Ratnesh Jha asks why graduates aren’t workforce ready and explains how to fix it
Higher education has long been one of the clearest pathways to opportunity. A degree signals readiness for the workforce, reflecting subject-matter knowledge, critical thinking, and the ability to contribute in professional environments. But that signal is becoming less complete.
Across industries and geographies, employers are increasingly finding that while graduates arrive with strong academic foundations, they do not always bring the level of English proficiency required to operate effectively in today’s global workplace. This is not a question of potential or effort. It reflects a growing disconnect between how English is developed in education and how it is used in practice.
Recent global research among HR decision-makers underscores the scale of this challenge. A strong majority of employers say they value English language assessment scores when evaluating candidates, yet many also acknowledge they lack reliable ways to assess those skills during hiring. At the same time, there is a clear call for more robust training once employees are on the job.
What emerges is not simply a skills gap but a visibility gap. Employers are not always confident in what a degree tells them about a candidate’s ability to communicate, collaborate, and contribute in English in real-world settings.
The Missing Proof of Proficiency
The role of English in the workplace has evolved significantly. In many organizations, it now functions as the foundation for collaboration, shaping how teams communicate across borders, engage with clients, and navigate increasingly digital environments.
Despite this, English proficiency in higher education is often treated as something students acquire along the way rather than something that is explicitly measured and validated.
Students may complete coursework in English, participate in discussions, and produce written assignments, yet graduate without a clear, standardized way to demonstrate their proficiency to employers. In the absence of that signal, hiring managers rely on interviews or resumes, both of which can introduce subjectivity and inconsistency.
This helps explain why so many employers place value on standardized assessment scores. They offer a shared reference point, making it easier to evaluate candidates from different institutions, regions, and backgrounds with greater confidence.
A Growing Risk for Graduates
For students, the implications are tangible. In a competitive job market, the ability to clearly demonstrate skills can be just as important as having them. English proficiency is no exception. Graduates who cannot easily show their level of capability may be overlooked, even when they are well prepared. Others may enter roles where expectations around communication are higher than anticipated, which can affect early performance and confidence.
Many of these graduates have developed meaningful English skills during their studies. What is often missing is a consistent way to make those skills visible and understood.
As hiring becomes more global and more data-driven, that visibility becomes increasingly important. Employers are looking for clarity, comparability, and efficiency in how they assess talent.
Why AI Makes This More Urgent, Not Less
It is easy to assume that advances in artificial intelligence, particularly translation tools, will reduce the importance of English proficiency. In practice, the opposite is happening.
As AI becomes embedded in everyday workflows, the ability to use English effectively becomes even more critical. Workers are expected to write clear prompts, interpret outputs, and collaborate across platforms that are often designed in English. Communication extends beyond human interaction to include interaction with systems, tools, and data.
This shift reinforces the idea that English is not just a communication skill but a functional capability that shapes how effectively individuals can participate in modern work.
For higher education, this raises the stakes. Preparing students for their first job is no longer sufficient. Institutions are preparing them for careers that will continue to evolve alongside technology.
From Education to Employability: Closing the Gap
Addressing this disconnect does not require a complete rethinking of higher education, but it does require a more intentional approach.
One important step is ensuring that English proficiency is not only developed but clearly validated. Integrating globally recognized assessments into the student journey can help provide graduates with credible, portable evidence of their skills. When done thoughtfully, this complements academic credentials and strengthens the overall signal that universities send to employers.
Equally important is how English is embedded within academic programs. Language development is most effective when it is connected to real-world use. Students benefit from opportunities to practice communication in contexts that mirror professional environments, whether through presentations, group work, or applied projects.
Stronger collaboration between universities and employers can help ensure that these experiences align with workplace expectations. Employers are consistently signaling the need for graduates who can function confidently in English in dynamic, professional settings.
A Shared Responsibility
Closing this gap will require coordination across the ecosystem. Employers have a part to play in continuing to invest in training and development as roles evolve. Policymakers can support frameworks that promote consistency and transparency in language education and assessment.
Higher education, however, sits at a critical intersection. It connects learning with opportunity and plays a central role in shaping how skills are developed and recognized.
When English proficiency is both cultivated and clearly demonstrated, students are better positioned to succeed, and employers are better equipped to identify and support talent.
The Path Forward
The direction is clear. English proficiency has become more important in the workplace, not less. Employers are placing increasing value on reliable ways to assess it, and students benefit when their capabilities are understood and recognized.
The opportunity for higher education is to align more closely with this reality.
By strengthening how English skills are developed, embedded, and validated, universities can ensure that graduates enter the workforce with both the capability and the credibility to succeed. In doing so, they reinforce their role not only as providers of education but as essential partners in preparing a workforce that is ready for a global, interconnected economy.
Ratnesh Jha is GM of institutional language products at ETS. For more than a decade prior to joining ETS, Jha served as the CEO of prominent education companies in the Asia Pacific region, including Burlington Group of Companies and Cambridge University Press. He has also held key leadership roles at institutions such as GE Capital and Citibank. He is an alumnus of Jawaharlal Nehru University (India) and holds an MA from the University of Cambridge (UK) and an MBA from Northwestern University’s Kellogg Business School (US).