JUNE, as usual, schools are bustling with the opening of New Student Admission Selection (SPMB). This phenomenon seems to have become an annual ritual in the world of education. Parents flock to find the best school for their children. The question is, why is society so obsessed with favorite schools?
For many parents, successfully getting into a favorite school is seen as a gateway to a bright future. Conversely, failing to enter a top school is often viewed as a setback and a failure. As a result, certain schools become highly sought after, while others are merely alternative choices.
Behind the recurring fever for favorite schools, there is actually a much larger issue at stake than just school choice. This phenomenon reflects society’s perspective on education, while also revealing the deep-rooted inequality within our education system.
Interestingly, the term “favorite school” has never been officially defined in Indonesian education regulations. However, this label is deeply embedded in public consciousness. A favorite school is perceived as one with smart students, quality teachers, complete facilities, high discipline, and great opportunities to enter prestigious universities.
This perception then creates a social hierarchy in the world of education. As a result, schools are no longer just places for learning, but also symbols of status. This is where the problem begins.
Education, which should be a space for human development, gradually shifts into an arena of symbolic competition. Schools are treated like brands. Children are often judged not by their abilities or character, but by the school they are accepted into.
To a certain extent, programs for gifted students are indeed necessary. Children with high abilities need appropriate intellectual challenges to develop their potential optimally. There is nothing wrong with that. The problem arises when programs and policies turn into privileges.
This issue has long been a point of criticism in the education world. The existence of top schools often creates a clear disparity between schools considered favorites and those that do not hold the same status. This inequality concerns not only facilities, but also the quality of resources, community support, and public trust.
As a result, top schools become even more superior, while other schools fall further behind. This cycle continues. Favorite schools attract students with high academic abilities. School achievements increase. Public trust grows. Support becomes even greater. Conversely, schools without the favorite label must bear the stigma of being second-class institutions.
Often, the success of favorite schools is not solely due to their management quality, but also because of the high quality of their student intake from the start.
In other words, schools benefit from the strict selection of prospective students. This phenomenon is also frequently debated in public forums, as people question whether a school’s excellence comes from teaching quality or from the process of filtering the best students.
Therefore, measuring school quality solely based on student academic achievement is often not entirely fair. Schools that accept students from diverse backgrounds face much more complex challenges. Teachers not only teach subject matter, but also must build motivation, character, and a positive learning culture.
Ironically, such hard work is often overlooked in public discourse. People are more easily impressed by graduation rates, the number of students accepted into prestigious universities, or rows of achievement trophies displayed in school halls. Yet, the measure of educational success is not that simple.
A good school is not just one that produces smart children, but one that helps every child develop according to their potential. A good school is one where children feel valued, safe, and have the opportunity to grow.
In this context, the obsession with favorite schools actually risks obscuring the essence of education itself. Furthermore, the fever for favorite schools also reflects the public’s low trust in the equitable distribution of education quality.
When parents struggle desperately to enroll their children in a specific school, they are essentially sending a message that school quality is not evenly distributed.
Therefore, the solution to education is not simply to remove the label of favorite schools. What is far more important is to provide quality education in every school.
Children in remote areas deserve the best teachers. Children in suburban schools deserve adequate facilities. Children from simple families deserve to enjoy quality learning experiences without having to move to specific schools.
Educational equity does not come from moving students alone, but from providing quality education evenly.
READ ALSO:
In the end, it is natural for parents to want the best for their children. There is nothing wrong with that desire. However, perhaps it is time to understand the meaning of the best school
