Automatic approval means that the student – regardless of whether he has acquired competence or not – is promoted to the educational level appropriate for his age. Automatic approval was a widespread measure in various countries as a result of analyzes carried out by the World Summit for Children (1990); The decision was based on studies from decades before the 1990s, which showed that those who failed were part of deprived social groups and that their failure further affected mental health.

After three decades, there is new knowledge that self-approval measures were not useful and their results are worth reading. For example, volume 23 of Revista de innovaciones educativas de Costa Rica (2021) published research on the effects of automatic promotion of education; In his conclusions, he pointed out that “automatic advancement and school retention are not effective strategies (…). And they can foster academic deficits or low self-esteem in students” (p. 175).

In Ecuador, the situation deserves more study. On the one hand, it regulates the automatic approval of education for students up to the eighth year of basic general education. On the other hand, there is more and more talk about the quality of education, and mechanisms such as supplementary and postponing exams have been implemented in this search. In recent years, remedial and grace exams; but it seems that the problem is not in the evaluation, but in the process and conditions of learning.

We live in a society that places too much importance on “good grades” and shames those who don’t get them. However, grades will always be relative; but they are an opportunity to learn. However, in everyday life, all families experience a paradox. On the one hand, we want our children to learn, and on the other hand, we refuse to accept that they fail because we are afraid of social signaling.

We live in a society that places too much importance on “good grades”…

While we all expect schools to provide ample opportunities for learning, we expect a lot from an institution that cannot be solely responsible for people’s achievements. Learning is a complex social and societal product, as David Ausubel has shown.

Especially where there are limited educational systems, with few effective hours (extraordinary), i.e. hours from 07:00 to 13:00, the support of families and cities is needed. However, following up on children’s schoolwork is not an easy task for families whose parents work, and their little ones stay home alone to the detriment of their decisions.

In societies where appearance is what counts, bad grades are like a stigma, and exams become a spiritual guillotine for students. Therefore, this double standard is lived. We expect quality, but no one wants rigorous evaluation. It’s time to stop belittling low grades and see them as an opportunity for “serious learning” and support kids in academic achievement. (OR)