The importance of quality academic training

Over the past few months, numerous articles have appeared in the press singing the praises of telematic universities without sparing fierce criticism of the so-called 'traditional' universities. There are also those who have argued that the 'barons' would see their power undermined by the success of telematics and for that reason would be hostile towards them. The reality, as is well known, is quite different.

In recent years, the Italian higher education world has witnessed an uncontrolled growth of telematic universities. These institutions promise flexibility and speed in the attainment of degrees, but raise profound questions about the quality of education and the value of the academic pathway. Real universities, state and non-state universities with a solid tradition of education and research, which some call 'traditional' in a disparaging sense, on the other hand, continue to represent an indispensable point of reference for those seeking a solid and complete education.

One of the most relevant features of the training offered by 'traditional' universities is the possibility of living the training experience in its fullness, a broad and diversified experience also made up of informal exchanges, sharing of spaces and additional services of a social, cultural, sporting and recreational nature. Direct interaction with teachers and colleagues fosters the development of communication and interpersonal skills, and the daily confrontation with people from different cultural backgrounds enriches the educational pathway, stimulating critical thinking, democratic confrontation and personal and professional growth.

One issue that should not be underestimated is the need to offer the opportunity to study to those who cannot afford to attend. Several considerations come into play here, starting with strengthening the right to study, increasing scholarships and expanding opportunities for access to university residences or accommodation at non-prohibitive prices. There are also those who, for other reasons, are unable to attend: it is necessary to guarantee everyone the possibility of access to quality university courses, but this is quite a different matter from allowing the quick and easy acquisition of a degree. For some years now, 'traditional' universities have been launching pathways for working students, courses mainly or entirely provided at a distance, and other actions in favour of those who are unable to attend, and they will have to work harder and harder on this: what is non-negotiable is the seriousness of the pathways and tests that, as the law requires, must be carried out in presence.

The real dividing line on the quality of online education is the issue of profit. It is an all-Italian anomaly that as many as 11 online universities exist and that has allowed these institutions to belong to corporations. The presence of for-profit universities ushers in a new phase: their profound objective is not to train citizens but to sell to customers. Beyond a few good colleagues working in them, this is a structural and, dare I say it, ontological problem.