Elitism and Inaccessibility: Restricting higher education to only those with high marks creates an elitist system that favors students from privileged backgrounds who have access to better educational resources and support. This excludes individuals from disadvantaged backgrounds who may have potential but lack the same opportunities.
Diversity of Perspectives: A diverse student body enriches the educational experience for everyone. Students from different backgrounds bring unique perspectives, experiences, and viewpoints that contribute to a more vibrant and intellectually stimulating learning environment. Limiting access based solely on marks overlooks the value of these diverse contributions.
Multiple Measures of Success: Academic performance, as measured by marks, is only one indicator of an individual's potential for success in higher education. Other qualities such as resilience, creativity, leadership, and emotional intelligence are also essential ingredients for thriving in university and beyond. By focusing solely on marks, we may overlook talented individuals who have these other important qualities.
Potential and Growth: Not all students who don't achieve high marks initially may lack potential. Some may develop academically with the right support and opportunities. Denying access to higher education simply because of lower marks may stifle their potential growth and personal development.
Skill Diversity for Workforce Needs: The job market requires a range of skills and talents. By limiting higher education to only high-achieving students, we risk creating a skewed workforce that lacks diversity in skills and may not meet the demands of various industries.
Social Mobility: Higher education serves as a crucial vehicle for social mobility, allowing individuals from lower socioeconomic backgrounds to improve their life circumstances. Restricting access based on marks perpetuates inequalities and diminishes opportunities for social advancement.
Unaccounted Factors: Marks alone do not account for various factors that may impact a student's academic performance, such as personal circumstances, learning disabilities, cultural differences, or lack of opportunities outside of school. Excluding students based solely on marks overlooks these contextual factors.
In conclusion, restricting higher education to only students with high marks is neither equitable nor beneficial for society. A more inclusive approach that considers broader criteria and values diverse perspectives allows for a richer educational experience and fosters the development of well-rounded, capable individuals who can contribute positively to the world.