These facts confirm the reasonableness of the critics regarding the frequent confusion between instruction and training. Those are totally based, even the most severe. If the student is prepared almost exclusively to repeat phrases spoken by the teacher, the hope of a more solid learning is a dream.

Higher education, despite their extreme and so very unjust elitism, is not immune to the tough questions. Within it is also possible to observe students who cry inconsolably for his failures. If the universities were aware that the shadow of obsolescence does not go far could perhaps understand the urgency of the present demands. It is your own convenience, to approaches that respond successfully to current and future needs that are perfectly predictable. Regarding to the mission of the University there are phrases that are repeated a lot: “to promote the transformation of society”, “true justice and prosperity,” “commitment to the solution of national problems” …

To justify the finding that  today’s educational systems are highly ineffective and inefficient, it is convenient to make a division into two kinds of aspects: quantitative and qualitative.

Within the first class, it is important to examine the proportion of students from a certain level who are served by the system. Thus, children in preschool, what percentage is really served?. It is clear that the only acceptable answer would be: 100%. However it is very probable that even in developed countries, the reality says otherwise. With great preoccupation we find that as the country is less developed, the figures are alarming data. At the next level, ie the primary, we can examine the percentage of students served and see “dismayed” that the result is not flattering. When examining the other levels, ie secondary and University   the situation could not be worse.

In a second phase corresponds to deepen the analysis in order to see the percentages of students served, who have had success at different levels. Finally, it would be necessary to establish the rates of promotion, but with respect to the total population. That is, with respect to all existing persons with that age level.

The necessary challenges in education systems are much more profound when what is examined is the “quality” of education and even beyond, the quality of the product