Quality education: a vicious circle

Abstract

There is much talk about the concern of the countries, mainly in Latin America, to have a quality education that results in quality professionals; Mexico is no exception, and it is not with political discourse that this will be achieved. Paradoxically, public policies in education have generated controversy among teachers, because while educational quality is demanded, it also generates permissiveness in the student, and a posteriori, the permissiveness of the main actors in the educational process. Our objective is a call to reflection, given the swarm of professionals that year after year graduate from the IES, to swell the industrial reserve army. The educational phenomenon must be seen from a qualitative point of view and analyzed in its right dimension, given that it does not only include students and teachers. The results obtained in terms of terminal efficiency from basic education to bachelor’s degrees are flattering, however, in academic evaluations the result is catastrophic. The doubt then, leads to the rethinking of why and perhaps the answer can be found if we contemplate, in addition to the theories of education, the educational chaos. Concluding that the result in basic, undergraduate and high school education, in terms of achieving quality education, is almost a utopia. Political discourse, geographic, geoeconomic and cultural conditions are factors exogenous to the school; teacher training, didactic resources on the one hand, and student motivation on the other, are factors inherent to the institution, so that, in the conjunction of these factors, chaos appears.