Today, when the processes of globalization and internationalization of markets we face great challenges, the school should be imposed on the need to adapt their systems and be non-functional models back to the new requirements of society. Exchange movements, therefore, must be promoted as part of the cultural transformation process must be found within the school.
Change by Senge (2000: 13), has a meaning outside the organization, referred to external changes in technology, customers, competitors, structure market or social or political environment and an internal meaning, referring to how the organization adapts to changes in the environment. "The eternal concern is whether these internal changes - practical, views and strategies - will remain in step with external changes." Interpreting Senge, this means that both meanings are not mutually exclusive, but rather are interrelated. This is of great importance when it comes to educational organizations: often only look out and assume the situations that occur internally, or vice versa.
In this context, the change - adaptive phenomenon - Must come primarily from the education management through a participatory leadership visionary capacity, which makes him not only the administrative aspects, but mainly to support its educational and performance in the active participation of all sectors of the institution. This leadership must be able to encourage the whole school community so that it is actively involved and committed to educational renewal.
Aguilera, Gutierrez Mayorga and Sanchez (1999: 149), meanwhile, argue that participative leadership is closely tied to assume the principal role in modern education management, characterized by a decentralized structure. Therefore, this type of management requires, of course, mechanisms of delegation of responsibilities and estates participation in educational decision making and optimize the quality of education.
Moreover, several studies in Education put the quality management of education as an engine of change. In this sense, Lavin, Del Solar, Fischer and Ibarra (2002: 31), argue that "manage quality in a school is understood as the implementation of a system to establish a quality policy, strategies, objectives and continuous evaluation procedures. " however, will not go more details on what is meant by quality, but if we say it - as a management philosophy of educational organizations - is a relevant paradigm for being including values, principles and procedures and because it is considered in specialized environments in the study of organizations as the ultimate strategy for progress in the coming decades.
The change also means, among others, provide strong signals and umbrella organizations that the institution is "not responding", but rather anticipating or responding proactively to new scenarios posed by the society. Change, this sense, purchase a status of cross and cross all levels of the institution. In this context, the figure of the Director becomes again extremely important, as it is in him and from him that has to gestate and promote educational change and since he has to lead the change process and encourage teachers to move towards new forms of thinking and doing education. In this regard, Castillo (2002: 373) argues that the director is the figure called to guide their practice to the educational aspects and quality of an educational institution: "their time allocation is to allow a sufficient commitment to the pedagogical field without reaching be absorbed by administrative tasks. "
In this same line of argument, we can not ignore the issue of communication in organizations. Managing change naturally imposes the need to have good communication systems that account of events and experiences that take place daily in the school. Here it makes sense to raise many authors in that all phenomena arise from organizational communication.
Flores (1997: 65), to analyze the phenomenon of communication in the organization, argues that the conversations that occur there can be redesigned: "The conversational network analysis can reveal areas for potential communication failures, conversational ties and unnecessarily tortuous indirect critical delays, bottlenecks and other diseconomies."
This implies, therefore, that the educational organization, in which language is the soul of the interactions, you must have good communication systems capable not only of keeping the community informed education, but also to encourage and direct . Are good communication strategies that prevent the intentions or strategic proposals for change are reduced only to a synonym of fashion or novelty, or dilution in crystallized institutional cultures daily.
Looking at the above so far, we realize that everything in the educational organization merges into the realm of "management." The management is key when it comes to promoting new initiatives to improve the quality of education. Manage quality in an educational institution means, according to Lavin et al. (2002: 31), "the implementation of a system to establish a quality policy, strategies, objectives and procedures for ongoing evaluation." is clear, therefore, that if it changes, it must be installed as a strategy more than any system of education management. In this sense, the change involves not only a change in plans and programs of study or a change in teaching methodologies, but also a change in organizational culture. The change, however, is not a term that has to comply. Needs to be promoted and, therefore, managed. Only then is it possible that this pledge and become flesh in the commitment of teachers and generate therefore stratified and participatory policy learning occur most relevant and significant.
Managing change means taking the need to conceptualize a management model that fits not only the institution education, but also to the new requirements of society. This is evident from three observations: 1) the school is a complex organization, 2) the role she has changed, and 3) its management should be designed so as to be able to articulate a systemic innovations that drive change processes.
There are many reasons behind the complexity of the educational institution. First, the very aim which is to form people and the impact this has on social and economic structure, the fact of it being a gradual and long term, which becomes difficult and inaccurate measurement of their effects, the diversity of actors attend it, the cultural and economic diversity of different contexts and symbolic hierarchical interactions, and finally the diversity of demands that it come from different areas of society and the community of which it forms part.
The changing role of school is looming, from different perspectives: the scientific and technological revolution - and its consequent impact on production methods and social organization - has displaced as the locus of knowledge. Today it is recognized that knowledge browsing, circulated, reproduced and multiplied to an unimaginable speed, and no curriculum content to rest on be able to contain. In fact, due to the acceleration in the production of new knowledge, the curriculum is increasing distance from them, which inevitably leads to the obsolescence of it.
Moreover, from a social perspective, we see the fading of the "social promise" of the school as a privileged vehicle of upward mobility. The devaluation of education and unemployment illustrated - something that had only developed societies themselves - are realities that hit us every day.
Finally, the crisis of identity, a product of globalization and societal changes that affect all of society, but en particular a los jóvenes, obliga a repensar la gestión de la institución educativa, a través de una visión sistémica de la organización que permita articular la mirada en torno a la ocurrencia del hecho educativo como acontecimiento social, otorgándole pertinencia, participación, sentido y dirección estratégica.
In this context, the change - adaptive phenomenon - Must come primarily from the education management through a participatory leadership visionary capacity, which makes him not only the administrative aspects, but mainly to support its educational and performance in the active participation of all sectors of the institution. This leadership must be able to encourage the whole school community so that it is actively involved and committed to educational renewal.
Aguilera, Gutierrez Mayorga and Sanchez (1999: 149), meanwhile, argue that participative leadership is closely tied to assume the principal role in modern education management, characterized by a decentralized structure. Therefore, this type of management requires, of course, mechanisms of delegation of responsibilities and estates participation in educational decision making and optimize the quality of education.
Moreover, several studies in Education put the quality management of education as an engine of change. In this sense, Lavin, Del Solar, Fischer and Ibarra (2002: 31), argue that "manage quality in a school is understood as the implementation of a system to establish a quality policy, strategies, objectives and continuous evaluation procedures. " however, will not go more details on what is meant by quality, but if we say it - as a management philosophy of educational organizations - is a relevant paradigm for being including values, principles and procedures and because it is considered in specialized environments in the study of organizations as the ultimate strategy for progress in the coming decades.
The change also means, among others, provide strong signals and umbrella organizations that the institution is "not responding", but rather anticipating or responding proactively to new scenarios posed by the society. Change, this sense, purchase a status of cross and cross all levels of the institution. In this context, the figure of the Director becomes again extremely important, as it is in him and from him that has to gestate and promote educational change and since he has to lead the change process and encourage teachers to move towards new forms of thinking and doing education. In this regard, Castillo (2002: 373) argues that the director is the figure called to guide their practice to the educational aspects and quality of an educational institution: "their time allocation is to allow a sufficient commitment to the pedagogical field without reaching be absorbed by administrative tasks. "
In this same line of argument, we can not ignore the issue of communication in organizations. Managing change naturally imposes the need to have good communication systems that account of events and experiences that take place daily in the school. Here it makes sense to raise many authors in that all phenomena arise from organizational communication.
Flores (1997: 65), to analyze the phenomenon of communication in the organization, argues that the conversations that occur there can be redesigned: "The conversational network analysis can reveal areas for potential communication failures, conversational ties and unnecessarily tortuous indirect critical delays, bottlenecks and other diseconomies."
This implies, therefore, that the educational organization, in which language is the soul of the interactions, you must have good communication systems capable not only of keeping the community informed education, but also to encourage and direct . Are good communication strategies that prevent the intentions or strategic proposals for change are reduced only to a synonym of fashion or novelty, or dilution in crystallized institutional cultures daily.
Looking at the above so far, we realize that everything in the educational organization merges into the realm of "management." The management is key when it comes to promoting new initiatives to improve the quality of education. Manage quality in an educational institution means, according to Lavin et al. (2002: 31), "the implementation of a system to establish a quality policy, strategies, objectives and procedures for ongoing evaluation." is clear, therefore, that if it changes, it must be installed as a strategy more than any system of education management. In this sense, the change involves not only a change in plans and programs of study or a change in teaching methodologies, but also a change in organizational culture. The change, however, is not a term that has to comply. Needs to be promoted and, therefore, managed. Only then is it possible that this pledge and become flesh in the commitment of teachers and generate therefore stratified and participatory policy learning occur most relevant and significant.
Managing change means taking the need to conceptualize a management model that fits not only the institution education, but also to the new requirements of society. This is evident from three observations: 1) the school is a complex organization, 2) the role she has changed, and 3) its management should be designed so as to be able to articulate a systemic innovations that drive change processes.
There are many reasons behind the complexity of the educational institution. First, the very aim which is to form people and the impact this has on social and economic structure, the fact of it being a gradual and long term, which becomes difficult and inaccurate measurement of their effects, the diversity of actors attend it, the cultural and economic diversity of different contexts and symbolic hierarchical interactions, and finally the diversity of demands that it come from different areas of society and the community of which it forms part.
The changing role of school is looming, from different perspectives: the scientific and technological revolution - and its consequent impact on production methods and social organization - has displaced as the locus of knowledge. Today it is recognized that knowledge browsing, circulated, reproduced and multiplied to an unimaginable speed, and no curriculum content to rest on be able to contain. In fact, due to the acceleration in the production of new knowledge, the curriculum is increasing distance from them, which inevitably leads to the obsolescence of it.
Moreover, from a social perspective, we see the fading of the "social promise" of the school as a privileged vehicle of upward mobility. The devaluation of education and unemployment illustrated - something that had only developed societies themselves - are realities that hit us every day.
Finally, the crisis of identity, a product of globalization and societal changes that affect all of society, but en particular a los jóvenes, obliga a repensar la gestión de la institución educativa, a través de una visión sistémica de la organización que permita articular la mirada en torno a la ocurrencia del hecho educativo como acontecimiento social, otorgándole pertinencia, participación, sentido y dirección estratégica.
Autor: Fernando Vera. Magíster en Ciencias de la Educación con Mención en Administración y Gestión Educacional; Magíster en Investigación Educativa(c).
E-mail: fernando_veracl@yahoo.es
AGUILERA, S., Gutierrez, F., Mayorga, E. And Sanchez, M. (1999). Glossary of Educational Guidance. Santiago: Coprim.
CASTILLO, S. (2002). Commitments of Educational Evaluation. Madrid. Prentice Hall.
FLORES, F. (1997). Inventing the XXI Century Company. Santiago: Dolmen Ediciones.
Lavin, S., DEL SOLAR, S., FISCHER, M. E IBARRA, JC (2002). CIGA Proposal: Quality Management for Educational Institutions. Santiago: LOM Ediciones.
Senge, P. (2000). The Dance of Change. Bogotá: Editorial Norma SA
