In 2017, according to data from Europa Press, 41% of the Spanish population aged between 25 and 34 hold higher education qualifications, a figure that has remained consistent over recent decades.
However, one thing has certainly changed when it comes to choosing a degree course: whereas the humanities used to top the list, science, technology, engineering and mathematics – or, in other words, the STEM subjects – are now the most popular choices amongst prospective students. If we compare this with the other OECD countries, in Spain 26% of tertiary education graduates obtained a degree related to one of these four subjects, a higher percentage than in the other countries.
But is there life beyond university? At times, these institutions can become mere buildings for assessing students and formalising certificates, so we must look beyond them to find a methodology that involves taking the student as the protagonist of their own learning.
In STEM disciplines, the priority must undoubtedly be the practicality of knowledge and an orientation towards an entrepreneurial future. The challenge is for the institution to adapt to the market and, consequently, to the student, never for the student to adapt their aptitudes to the limitations of traditional educational centres.
That's why, at the Immune Coding Institute, we work on the basis of an employment-oriented approach and the promotion of entrepreneurial thinking, recognising the student's merit so that weaknesses are turned into strengths and, of course, making learning practical so that the student is able to adapt technically, not just theoretically.
