- Academia often dismisses those who come to learn and grow, focusing on enforcing entry requirements rather than addressing the gaps that prospective students hope to fill.
- Scholarships and grants, like those from the Mastercard Foundation, carry noble intentions but are hindered by the realities of access.
- Academia has become comfortable within its gilded walls, yet there is so much value in first-hand experience over endless emails and reports.
By Endrian Lupia
Academia’s pride and exclusivity may soon become its downfall. In an era of enlightenment and accessibility, the barriers at the highest levels of education threaten to leave academia behind.
While pre-requisites have their place, it’s time to reconsider who gains entry and recognise the urgency of opening these spaces to more people. The status quo requires examination—it is time to tear down the walls and let others in.
In my country, for example, bachelor’s programmes rarely align with industry demands. They do little to prepare students for real-world challenges and calls for reforms often face fierce resistance.
When large-scale reforms of our 8-4-4 system were first proposed, I felt optimistic. I had hoped for an overhaul that would update outdated structures and curriculums, bringing relevance to higher learning. Instead, the goal seemed more about maintaining the existing hierarchy than meaningful change.
Meanwhile, primary school children’s lives were upended with minimal farce, while little attention paid to the needs of higher education.
Beyond our borders, similar issues abound. For those seeking a master’s program, the extensive lists of pre-requisites can be daunting, forcing many to question their qualifications.
Academia often dismisses those who come to learn and grow, focusing on enforcing entry requirements rather than addressing the gaps that prospective students hope to fill.
It is of course the onus of students to work harder, yet the goal of education cannot be to punish but to nourish. If the aim is to educate more people, higher education institutions must be more flexible and inclusive.
Scholarships and grants, like those from the Mastercard Foundation, carry noble intentions but are hindered by the realities of access. The requirements intended to help marginalised students often end up excluding them, as rural students may not even hear of these opportunities.
Those with access to the internet and resources are more likely to fulfill application requirements, meaning the intended recipients are often left out. Instead of remote aid, we need on-the-ground initiatives that meet people where they are. To walk a mile in those children’s shoes, hear their stories and re-think strategies on how they can access this much-needed help.
Academia has become rigid and detached, shunning those deemed unworthy. It is no longer accommodating, it is defensive. This exclusionary mindset neglects practical engagement and favours complex research protocols over accessibility. Imagine a college degree structured around industry needs—one that doesn’t automatically take four years.
Standardised tests, like IELTS, while necessary for some, are the norm for all. It reeks of boardroom decisions being made without the very research academia is known for. c
Academia has become comfortable within its gilded walls, yet there is so much value in first-hand experience over endless emails and reports.
Research, too, often falls into a cycle of redundancy. Libraries are filled with papers that are painstakingly formatted but contribute little to real-world impact.
I might be accused of ignorance but that is the very case that I argue. That information has become the purview of the few who make it to the great halls of excellence.
Researchers sometimes focus more on meeting guidelines and deadlines than advancing knowledge for the betterment of society. It is no fault of their own, the requirements simply must be met.
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Many scholars are forced to paraphrase and cite so thoroughly that the ambition of academia has shifted from expanding knowledge to owning it. This misplaced focus fails to support true innovation and progress.
It’s time to re-evaluate the role of higher education in society. The mentality of “I went through it, so everyone else should too” is outdated.
My dream is for knowledge to be freely shared, for research to be accessible, and for academia to focus on making a genuine impact.
The writer is a Post-graduate student in Energy Management at Algonquin College, Ottawa, Canada
