In the current global situation, tertiary education is increasingly necessary; contrariwise, it still lacks inclusivity. Some people argue that everyone has the right to register for program study in university without any academic ability, whilst others hold a contrasting view. I believe that the admission office should consider applicants’ capabilities. This essay will delve into the reasons from both students’ and teachers’ perspectives.
To commence with, academic qualifications have traditionally served as indicators for admitting students due to the diverse backgrounds they bring. Requirements, such as GPA, previous college and major, and years of work experience can assist students in their academic pursuits. For instance, candidate master’s students in advanced nursing are often entailed to have worked in clinical settings for 3-5 years, ensuring they possess adequate understanding and competencies in diagnosing and caring for patients. Moreover, international students are required to demonstrate English proficiency by providing an IELTS/TOEFL certificate since they have to communicate with patients.
Conversely, students’ educational abilities will aid teachers in curriculum development and material preparation, facilitating the transfer of knowledge and skills. Take enrollment in a Master of Public Health program as an example. Despite being from various backgrounds such as healthcare professionals and environmentalists, practical experience in community settings is crucial, equipping students to learn how to empower communities, advocate for stakeholders, conduct surveillance, and utilize data. Thus, smoothly the lecturers lead the course so that all the students may reflect on their own meaningful experiences.
Finally, given the justification above, it is evident that students’ intellectual capacities play a pivotal role in the path of education. This ability supports students in enabling them to engage in academic activities, as well as teachers in promoting effective teaching and provision of materials.