In our society, we often advocate for narrowing discrimination and champion inclusion and diversity. However, sometimes we fail to recognize the mistreatment masked by certain policies. Recently, I came across the inspiring story of a young black female entrepreneur and a graduate of an elite B-school with impeccable credentials. Despite facing countless challenges, she fearlessly pursued incorporating her startup in mainland Europe. Her determination showcased the spirit of a true warrior. Today, I find myself in a similar battle. I made the decision to withdraw my application from an esteemed educational institute, determined to stand strong against discrimination. As I face this fight, the outcome remains uncertain. However, I am resolute in my pursuit to overcome these challenges and advocate for fairness and equality.
The Harsh Reality
In my pursuit of international executive education, I encountered a challenge. With extensive international work experience, managerial roles, and a strong track record of accomplishments, I came very close to admission but had to make a difficult decision. The requirement left me thoughtful and determined. Citizens of certain Asian countries, like myself, were mandated to take an English language test, even when our entire education was conducted in English. Strikingly, applicants from non-native English-speaking European countries faced no such requirement, even if English was not the language of instruction throughout their academic journey. Refusing to take the exam, I find myself seeking a reasonable justification for this disparity as I strive to address the issue of discrimination.
Questioning the Imbalance
The disparity in language testing requirements struck me as profoundly unjust. Why should applicants who have been educated in English from day one be subjected to language testing? Meanwhile, others, who may not have the same language proficiency, are exempt? Furthermore, the admission criteria for this executive education program emphasize essential qualifications such as extensive work experience, managerial roles, essays, interviews, and discussions, all conducted in English. How could proficiency in English suddenly become the sole determinant of one’s eligibility?
The Misguided Justification
The institute cited the prevalence of fraud cases related to academic degrees of candidates from my country. This was the reason they imposed the English language test. However, this justification raises more questions than answers.
While fraud cases concerning academic degrees indeed need addressing, the implementation of an English language test to prove the validity of an engineering degree seems ill-conceived. Language proficiency has no bearing on the authenticity of one’s educational qualifications or character. Such a measure only serves to penalize deserving candidates based on their nationality, rather than addressing the core issue of fraudulent credentials.
Also to note is, as a skilled worker in the host country, my credentials have been incidentally verified and validated by the immigration department.
Moving Towards Positive Change
It is crucial to highlight such instances, not just to ‘crib,’ but to shed light on the need for reform. As aspiring leaders and professionals, we have the responsibility to challenge unjust practices that hinder progress and equal opportunities. Initiating open dialogues, both within educational institutions and the larger community, can be a catalyst for change. By addressing these issues transparently and constructively, we can create a fairer and more inclusive educational landscape.
International executive education programs should reevaluate their admission criteria. They should focus on an applicant’s merits, qualifications, and potential for growth rather than perpetuating discriminatory policies. Language proficiency can be assessed more comprehensively. This assessment should take into account an applicant’s entire academic background, relevant work experience, and contributions to a diverse and globalized environment.
Conclusion
The use of language testing to address fraud concerns in academic degrees is a flawed approach that requires immediate reassessment. As individuals, we have a responsibility to challenge such policies, foster inclusivity, and advocate for merit-based admissions criteria. By promoting dialogue, transparency, and comprehensive verification processes, we can create an educational landscape that empowers all deserving candidates, regardless of their nationality. This will enable them to contribute positively to the global community of learners.