Bitter anniversary of the National Institute

Of course, violence has been a very significant factor in its decline, but it is also worth asking whether there is still a shared vision in society about what the Institute should fundamentally be. Santiago, March 5, 2025. Entering classes at the National Institute during the teachers' strike. Javier Torres/Aton Chile JAVIER TORRES/ATON CHILE Comments The National Institute (IN) has recently celebrated 213 years of existence, but far from commemorating the major milestones that made this institution the emblem of public education—where 18 presidents of the Republic and more than 30 national awards were educated, and many of its graduates became part of the country's intellectual and business elite—the most notable thing has been the shock and helplessness of many of its alumni over the severe deterioration the Institute has experienced in just over a decade. Indeed, while at that time the IN was among the ten schools in the country with the best scores for access to higher education, in the 2024 process it ranked 303rd, and the results of 2025 were even worse, dropping to 360th. It is telling that some years ago, there were over 30 applicants for each vacancy offered by the Institute, but there have been periods when the seats have not been filled. The tragedy facing the IN also reflects the deterioration of high-quality public education, where several of the so-called excellence high schools have experienced a worrying decline. This has led to the loss of a fundamental factor of social mobility, because these schools were precisely the ones that allowed young people from vulnerable socioeconomic backgrounds to access the best universities and highly demanding careers—attributes that, as they weaken, inevitably harm the opportunities of thousands of families and increasingly homogenize our elites. There is no doubt that a key factor in explaining the decline of the IN—and other emblematic high schools—has been the destructive violence that has worsened over time. The “white overalls”—which appeared at the IN in 2017—have possibly become the most recognizable symbol of vandalism. Cases of teachers sprayed with fuel, Molotov cocktails thrown, assaults on students and teachers, as well as constant takeovers, have ultimately undermined the IN, a pattern that repeats in other schools. No solution will be possible without restoring order, discipline, and respect for teachers. The sectors that irresponsibly encouraged the takeovers and justified violence as a legitimate expression of discontent must recognize the enormous damage they caused to public education, as it became associated with an image of violence and insecurity. It is also unavoidable to question the effects produced by the Inclusion Law, where there seems to be a close relationship between the loss or weakening of its selection mechanisms and the decline in the results of entrance exams, breaking the ecosystem of excellence that was its hallmark. There is undoubtedly a desire to recover the excellence of the IN and other emblematic high schools, but beyond correcting those aspects that have damaged their quality and prestige, it is also essential to ask again whether there is a shared vision of what the essence of the IN should be. It is not clear that this consensus still exists, as some believe it should primarily be a place of excellence and therefore selective, while others see it as a space that should prioritize mass participation, even tolerating violent manifestations as a form of political expression. More on: Public education Violence Inclusion Law Prestige Excellence Lack of consensus