Public education for XXI Century

Publicado: 21 January, 2016

Creating public emblematic schools is not as hard as it looks. It is enough to select outstanding students, teachers and directors, a reasonable infrastructure and there you go. An economic and social effort way much powerful and complex is needed if the aim is looking for an educational system of excellence for everyone. To achieve this objective, a constant and pushing strengthening of public education with no exceptions is key.

A public education with excellence is the basic to move forward in a more cohesive society, with an effective empowered citizenry, whose voice becomes a real force for improving institutions and development of a country.

It is expected that the result of the law project on New Public Education presented by the Government makes us believe again in a country where choice and achievement of a quality education becomes a reality for everyone. Hopefully, it gives a new vision for the education system, where effective proper attention and methodologies will be provided to each student, so they can acquire the needed skills and make their dreams become true in this XXI century.

Nevertheless, a new institution for Public Education will not be enough if the new supporters don’t have the skills, resources and proper assistance, and if the new design doesn’t push towards systemic coherence. So it is necessary to deal with subjects such as the funding and accountability model. While the payment of grants is claimed by attendance, schools with high vulnerability levels will be in serious disadvantages, reinforcing the inequality of the system. Besides, this kind of model disables collaboration between schools. At the same time, while SIMCE will be used perversely, it will be impossible for the system as a whole to progress towards providing an integral education.

The problem in this type of policies it that they collide with the goals of other ones previously implemented in past decades. In this way, the educational system has rather became a Frankestein, where confidence is not build up, but rather reduced, affecting negatively the motivation of students. Is this motivation and not external accountabilities the most important engine to achieve cultural changes in order to attain a quality public education for everyone.

As it has been proved in other parts of the world, where public education actually is prevalent and matter of pride, implementation of transversal support system is needed and coordinated efforts to improve the professional actors as a whole, having always in mind the context, with the ultimate goal of each student reaching his/her maximum potential

Check out a letter about this same issue posted in Diario La Tercera el 8/11/2015