A clear call came from a leading education expert who proposed that PhD degrees should be required for assistant professors and research leaders so that universities can lift the quality of teaching and research and better serve students and country. The paper says many current hiring rules put too much weight on past exam scores and final grades, and this focus discourages original study and weakens the research culture that universities should build. By making the doctoral degree a core requirement, the proposal aims to reward original thinking, boost publication of new studies, and encourage teachers to guide students in solving real problems rather than only preparing them for tests. The proposal also highlights problems created by an old rule that forces graduates of private universities to take extra public university degrees, a step that wastes time and blocks talented people from joining academic life quickly. The writer recommends a fair and modern hiring model that gives most points to doctoral work and peer-reviewed research while still recognizing good graduate coursework, and the plan removes school-level scores from faculty selection. To make this change work, the paper asks governments and universities to help fund PhD training, offer scholarships, and speed up doctoral programs so more candidates can qualify without long delays. It also calls for clear quality checks like national accreditation and global benchmarks so institutions stay honest and focus on teaching that is tied to research and real world needs. The plan encourages universities to link with industry so students learn useful skills and research can solve local business and health problems, which in turn can help universities win grants and work on practical projects. Officials and staff groups who worry about a temporary shortage of PhD holders are offered solutions too: build fast-track funding, partner with foreign universities, and introduce transitional rules so current staff can upgrade their qualifications. The paper stresses that teaching skills remain important but should sit alongside research qualifications, and universities should give teachers training in clear, friendly teaching methods as part of professional development. If universities follow these steps, students would meet teachers who are active researchers, classrooms would be richer with new ideas and practical projects, and graduates would leave better prepared for jobs and for creating new services and products. Over time, more published research would help universities gain stronger reputations and climb global rankings, which could attract more partners, funding and opportunities for students and staff. The plan is framed as a long-term investment in national progress because stronger universities can help solve local problems, train skilled workers, and support new businesses and healthier communities. The paper finishes by saying change will take time and careful planning, but with scholarships, clearer rules and strong links between universities and the economy, this shift toward PhD-led faculty can make higher education fairer, more creative and more useful for the next generation.
