Quality Education Critical Analysis

People were made to believe that elite private institutions offer only the best of the best things needed to ensure high quality education. Parents would work eight hours or more just so they can pay the excessively high tuition fee needed for their child to be able to study in a certain school. I studied in a Montessori school in Taguig city which requires an awfully huge amount of money before you can get it. Whenever students from private institutions, like me, tell others that we studied in so on and so forth, overly amazed reactions are expected. For the reason that a huge amount of money is needed to study there and institutions with big names have established the face of private schools as “schools for the rich and smart”, people generalize.

Everyone in that institution had big guns to release when they needed to. The people studying there were all smart as well. However, quality education does not equal to just “smart more so that it does not equal to money. Quality education should be holistic: quality materials and quality teachers will equal to quality students. In that school however, quality education means quality students and quality materials. All the high quality expectations ends there. Everything else that is left, is quality-less. For a lot of reasons, I did not want to go back to that school and interview my former teachers in person. Luckily however, internet is present and is accessible. For this critical paper, I was able to interview an assistant principal, two teacher, two alumni, and one student. I asked them about what they see or think are the present issues that the institution needs to address urgently. They surprisingly but inevitably gave me a lot of answers to think about. And I have gotten the three issues that all their answers had in common. Among the many issues that were pointed out, the Integrated Montessori Center needs to address and review the following urgently: the quality of teachers, the inculcation of values and discipline, and the discrimination present in the

Discrimination comes in many forms and is clearly being addressed, here in the Philippines, or at least trying. In IMC, the discrimination of gender isn’t clearly shown as very few, if none, admit or is noticed. Societal discrimination also isn’t very relevant or necessary as the teachers do not have the right and cannot do that at all. However, IMC discriminates their students very obviously when it comes to intellect. Intellectual discrimination is often disregarded or is rarely discussed when discrimination is being discussed (as a topic). When intellectual discrimination is present, the student’s self-esteem is often at the edge all the time. The teacher or the whole school will label the students into “smart kids”, “okay kids”, and of course the “stupid kids”. Sometimes, they even add, “kids with no hope” to the category. The teachers will discriminate the students by only focusing on the smart kids and leaving the rest behind. Only those who are on top will be given the chance to grow as opportunities like competitions are only allowed for them. The other kids will have to sit back and relax as the teacher teaches in front instead. This is very wrong. Intellectual discrimination will limit the students’ capabilities and growth as they are made to believe that they can only do things to a certain point. If this is not addressed, then not only will the school have