Most popular university majors in low-income countries – College Recruiter

Higher Education Majors in Low-Income Countries and Their Contribution to Sustainable Development Goals (SDGs)

An analysis of higher education in low-income nations reveals a strong alignment between popular fields of study and the core tenets of the Sustainable Development Goals (SDGs). With limited access to tertiary education, academic programs are frequently concentrated on developing professional cadres essential for national development. Graduates in fields such as education, health, engineering, and administration form the human capital required to achieve critical development targets. This report outlines the 20 most prevalent university majors and their direct contributions to the SDG framework.

Foundational Services: Health, Education, and Social Well-being

Majors in this category directly support human development, forming the bedrock for prosperous and equitable societies.

1. Teacher Education / Education
   • Graduates primarily enter roles as primary and secondary school teachers, directly contributing to SDG 4 (Quality Education). Others support this goal through roles in educational NGOs, tutoring, and corporate training.
2. Nursing
   • New nurses are critical to achieving SDG 3 (Good Health and Well-being), working in hospitals, community clinics, and maternal health wards. Their work in NGO-led vaccination and rural health programs extends healthcare access to vulnerable populations.
3. Medicine
   • Graduates advance SDG 3 by entering clinical practice in public health systems. Placements in rural clinics and public health campaigns are common, addressing health disparities.
4. Social Work / Sociology
   • These professionals support SDG 10 (Reduced Inequalities) and SDG 16 (Peace, Justice and Strong Institutions) by providing case management, coordinating youth programs, and assisting in humanitarian response and community development initiatives.

Infrastructure, Innovation, and Sustainable Industry

Engineering and technology disciplines are fundamental to building resilient infrastructure, fostering innovation, and ensuring access to modern energy and digital services.

5. Civil Engineering
   • Entry-level roles in site engineering and quality control for roads, water systems, and housing projects are essential for SDG 9 (Industry, Innovation and Infrastructure) and SDG 11 (Sustainable Cities and Communities).
6. Information Technology / Computer Science
   • Graduates in IT support, software development, and systems administration underpin the digitalization necessary for progress on all SDGs. They are key to advancing SDG 9 by working in telecommunications, fintech, and government modernization projects.
7. Electrical Engineering
   • Contributing to SDG 7 (Affordable and Clean Energy) and SDG 9, graduates work in power distribution, renewable energy installation (solar), and telecommunications infrastructure.
8. Mechanical Engineering
   • Roles in maintenance and production engineering within manufacturing, energy, and heavy industry support industrialization efforts central to SDG 9.

Economic Growth and Institutional Development

These fields produce graduates who manage economic systems, ensure financial stability, and strengthen public and private institutions.

9. Business / Commerce / Administration
   • Graduates in operations, sales, and administration contribute to SDG 8 (Decent Work and Economic Growth) by joining a wide range of industries, including retail, logistics, and telecommunications.
10. Accounting
    • By ensuring financial transparency and accountability in the public and private sectors, accounting professionals support the institutional frameworks of SDG 8 and SDG 16. They often work as auditors, payroll clerks, and junior accountants.
11. Economics
    • Graduates inform evidence-based policymaking crucial for all SDGs. They work in banking, microfinance, and as research and monitoring officers for NGOs, contributing to both SDG 8 and SDG 17 (Partnerships for the Goals).
12. Public Administration / Development Studies
    • These graduates directly engage with governance and service delivery, taking roles as program and grants coordinators in government and NGOs to advance SDG 16.
13. Law
    • Paralegals, legal clerks, and compliance assistants strengthen the rule of law, a cornerstone of SDG 16. Many work in legal aid and regulatory affairs for public agencies and NGOs.
14. Finance / Banking / Insurance
    • By expanding access to financial services through roles in microfinance, credit, and mobile money, graduates in this field support SDG 1 (No Poverty) and SDG 8.
15. Entrepreneurship / Small Business Management
    • Graduates who start micro-enterprises or join startups directly create employment and foster local economic activity, advancing SDG 8.

Sustainable Resource Management and Food Security

Majors focused on the environment and agriculture are vital for ensuring food security, managing natural resources, and addressing climate change.

16. Agriculture / Agribusiness
    • Graduates work as extension officers, farm managers, and supply chain coordinators to improve food systems, directly contributing to SDG 2 (Zero Hunger).
17. Environmental Science / Water & Sanitation
    • Roles as environmental officers and WASH (water, sanitation, hygiene) program assistants are critical for achieving SDG 6 (Clean Water and Sanitation) and SDG 13 (Climate Action).

Enabling and Support Sectors

These disciplines provide the analytical and logistical capabilities required to implement and monitor development initiatives effectively.

18. Logistics / Supply Chain
    • Professionals in procurement, warehousing, and distribution are essential for the delivery of food, medicine, and other critical goods, supporting the operational success of programs related to SDG 2 and SDG 3.
19. Marketing / Communications
    • Graduates support development goals by working on public health campaigns (SDG 3) and community outreach programs for NGOs and public sector entities.
20. Statistics / Mathematics
    • Statisticians and data analysts are vital for SDG 17, providing the monitoring and evaluation capacity needed to track progress on all development goals through roles in survey design and market research.

Strategic Considerations for Maximizing Development Impact

• Local Demand Alignment: The concentration of entry-level roles in health, education, infrastructure, and food systems directly reflects the foundational needs outlined in the SDGs. Geographic focus, with corporate roles in urban hubs and public service roles in smaller towns, maps directly to development priorities.
• Demonstrated Competency: Employers prioritize graduates who can provide tangible evidence of their skills. Practical projects—such as developing a small application, improving a workflow, or analyzing data for a local organization—serve as proof of a graduate’s capacity to contribute to tangible development outcomes.
• Career Progression and Adaptability: A student’s major is a starting point for a career dedicated to development. Core professional competencies such as reliability, clear communication, and rapid learning are transferable across sectors and are fundamental to building a career that contributes to long-term, sustainable progress.

Analysis of SDGs, Targets, and Indicators

1. Which SDGs are addressed or connected to the issues highlighted in the article?

• SDG 4: Quality Education
  
  The article’s core focus is on higher education in low-income countries, discussing popular majors and the transition from university to the workforce. It directly addresses the role of education in providing skills for employment.
• SDG 8: Decent Work and Economic Growth
  
  The entire article is framed around how graduates from various fields find entry-level jobs. It details the types of roles available (e.g., sales rep, site engineer, IT support) and emphasizes how education leads to employment, which is fundamental to economic growth.
• SDG 3: Good Health and Well-being
  
  The article identifies Nursing and Medicine as popular majors, with graduates directly entering hospitals, clinics, and public health campaigns. This contributes to strengthening the healthcare workforce in these countries.
• SDG 9: Industry, Innovation, and Infrastructure
  
  Majors like Civil, Electrical, and Mechanical Engineering are highlighted, with graduates working on essential infrastructure projects such as roads, bridges, water systems, and power distribution. This directly supports the development of resilient infrastructure.
• SDG 2: Zero Hunger
  
  The inclusion of Agriculture and Agribusiness as a popular field of study connects to this goal. Graduates work as extension officers, farm managers, and in supply chain coordination, which are crucial roles for improving food systems and agricultural productivity.
• SDG 6: Clean Water and Sanitation
  
  The article explicitly mentions “Environmental Science / Water & Sanitation” as a major, with graduates working as WASH (water, sanitation, hygiene) program assistants, directly contributing to this goal.
• SDG 7: Affordable and Clean Energy
  
  The text notes that Electrical Engineering graduates work in power distribution and solar installation, which are key activities for expanding access to modern and clean energy.

2. What specific targets under those SDGs can be identified based on the article’s content?

• Target 4.4 (under SDG 4): “By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship.”
  
  The article directly supports this by listing the 20 most popular majors (technical and vocational skills) and detailing how these degrees lead to specific entry-level jobs right after graduation.
• Target 8.5 (under SDG 8): “By 2030, achieve full and productive employment and decent work for all women and men, including for young people and persons with disabilities, and equal pay for work of equal value.”
  
  The article’s focus on “what students do with those degrees right after graduation” and the list of entry-level roles across various sectors (IT, finance, logistics) directly relates to achieving employment for young people.
• Target 8.6 (under SDG 8): “By 2020, substantially reduce the proportion of youth not in employment, education or training.”
  
  The article describes the direct pathway from education to employment, illustrating a system where higher education is closely aligned with local job market needs, thereby aiming to reduce youth unemployment.
• Target 3.c (under SDG 3): “Substantially increase health financing and the recruitment, development, training and retention of the health workforce in developing countries…”
  
  The popularity of Nursing and Medicine majors and the immediate absorption of graduates into hospitals, clinics, and community health programs directly address the need to increase the health workforce.
• Target 9.1 (under SDG 9): “Develop quality, reliable, sustainable and resilient infrastructure, including regional and transborder infrastructure, to support economic development and human well-being…”
  
  The article mentions that Civil Engineering graduates work on “roads, bridges, water, and housing projects,” which is a direct contribution to building this type of infrastructure.
• Target 2.a (under SDG 2): “Increase investment… in agricultural research and extension services…”
  
  The article identifies that agriculture graduates serve as “extension officers,” a role that is central to this target of improving agricultural knowledge and practices at the local level.

3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

• Implied Indicator for Target 4.4: The proportion of graduates from specific fields of study (e.g., IT, Engineering, Education) who are employed in a job relevant to their degree within a year of graduation. The article’s structure, which links each major to specific job outcomes, implies this is a key measure of success.
• Implied Indicator for Target 8.6: The employment rate of recent higher education graduates. The article provides a “snapshot” of what graduates do “right after graduation,” suggesting that the rate of successful transition to the workforce is a critical metric.
• Implied Indicator for Target 3.c: The number of new graduates in health-related fields (Nursing, Medicine) who enter the public and private health sectors annually. The article highlights these as popular majors with clear career paths into clinics and hospitals.
• Implied Indicator for Target 9.1: The number of engineering graduates (Civil, Electrical, Mechanical) employed in the construction and maintenance of core infrastructure. The article specifies roles like “site engineer” and “power distribution” work, which can be quantified.
• Implied Indicator for Target 2.a: The number of trained agricultural extension officers graduating and being deployed to rural areas. The article lists this as a primary job for agriculture graduates.

SDGs, Targets and Indicators Table

Source: collegerecruiter.com