Instead of training specialists to analyze problems, South Africa needs a generation of people with the courage to solve them. Burkina Faso President Captain Ibrahim Traoré stated: «We will no longer support long essays. If you are an engineering student, for your dissertation you must build, copy, or construct something.»
These words elicited the expected reaction: critics rejected them, others laughed, and some rushed to explain why Africa should remain within its borders and leave innovation to others. However, perhaps this is where the problem lies. We are so accustomed to defending established orders that we rarely consider whether they are actually working.
Perhaps we are discussing the wrong thing. Regardless of agreement with Captain Traoré, his statements force us to consider an issue that Africa has avoided for too long: when did education become a test of knowledge rather than proof that a person is capable of doing?
Every year universities graduate thousands of students, and we celebrate their achievements, praise their qualifications, and fill social media with photos of graduation ceremonies with slogans that 'education is the key to everything.' Nevertheless, society remains one of the most unequal in the world, and widespread unemployment is destroying the social fabric. Municipalities are on the verge of collapse, schools fail daily for millions of children, hospitals are overloaded, and dilapidated infrastructure has become a constant feature of democracy.
If education is meant to prepare for solving the greatest societal challenges, why does it seem that these problems are only worsening? Perhaps we have confused education with certification somewhere, and the diploma has become the end goal, not the starting point.
It should be emphasized, however, that this is not about criticizing scientific research or academic writing; essays and research are important. Every major scientific breakthrough began with posing complex questions. But education should not end there. After years of lectures, assignments, exams, and dissertations, the question should not be: 'What did you write?', but: 'What did you build? What did you solve? Whose life was improved by what you learned?'
Imagine if every qualification in South Africa required students to leave behind something that improves society. For example, law students should provide legal aid to low-income groups before graduating. Teacher students could develop literacy programs that significantly improve reading outcomes in struggling schools. Journalists, instead of submitting papers, could publish investigations exposing corruption or local government failures. Business students could launch operating businesses instead of just writing business plans that remain in classrooms. Farmers could find practical solutions to food insecurity in rural areas. IT specialists could design systems to improve municipal service delivery, while architects and engineers could build affordable housing or innovative infrastructure suited to the realities of South Africa.
One of the tragedies of our education system is that it often teaches young people to look for answers everywhere except within themselves. Indigenous knowledge systems remain one of Africa's least utilized resources not because they lack value, but because we do not view them as drivers of innovation. Practical learning offers a way to change this situation, allowing students to use the knowledge of African generations in combination with modern science to solve today's challenges, such as food security, climate change resilience, healthcare, and sustainable development.
This approach will create an education system that is not only competitive globally but also authentically African. With such a shift, education will cease to be solely a personal achievement and will become a significant national investment. The truth is, South Africa does not lack graduates; we graduate thousands of smart and ambitious young people full of potential every year. The problem is the lack of systems that consistently transform this potential into real solutions.
We have become very good at preparing qualifications, but are we producing problem solvers? The measure of education cannot be just passing an exam. It must also measure whether this education leaves a meaningful mark on the society that paid for it, invested in it, and desperately needs it.
Too many graduates leave university believing that their only duty is to find a job. What if we taught them that their responsibility also includes creating opportunities, solving problems, building institutions, strengthening communities, implementing innovations, and leaving South Africa better than they found it? This is the kind of education that builds nations and transforms economies.
Perhaps Traoré's comments resonated with many Africans not because people suddenly started opposing essays, but because they were tired of watching education become an end in itself while problems outside the university gates continued to multiply. South Africa cannot solve unemployment through lectures, overcome inequality through theory, or eliminate poverty through beliefs. At some point, what we know must become what we do. Because the true purpose of education was never simply to train graduates; it was to nurture people capable of rebuilding the country.
Perhaps every university should ask itself one final question before conferring a degree: 'When history looks back on your education, will it remember what you wrote... or what you built?' Because South Africa does not need another generation of people qualified to analyze their problems, but a generation brave enough to solve them.
Significant changes may begin not with loud slogans, but with a simple class or another lesson in a local area. This could be a woman taking up a computer for the first time; a craftsman learning how to bring their products to market; or an elderly person discovering the possibilities of artificial intelligence or self-service government utilities. Each of these stories seems unique, yet they are united by one goal—investing in human capital and improving the quality of life through knowledge.
The 'Educational Zones in Jizzakh – a field of knowledge and opportunities' project, implemented in the Jizzakh province based on the principle of lifelong learning, serves precisely this noble goal. This initiative quickly transformed from just another social program into a practical model that awakened the need for knowledge in local communities and strengthened people's belief in their own abilities and potential.
This project, carried out by the 'Kalb Nuri' Center in Jizzakh province with the support of a small grant from the branch of the German Association of Universities (DVV) in Uzbekistan, is designed for three months. Its main task is to expand the population's opportunities for continuous education by creating 'Educational Zones' in the city of Jizzakh and the Pakhtakor district. The project is also aimed at developing digital, media, and entrepreneurial skills and strengthening the economic independence of residents.
This aligns with the country's state policy aimed at investing in human capital, increasing the professional potential of the population, and reducing poverty through education. Thus, this initiative holds special significance as a practical result of effective cooperation between state institutions, civil society organizations, and international partners.
As part of the project, 20 master classes were organized for residents of the villages of Kimyogar in the city of Jizzakh and Dostlik in the Pakhtakor district, as well as for residents of adjacent territories. These classes were dedicated to developing vital and professional skills. Specialists from various fields were invited to cover important topics such as 'Effective Use of Tomorka,' 'Craftsmanship as a Source of Income,' 'Family Communication Skills,' 'Fundamentals of Entrepreneurship and Business Plan Creation,' 'Financial Literacy,' 'Improving Medical Culture,' 'Leadership, Negotiation, and Personal Initiative,' 'Loans and Their Use,' 'Taxes and Tax Benefits,' and 'Legal Literacy.' As a result, over 200 participants were able to strengthen their knowledge and practical skills.
Nodira Alimova, Director of the 'Kalb Nuri' Center in Jizzakh province, emphasized that the greatest achievement of the project is not the number of figures, but how these changes manifest in people's lives.
Within the framework of the Forum of Rectors of Uzbekistan and Kyrgyzstan, cooperation in higher education between the two states continues to deepen. Following the conclusion of the III forum, numerous agreements were signed aimed at elevating academic exchange, joint educational programs, and scientific research to a new level.
During the forum, approximately 40 memoranda, cooperation agreements, and roadmaps were signed between higher educational institutions of Uzbekistan and Kyrgyzstan. These documents are designed to strengthen partnership between the universities of the two countries at the institutional level.
According to the reached agreements, joint educational programs will be introduced in three areas. Furthermore, a system for mutual recognition of credits for disciplines completed by students at universities in both countries will be launched. This will enhance the academic mobility of students and prepare internationally competitive specialists.
One of the key outcomes of the forum was the adoption of the 'Roadmap' for the period 2026–2028. According to this plan, during this period, at least 100 students and 80 faculty members will participate in academic exchange programs between the universities of the two countries.
Strengthening scientific interaction was also one of the priority areas of the forum. The parties agreed to establish joint scientific projects and research groups, as well as to implement a system of joint scientific supervision for postgraduate students. This will contribute to improving the quality of fundamental and applied research, as well as expanding international scientific cooperation.
In addition, professional development courses for teachers, scientific seminars, and the organization of the international exhibition-competition 'StudExpo–2026' are planned.
The agreements reached at the Forum of Rectors of Uzbekistan and Kyrgyzstan not only strengthen the partnership between the universities of the two states but also contribute to the formation of a unified educational and scientific space in Central Asia, opening up new opportunities for students and scientists. The forum is assessed as an important step towards activating international integration and experience exchange in the higher education system.
Since August 1, students in Uzbekistan have had the opportunity to apply for accommodation in student dormitories through the EPIGU public services portal.
For students without benefits, specific percentages of places have been established: 55 to 65 percent is allocated to first-year students, 15 to 20 percent to second-year students, and 20 to 25 percent to third-year and older students.
Applicants recommended for admission to the first year during the 2026/2027 academic year can only submit their applications after the official announcement of the final admission results.
Concurrently, an updated housing registration system has been implemented. The contract payment process now automatically initiates the registration of temporary residence at the actual place of living. Previously, this process required collecting numerous documents and applying to various state bodies; however, now the entire procedure is consolidated into one service: the student makes a payment, receives confirmation, and is immediately registered.
This registration remains valid throughout the period stipulated in the concluded contract. Furthermore, the Ministry of Higher Education, Science and Innovation previously refuted rumors circulating on social networks regarding the sale of student dormitories.
