Reimagining Higher Education: How Bahrain Polytechnic is bridging the divide between academia and industry

In an era defined by rapid technological change and shifting workforce demands, higher education institutions are facing a pressing question: how do we prepare students for jobs that do not yet exist?

In a recent podcast interview, host Dr. Ashraf Mahate sat down with Professor Ciarán Ó Catháin, CEO of Bahrain Polytechnic, to discuss how higher education can be redesigned in 2026 to deliver genuine real-world value. From his humble beginnings as a chef apprentice in Dublin to leading higher education institutions across Ireland, France, and the Middle East, Prof Ó Catháin’s non-traditional background shapes a refreshing, business-minded approach to education at Bahrain Poly.

Watch the full episode here

Ditching rigid degrees for flexible, real-world pathways

At the core of Prof Ó Catháin’s approach is the concept of "Polytechnic for All": creating accessible entry points and clear progression pathways for every learner, whether they're pursuing a level-six technical diploma or an applied doctorate.

Rejecting the rigid belief that 'every person needs a traditional four-year degree', Bahrain Polytechnic champions flexible educational routes. These include top-up degree programmes for experienced workers holding level-six qualifications - currently serving 1,500 to 2,000 students across engineering and ICT - as well as "earn and learn" apprenticeships in trades such as automotive repair, electrical work, plumbing, and retail.

"Polytechnic for All is about having different groups coming in at different stages... creating that family atmosphere that's here to support and develop all of the individuals to the extent that they can be developed."  
— Prof. Ciarán Ó Catháin

Putting industry at the core with the "3 Cs" framework

To maintain meaningful relevance, Prof Ó Catháin established the "3 Cs" framework: Co-governance, Co-creation, and Co-delivery. Industry leaders comprise over 50% of the polytechnic's board and review curricula bi-annually through advisory boards. Industry experts directly co-create syllabi to ensure skills match current market demands, while co-delivering through guest lectures, student mentoring, and final-year capstone projects.

This deep integration has yielded a 76% graduate employment rate within six to nine months, growing student enrollment from under 3,000 in 2022 to nearly 15,000 today.

"Our remit is about work-ready graduates, around working and supporting industry—creating an avenue to create knowledge creators rather than looking for knowledge givers all of the time."
— Prof. Ciarán Ó Catháin

Training educators to evaluate, not just regulate, AI tools 

When addressing generative AI, Prof Ó Catháin insists that institutions cannot bury their heads in the sand. Rather than policing AI usage or being fearful of what genAI tools can do, faculty are trained to help students employ genAI ethically and critically evaluate their outputs.

To guarantee assessment integrity, Bahrain Polytechnic relies on Problem-Based Learning (PBL), interdisciplinary group projects, and live interactions where students must defend their work. In this environment, educators transition from traditional 'knowledge delivery' to facilitating critical evaluation, creativity, and entrepreneurship.

"If you build your career on a false deck of cards, it will fall. If you build your education on a sound foundation, it will flourish and grow."
— Prof. Ciarán Ó Catháin

Treating degrees as stepping stones, not end points

Looking ahead, Prof Ó Catháin emphasises that a degree is no longer a static terminal credential, but a stepping stone. Institutions must serve as lifelong partners, offering microcredentials and continuous upskilling to help graduates remain agile and relevant.

As Prof Ó Catháin reminds students on their first day, the world will be completely different by the time they graduate; success lies in developing the resilience, foundational skills, and adaptability to thrive in an ever-changing world.

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