Since educational systems are constantly undergoing structural changes, has introduced the concept of management from the business world as a way to respond to these changes, either macro or micro level . At the macro level we can talk about educational management, and that discipline was responsible for overall management of educational systems and educational policy development taking as regards the national curriculum framework, while at the micro level we can put the school management as a discipline that mainly emphasizes teamwork and, consequently, organizational learning, aimed at generating processes to diagnose, plan, implement and evaluate the pedagogical practice of the school. School management, therefore, can be understood as the ability to lead an educational organization as the main focus tends to generate learning, and involving different dimensions come together there.
Moreover, because managing an educational organization is related to the formative role there is exercised, unlike the function of the enterprise - it is easy to conclude that the school management is much more complex forming function involves the formation of citizens in spiritual values, personal and social, enabling them to develop as individuals and contribute effectively to the development of the nation. This implies, therefore, the production of learning and knowledge that society requires and demands of all citizens.
Lavin, Del Solar, Fischer and Ibarra (2002:24), about the difference between educational organization and productive organization, stated that: "It is a social institution, which meets a role, a central role - but not exclusively - for society: the role of educating citizens, ie people with ability to build a quality life for themselves and for others, economic, social, cultural and political and contribute to social development processes. While we see that the school shares with other institutions such functions, we can also say that it is the only social institution responsible for promoting these learning systematically.
Pozner (2000: 8), on the concept of school management, stated that it can be understood as "all actions, articulated entre sí, que emprende el equipo directivo en una escuela, para promover y posibilitar la consecución de la intencionalidad pedagógica en y con la comunidad educativa”. Esta autora plantea que, aparte de la ejecución de reglamentaciones, la gestión escolar debe preocuparse además de la calidad y cantidad de los aprendizajes que se produzcan en la institución educativa.
Por otra parte, generalmente cuando se habla de gestión se la confunde con administración, y sus parámetros de funcionamiento se los asocia con eficacia. Por lo cual es preciso aclarar este último concepto. Hodge, Anthony y Gales (2003: 79), plantearon que la eficacia puede medirse ya sea desde el enfoque de la meta or the targeting of resources. From the perspective of the goal, "efficiency is defined in terms of whether the organization achieves its goals and measure the achieved much." From the perspective of resources, "effectiveness is measured by the degree to which an organization reaches the environment for the resources needed to achieve their ends."
Anyway, there is consensus among authors that the school management, also called management or educational policy should aim to achieve the educational goals and objectives, meeting the basic needs of students, parents, of teachers and community all in pursuit of a united country model, ethical and participatory. All these aspects, taken together, would set up environments for learning to occur expected pupils, therefore, school management lies at the micro level, within educational institutions.
other hand, one might add that the school management has to do with government and decision making at the school. This government must be participatory, as the specific characteristics of the educational processes, decision making at the institutional level is a collective task that involves many actors. School management is, accordingly, a new way to understand and lead the school organization so that the daily work of teaching to become a practical process generating specific communications decisions and tend to the improvement of educational practices, exploration and exploitation possibilities, innovation and learning as systematic.
Author: Fernando Vera, Master of Science in Education with a minor in Business Administration and Master in Educational Management and Educational Research (c).
References:
HODGE, BJ, Anthony, WP & WALES, LM (2003). Theory the Organization. A Strategic Approach. Madrid: Prentice Hall.
Lavin, S., DEL SOLAR, S., FISCHER, M. E IBARRA, JC (2002). CIGA Proposal: Quality Management for Educational Institutions. Santiago: LOM Ediciones.
POZNAN, P. (2000). The Executive Manager Learning and Schools. Buenos Aires: Aique.
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