Over-education

Nature

In industrialized countries particularly, the education of unemployed youth is at unprecedentedly high levels, and there are immense problems in finding jobs for graduates. In the past decade educational systems have produced more persons with higher educational credentials than there are job opportunities that can utilize such training. Thus, the unemployment rates of college and university graduates is rising; equally prevalent is the shift of such persons to occupations that traditionally have not required a college education. Graduates themselves are likely to have greater expectations with regard to their occupational attainments than the labour market can fulfil, and thus their job dissatisfaction is greater, with its deleterious consequences for productivity.

Background

The phenomenon of over-education emerged as a recognized global issue in the late 20th century, when researchers observed increasing numbers of graduates occupying jobs requiring lower qualifications, particularly in industrialized nations. International labor market analyses in the 1990s and 2000s highlighted its prevalence across both developed and developing economies, prompting debates on educational policy, workforce planning, and the socio-economic implications of credential inflation (OECD, 2011).

Incidence

Over-education has become a significant global issue, with millions of graduates occupying jobs that do not require their level of academic qualification. This mismatch is particularly acute in both developed and developing countries, where the expansion of higher education has outpaced the creation of suitable employment opportunities. Studies indicate that in the European Union, over 20% of tertiary-educated workers are employed in positions below their qualification level, reflecting a persistent and widespread phenomenon.
In 2023, South Korea reported that nearly 40% of university graduates were underemployed, working in roles that did not require a degree. This trend has contributed to rising youth dissatisfaction and economic inefficiency, highlighting the ongoing challenge of aligning education with labor market needs.

Claim

Prolonging studies to the age of 20 or 23 has proved to be counter-productive. After spending so many years on the school bench, many young people find that they are not able to tackle something practical, while others feel that they need to take time out to rest. Thus many years are wasted, years these young people could have used to put their initiative and creativity into practice.

Counter-claim

The so-called “problem” of over-education is vastly overstated. Education equips individuals with critical thinking, adaptability, and broader perspectives—skills valuable in any field. Labeling people as “over-educated” dismisses the societal benefits of a well-informed populace. In a rapidly changing world, more education is an asset, not a liability. Instead of worrying about over-education, we should celebrate and encourage lifelong learning for everyone.