producing dependents or disruptors?

Empowerment begins with the re-imagination of curriculum. Degrees must be laced with practical skills—entrepreneurship, financial literacy, digital literacy, critical thinking, communication, and community engagement. A computer science student should know how to build a solution, not just recite programming languages. An education graduate should leave ready to teach with passion and purpose, not just pass exams. A graduate of agriculture should know how to turn a piece of land into food and income, not wait for government employment.

ALSO READ:

Parents call for probe over sudden closure of Nyamagwa Girls in Kisii

Moreover, students themselves must shift their attitude toward university. It is not a waiting room for employment. It is a Launchpad for exploration. It is where you network, experiment, build, fail, learn, and try again. The most powerful thing a university can give you is not a job—it’s clarity of purpose and the courage to pursue it.

Our society also plays a role. We must stop ranking people’s worth by whether they have a corner office or not. The boda boda rider who studied engineering may not be a failure—he may simply be waiting for his opportunity or building capital for his business. The lady baking cakes from home with her hospitality degree is not wasted; she is working, creating, learning, and growing. Dignity must be accorded to all honest work. University education should elevate one’s humanity—not necessarily one’s social status.

In truth, not all empowerment comes in the form of formal employment. Many of the world’s most impactful individuals weren’t handed jobs – they created them. From tech entrepreneurs to social workers, from teachers to mechanics, from farmers to artists—empowered individuals turn their learning into legacy. They identify needs and meet them. They do not wait for doors to open – they build new ones.

ALSO READ:

Kakamega Governor slams CS Mbadi over reduction of Capitation funds 

To avoid university degrees becoming mere symbols of frustration, several key shifts must happen. Curriculum reform must align education with market needs and future trends. A mindset change is needed to see education as a tool for value creation, not just job placement. Practical exposure through internships, mentorships, and hands-on learning must be prioritized. Support structures such as funding for innovation, small business incubation, and career coaching should be strengthened. Finally, we need a national conversation that values all forms of contribution – not just white-collar paths.

Let us insist that degrees serve their true purpose – not as status symbols, but as instruments of service, change, and progress. University qualifications should empower people to rise, to build, and to make a meaningful difference in society. When that happens, we will no longer count graduates – we will count impact.

By Ashford Kimani

Ashford teaches English and Literature in Gatundu North Sub County and serves as Dean of Studies.