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15 Useless Degrees To Avoid In Zimbabwe: Advice To College Students

15 Useless Degrees To Avoid In Zimbabwe: Advice To College Students

In the current economic landscape of Zimbabwe, the relevance of certain degrees has come under scrutiny. Some argue that it’s not the degree itself but the individual’s approach that renders it useless.

However, in the context of Zimbabwe’s economic challenges, certain degrees appear to have limited utility, contributing to an influx of graduates into the informal sector.

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15 Useless Degrees To Avoid In Zimbabwe: Advice To College Students

The Job-Seeker vs. Entrepreneurial Dilemma

Zimbabwe is facing a crucial dilemma – a surplus of job seekers and a deficit of employers.

The economy requires proactive individuals who can contribute to production and foster economic growth, resembling the qualities of entrepreneurs.

Instead of merely seeking employment, the emphasis should be on cultivating a generation that can create opportunities and contribute to the economic well-being of the nation.

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Degrees Flooding the Informal Sector

Several degrees are contributing to the saturation of Zimbabwe’s informal sector, where job opportunities are limited, and entrepreneurship becomes a necessity.

Among the degrees flooding the informal sector are Local Governance, Sociology, International Studies, Politics and Public Administration, Psychology, Industrial Relations, Philosophy, Art History, Peace and Governance, Archaeology, Media and Society Studies, Bachelor of Education, Music and Musicology, Applied Language Studies, Linguistics, and Marketing.

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15 Useless Degrees To Avoid In Zimbabwe: Advice To College Students

The Overlap with Human Resources

One critical observation is that these degrees often duplicate the skills offered by Human Resources programs.

Unfortunately, there are insufficient organizations or companies in Zimbabwe that can absorb graduates with these qualifications.

Consequently, a significant percentage of graduates in these fields find themselves adding to the numbers in the informal sector, engaging in activities such as vending.

Informal Sector Dominance and Practical Programs

Zimbabwe, like India, is experiencing a shift towards an economy dominated by the informal sector.

In response to this trend, there is a growing need for practical programs that equip students with hands-on skills, fostering a culture of entrepreneurship.

Instead of choosing degrees that may lead to limited employment opportunities, students should consider programs that align with the demands of the informal sector, encouraging them to become job creators rather than job seekers.

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Conclusion

As Zimbabwe grapples with economic challenges, the relevance of certain degrees has come into question.

The country needs a workforce that is not just academically qualified but also equipped with practical skills to drive entrepreneurship.

The shift towards practical programs can help align tertiary education with the needs of the informal sector, encouraging students to contribute actively to economic growth by establishing their businesses.

In doing so, Zimbabwe can transition towards a more resilient and self-sufficient economy.

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