Higher education: between illusions and real reform

The expansion of higher education has been one of the defining trends of the 21st century, with the number of students in France growing from 2.16 million in 2000 to nearly 3 million in 2023. Yet, economist Guillaume Allègre, in his article “The False Trial of Higher Education That Is Too Long” published in The Conversation, questions whether this surge in academic attainment truly reflects a rise in real skills or simply longer schooling.

Allègre argues that while more students now earn degrees, this increase largely stems from the reduction of grade repetition rather than improved learning outcomes. Studies indicate declining performance in primary education and suggest that university grading systems have become more lenient. “At the same level of qualification, students today know less,” he notes, pointing to a widening gap between formal diplomas and actual “human capital.”

Despite this, diplomas remain “individually useful,” ensuring employability and relative wage advantages. However, many graduates feel “downgraded,” finding that the jobs available to them no longer match the status their qualifications once guaranteed.

The article also highlights a deeper issue: the disconnect between academic learning and the demands of the job market. Many university students, trained in theoretical knowledge, struggle to adapt professionally and often require retraining. Conversely, those who combine studies with part-time work report gaining valuable skills, networks, and confidence benefits that enhance employability without harming academic performance.

Allègre suggests that France should adopt models from northern Europe, where combining work and study is common, fostering independence and practical experience. Encouraging such integration, he argues, could make higher education more meaningful and economically sustainable bridging the gap between learning and life.