Decentralization, Participation and Education: Reflections on their relationship in the implementation of strategic education management models [1]. Francisco J.
M. Hair
Introduction.
The paper presents an overview of the role of decentralization in the new management of the state. Considers its definition, the contextual elements that have facilitated its restoration in the area of \u200b\u200bgovernance and the requirements of local and territorial entity that requires citizen participation. In association with the above, is offered as reference operational implementation of the decentralization process their application in the field of education [2] and their realization in the application of a specific and highly significant tool for the management of curricular reform that articulates the niches of local participation, called Institutional Educational Project (PEI). Finally, we made some comments aimed at establishing the effect of education decentralization, materialized by PEI instruments on the promotion of local participation and, consequently, reducing the marginalization and poverty.
The obligation of decentralization and the need for participation.
no doubt as to the central position has made the decentralization strategy in the programs of modernization and strengthening of the effectiveness of state management [3]. This position is not only due to a sort of buzzword in public administration but is a strong grounding in the world of economic phenomena, and especially in information and technology. In connection therewith, Gonzales (1996) points out that transnational corporations have proven to be facing a need to decentralize, decentralize and relocate, as this can manage more effectively large organizations also need to be highly flexible about changing demands of their products. This condition is highly likely due to the rise of data processing systems and analysis of information and communication systems, a quality that McLuhan has given the background to suggest the real existence of a "global village" and Capra for talk about "holographic society [4].
In the world of civil society, on the other hand, has noted a generalized process of identification or reference loss for large organizations (national) and a tendency to form action spaces closest authorities and with greater degree of autonomy. "The great social movements or expressions of organic and national coverage compared lose weight on a variety of smaller organizations. A part of the reorganization of civil society is expressed in actions, proceedings or movements of territorial local "(pp18). After the fall of the "metanarratives" as Lyotard's terms, the exercise of citizenship has gained the status of quota management, where the confrontation of the problems of social integration are seen as problems of supply and consumption, and by both consumers [5]. References are shifted from the realm of the plane measured at the practical or strategic. Established
above, the state has been forced to adapt to this new phenomenon of pressures on decisional spaces in the various sub-national levels. Therefore a review and revision of its current configuration is an urgent task. "The national space, in terms of support and reference to state action, gives importance to regional and local scales, as well as international, as the only way the state maintains a real and efficient interaction with the social processes on which it seeks to influence "(PP19). If we add to this the crisis that led to the welfare model the progressive increase of coverage and public spending on health, education, housing, subsidies and others [6] that states guided by this model implemented in 60/70, corollary is the fact that society can no longer count on the state or at least, make it a lesser extent than in the past to ensure, in this new context, some basic conditions of access and consumption of services.
This new scenario determines a space demand in the promotion and strengthening of a new role and long horizon for the population, which indicates its essential involvement in the resolution of the deficit and social aspirations. She must become a resource itself, through the updating of all the potential it has - as the organizational capacity and to establish cooperative ties - which should be combined with access to skills and instrumental knowledge. "In this context the popular sectors are no longer characterized as a liability, given their poverty or marginalization. Highlights, however, the values \u200b\u200bof initiative, creativity, and solidarity of their practices. Become producers of practices and strategies with long-term implications for society "(PP28). As well, the space / residence is valued as a facilitator collective experiences of survival and development, defining a new line of action to improve conditions and quality of life, is at the local and direct action for survival and as a possible factor of development.
From the perspective of facing the new direction of the state's management believes that the political and social action of the future must incorporate, as a resource or component, the capacity for action and the knowledge contained by society (Gonzales , 1996). A modern and effective state administration should consider the obligation to develop a strong capacity to involve the society in the management of the problems afflicting it. In other words, the effectiveness of a new model of governance depends on joint participation and decision spaces, especially for those groups that have limited access and consumption of public goods and private consumption [7].
precautionary In response to the demands of the aforementioned context is that the state has projected a series of transformations on shapes and locations of choice. For this policy has failed to promote processes of two types: Decentralization and Deconcentration. According to
Martner (1993) decentralization processes involve the application of political will in which the central body disclaims all or the monopoly of the different forms of power that has [8]. For its part, decentralized processes extend peripheral administration both functional and territorial. In other words, "the decentralization of public functions is defined as the transfer of powers conferred by law to a lower court to rule on certain matters or certain territory, maintaining the hierarchical subordination to a higher criteria that may give general policy but not secure the resolution of matters entrusted to the bottom ... the concept of decentralization [meanwhile] refers to the transfer of powers from the administrative body central to legal entities distinct from that, ie, having legal personality and its own assets and are not legally subordinate, but under its supervision. " (Pp 14-15).
Both types of processes are being materialized in the implementation of policies, plans and programs from among those aimed at improving education are highly strategic. In fact, it has come to raise the quality and effectiveness of future state political action will be strongly mediated by the ability of integration into the global economy in at least the fields of technological innovation [9] Qualification of Human Resources [10] and the ability to access a growing market and progressive unification, all highly dependent conditions strength in the domain of education and research a country can develop.
As noted Martner, conventional factors of production become less important with increasing the weight of technological progress. Citing Turrow realize that in the past "... comparative advantage was a function of the possession of natural resources ... each industry had its natural location. Consider what is generally believed to be the seven basic industries of the future decades - microelectronics, biotechnology, telecommunications, robots and machine tools, and computers plus software. All are industries that rely on brain power. All can be installed anywhere in the world. Where they are installed will depend on those likely to take advantage of brain power "(PP19).
Seek more effective public policy requires final reorientations in content relating to areas of research and development, education and, more generally, investment in human skills. That is why within the sectors in which decentralization policies are implemented by the Chilean state, the most strategic importance is that of education.
Some considerations on decentralization in education.
The model that guides the educational reform is based on principles underlying the experience of late-developing economies (Asian countries), in which knowledge and technology form the core of its growth, in the English reform model, specifically in constructivist understanding of learning processes and ECLA's proposal of "Education and Knowledge at the heart of Productive Transformation with Equity." All of these perspectives
understand the reform in the field of education as a process of transformation of patterns of social relations, value systems and systems of representation of the world, needed to generate productive changes that allow a joint adaptive economy and society at national and subnational global context.
To achieve these changes is necessary to make changes to infrastructure, equipment and, primarily, curriculum models. In the field of education there is almost unanimous agreement among educational psychologists regarding the impact of teaching practice such as that traditionally used in formal education, characterized by abstract status (no quota) and decontextualized (a local) [11]. Rote learning and not significant, stunted social skills and self-esteem, decreased initiative, creativity and purpose, are some of the features that are conducive to a pedagogy based on the principle of authority of the teacher, the rationalist [12] learning and understanding objectivist [13] of knowledge. Only the passing of such practices, deaf to the requirement of locality is important the new global order [14], generate the "jump" quality that allows the advancement of knowledge, technology development and value added in production and increasing the competitiveness of the national economy into the global economic scenario [15]. This is
that have implemented decentralization processes in the field of education, underpinned by a strategy that addresses from the compulsory curriculum of the local and the participation of the community. This is to release the action and innovation capabilities of local actors, offsetting the aftermath of the educational model called "traditional" and thus increase the productive capacity added nationally.
The strategy has resulted in the structuring of a curriculum based on Fundamental Objectives (OF), lateral and vertical, and minimum content (CM) [16]. In operational terms, means that the law, given the rigorous attention to OP and CM allows "... each educational institution [to] decide whether to prepare and propose their plans and programs of study or put into practice those to be developed by the Ministry Education, and shall in both cases, structure their curriculum in order to give due effect to these objectives and content "(Official Journal, February 3, 1996, p.4). In other words, each establishment or group of them will have to decide whether to implement plans and programs that define the Ministry Education, if they adapt to the needs and characteristics of their educational projects, or develop plans and programs of study themselves, depending on the specific requirements of your school community and the fulfillment of the OP and CM. This is to materialize the spirit underlying the system used for the establishment of the OP and CM, as to provide sufficient flexibility to allow their application through plans and programs that express the interests of educational communities, and have procedures allow its application to situations of emergency that may arise in the field of education.
In the new framework, the definition plans and programs of study means to implement an interactive curriculum involving both state establishments. This procedure is consistent with developing educational policies, aimed at solving the problems of quality of learning and equal opportunities, with the creative participation of the agents of education (MOE, 1998).
In the process of realization of effective use of spaces for participation that decentralization of education (via LOCE) promotes, has acquired a symbolic, but effective single system image, the educational management tool called Project Institutional Education (IEP). This is the instrument that collects and any proposal likely to materialize in terms of curriculum and from which is expected to achieve greater autonomy in educational decision making and flexibility in their administration. It is also expected from him the ability to increase the participation of the educational community and improve relations between the educational institution with its surroundings, keeping the horizon commitment to learning outcomes in students (MINEDUC, 1998). This PEI
organize and structure the local curriculum proposals, adding to it the design and operational planning for the implementation of the curriculum eventually generated. In this sense, has the charm of a strategic management model that guides the educational community in their development towards achieving the goals and objectives shared by her. Should specify clearly and precisely the objectives and lines of action that can achieve the goals established for the educational organization (MINUDUC, 1998). "This is the Institutional Educational Project that gives coherence to the various activities and projects of the school, the same can be articulated with PADEM [17] and also appears to apply to external financing, or Draft Full School Day" ( PP6).
The project is expressed in the definition of issues on two levels:
- Guiding Principles of the identity of the educational community and strategic objectives.
- Operational Plan which embodies commitments, set goals, deadlines, lines of action, evaluation forms, etc..
consider as guiding principles in the process of its construction as follows:
- be highly participatory. Creative engagement of teachers, plus the participation of students, parents and guardians and other stakeholders in the community or community institutions is a key determinant of success of the educational project.
- Being reflective and evaluative. In the search for permanent improvements, innovations and creations is required evaluate, refocus and reflect on the commitment to the values \u200b\u200band principles that guide the project.
M. Hair
Introduction.
The paper presents an overview of the role of decentralization in the new management of the state. Considers its definition, the contextual elements that have facilitated its restoration in the area of \u200b\u200bgovernance and the requirements of local and territorial entity that requires citizen participation. In association with the above, is offered as reference operational implementation of the decentralization process their application in the field of education [2] and their realization in the application of a specific and highly significant tool for the management of curricular reform that articulates the niches of local participation, called Institutional Educational Project (PEI). Finally, we made some comments aimed at establishing the effect of education decentralization, materialized by PEI instruments on the promotion of local participation and, consequently, reducing the marginalization and poverty.
The obligation of decentralization and the need for participation.
no doubt as to the central position has made the decentralization strategy in the programs of modernization and strengthening of the effectiveness of state management [3]. This position is not only due to a sort of buzzword in public administration but is a strong grounding in the world of economic phenomena, and especially in information and technology. In connection therewith, Gonzales (1996) points out that transnational corporations have proven to be facing a need to decentralize, decentralize and relocate, as this can manage more effectively large organizations also need to be highly flexible about changing demands of their products. This condition is highly likely due to the rise of data processing systems and analysis of information and communication systems, a quality that McLuhan has given the background to suggest the real existence of a "global village" and Capra for talk about "holographic society [4].
In the world of civil society, on the other hand, has noted a generalized process of identification or reference loss for large organizations (national) and a tendency to form action spaces closest authorities and with greater degree of autonomy. "The great social movements or expressions of organic and national coverage compared lose weight on a variety of smaller organizations. A part of the reorganization of civil society is expressed in actions, proceedings or movements of territorial local "(pp18). After the fall of the "metanarratives" as Lyotard's terms, the exercise of citizenship has gained the status of quota management, where the confrontation of the problems of social integration are seen as problems of supply and consumption, and by both consumers [5]. References are shifted from the realm of the plane measured at the practical or strategic. Established
above, the state has been forced to adapt to this new phenomenon of pressures on decisional spaces in the various sub-national levels. Therefore a review and revision of its current configuration is an urgent task. "The national space, in terms of support and reference to state action, gives importance to regional and local scales, as well as international, as the only way the state maintains a real and efficient interaction with the social processes on which it seeks to influence "(PP19). If we add to this the crisis that led to the welfare model the progressive increase of coverage and public spending on health, education, housing, subsidies and others [6] that states guided by this model implemented in 60/70, corollary is the fact that society can no longer count on the state or at least, make it a lesser extent than in the past to ensure, in this new context, some basic conditions of access and consumption of services.
This new scenario determines a space demand in the promotion and strengthening of a new role and long horizon for the population, which indicates its essential involvement in the resolution of the deficit and social aspirations. She must become a resource itself, through the updating of all the potential it has - as the organizational capacity and to establish cooperative ties - which should be combined with access to skills and instrumental knowledge. "In this context the popular sectors are no longer characterized as a liability, given their poverty or marginalization. Highlights, however, the values \u200b\u200bof initiative, creativity, and solidarity of their practices. Become producers of practices and strategies with long-term implications for society "(PP28). As well, the space / residence is valued as a facilitator collective experiences of survival and development, defining a new line of action to improve conditions and quality of life, is at the local and direct action for survival and as a possible factor of development.
From the perspective of facing the new direction of the state's management believes that the political and social action of the future must incorporate, as a resource or component, the capacity for action and the knowledge contained by society (Gonzales , 1996). A modern and effective state administration should consider the obligation to develop a strong capacity to involve the society in the management of the problems afflicting it. In other words, the effectiveness of a new model of governance depends on joint participation and decision spaces, especially for those groups that have limited access and consumption of public goods and private consumption [7].
precautionary In response to the demands of the aforementioned context is that the state has projected a series of transformations on shapes and locations of choice. For this policy has failed to promote processes of two types: Decentralization and Deconcentration. According to
Martner (1993) decentralization processes involve the application of political will in which the central body disclaims all or the monopoly of the different forms of power that has [8]. For its part, decentralized processes extend peripheral administration both functional and territorial. In other words, "the decentralization of public functions is defined as the transfer of powers conferred by law to a lower court to rule on certain matters or certain territory, maintaining the hierarchical subordination to a higher criteria that may give general policy but not secure the resolution of matters entrusted to the bottom ... the concept of decentralization [meanwhile] refers to the transfer of powers from the administrative body central to legal entities distinct from that, ie, having legal personality and its own assets and are not legally subordinate, but under its supervision. " (Pp 14-15).
Both types of processes are being materialized in the implementation of policies, plans and programs from among those aimed at improving education are highly strategic. In fact, it has come to raise the quality and effectiveness of future state political action will be strongly mediated by the ability of integration into the global economy in at least the fields of technological innovation [9] Qualification of Human Resources [10] and the ability to access a growing market and progressive unification, all highly dependent conditions strength in the domain of education and research a country can develop.
As noted Martner, conventional factors of production become less important with increasing the weight of technological progress. Citing Turrow realize that in the past "... comparative advantage was a function of the possession of natural resources ... each industry had its natural location. Consider what is generally believed to be the seven basic industries of the future decades - microelectronics, biotechnology, telecommunications, robots and machine tools, and computers plus software. All are industries that rely on brain power. All can be installed anywhere in the world. Where they are installed will depend on those likely to take advantage of brain power "(PP19).
Seek more effective public policy requires final reorientations in content relating to areas of research and development, education and, more generally, investment in human skills. That is why within the sectors in which decentralization policies are implemented by the Chilean state, the most strategic importance is that of education.
Some considerations on decentralization in education.
The model that guides the educational reform is based on principles underlying the experience of late-developing economies (Asian countries), in which knowledge and technology form the core of its growth, in the English reform model, specifically in constructivist understanding of learning processes and ECLA's proposal of "Education and Knowledge at the heart of Productive Transformation with Equity." All of these perspectives
understand the reform in the field of education as a process of transformation of patterns of social relations, value systems and systems of representation of the world, needed to generate productive changes that allow a joint adaptive economy and society at national and subnational global context.
To achieve these changes is necessary to make changes to infrastructure, equipment and, primarily, curriculum models. In the field of education there is almost unanimous agreement among educational psychologists regarding the impact of teaching practice such as that traditionally used in formal education, characterized by abstract status (no quota) and decontextualized (a local) [11]. Rote learning and not significant, stunted social skills and self-esteem, decreased initiative, creativity and purpose, are some of the features that are conducive to a pedagogy based on the principle of authority of the teacher, the rationalist [12] learning and understanding objectivist [13] of knowledge. Only the passing of such practices, deaf to the requirement of locality is important the new global order [14], generate the "jump" quality that allows the advancement of knowledge, technology development and value added in production and increasing the competitiveness of the national economy into the global economic scenario [15]. This is
that have implemented decentralization processes in the field of education, underpinned by a strategy that addresses from the compulsory curriculum of the local and the participation of the community. This is to release the action and innovation capabilities of local actors, offsetting the aftermath of the educational model called "traditional" and thus increase the productive capacity added nationally.
The strategy has resulted in the structuring of a curriculum based on Fundamental Objectives (OF), lateral and vertical, and minimum content (CM) [16]. In operational terms, means that the law, given the rigorous attention to OP and CM allows "... each educational institution [to] decide whether to prepare and propose their plans and programs of study or put into practice those to be developed by the Ministry Education, and shall in both cases, structure their curriculum in order to give due effect to these objectives and content "(Official Journal, February 3, 1996, p.4). In other words, each establishment or group of them will have to decide whether to implement plans and programs that define the Ministry Education, if they adapt to the needs and characteristics of their educational projects, or develop plans and programs of study themselves, depending on the specific requirements of your school community and the fulfillment of the OP and CM. This is to materialize the spirit underlying the system used for the establishment of the OP and CM, as to provide sufficient flexibility to allow their application through plans and programs that express the interests of educational communities, and have procedures allow its application to situations of emergency that may arise in the field of education.
In the new framework, the definition plans and programs of study means to implement an interactive curriculum involving both state establishments. This procedure is consistent with developing educational policies, aimed at solving the problems of quality of learning and equal opportunities, with the creative participation of the agents of education (MOE, 1998).
In the process of realization of effective use of spaces for participation that decentralization of education (via LOCE) promotes, has acquired a symbolic, but effective single system image, the educational management tool called Project Institutional Education (IEP). This is the instrument that collects and any proposal likely to materialize in terms of curriculum and from which is expected to achieve greater autonomy in educational decision making and flexibility in their administration. It is also expected from him the ability to increase the participation of the educational community and improve relations between the educational institution with its surroundings, keeping the horizon commitment to learning outcomes in students (MINEDUC, 1998). This PEI
organize and structure the local curriculum proposals, adding to it the design and operational planning for the implementation of the curriculum eventually generated. In this sense, has the charm of a strategic management model that guides the educational community in their development towards achieving the goals and objectives shared by her. Should specify clearly and precisely the objectives and lines of action that can achieve the goals established for the educational organization (MINUDUC, 1998). "This is the Institutional Educational Project that gives coherence to the various activities and projects of the school, the same can be articulated with PADEM [17] and also appears to apply to external financing, or Draft Full School Day" ( PP6).
The project is expressed in the definition of issues on two levels:
- Guiding Principles of the identity of the educational community and strategic objectives.
- Operational Plan which embodies commitments, set goals, deadlines, lines of action, evaluation forms, etc..
consider as guiding principles in the process of its construction as follows:
- be highly participatory. Creative engagement of teachers, plus the participation of students, parents and guardians and other stakeholders in the community or community institutions is a key determinant of success of the educational project.
- Being reflective and evaluative. In the search for permanent improvements, innovations and creations is required evaluate, refocus and reflect on the commitment to the values \u200b\u200band principles that guide the project.
Strengths and weaknesses of procedure [18].
Under the direction of decentralization processes in the modernization of public administration - that is, first, to democratize the state by encouraging the participation not only in actions but also in the decisions of the local and the other , streamline the management of problem solving and meeting the needs of the population approaching centralized services - is highly consistent with the procedure of structuring the participation social in the definition of PEIs with the requirement of local participation and management located. Both the principles of Participation and Reflection and Assessment, supported by the triangulation of opinions, worldviews, needs and expectations, presumably for the procedure for the formulation and administration of PEIs an inherent property to induce participation.
Notwithstanding the foregoing, and considering the possibility of extending widely the samples of consistency between the proposed use of IEPs as a tool for educational management and the underlying purpose of facilitating social integration and overcoming poverty by facilitating access to participation, it is interesting to distinguish fundamental elements that matter fractures, apparently non-existent. It has been pointed
management system that supports the implementation of educational reform in terms of vectors with decentralization, ie the technical and programmatic coordination and implementation decentralized operating - administrative decentralized. This definition is expressed in the basic techniques in terms of teaching practices, curricular goals and model made by the ministry of education [19], and decentralized implementation [20] (local) of the central guidelines, operationalized activities of each school community, unrelated to each other in the context of the community.
Under the direction of decentralization processes in the modernization of public administration - that is, first, to democratize the state by encouraging the participation not only in actions but also in the decisions of the local and the other , streamline the management of problem solving and meeting the needs of the population approaching centralized services - is highly consistent with the procedure of structuring the participation social in the definition of PEIs with the requirement of local participation and management located. Both the principles of Participation and Reflection and Assessment, supported by the triangulation of opinions, worldviews, needs and expectations, presumably for the procedure for the formulation and administration of PEIs an inherent property to induce participation.
Notwithstanding the foregoing, and considering the possibility of extending widely the samples of consistency between the proposed use of IEPs as a tool for educational management and the underlying purpose of facilitating social integration and overcoming poverty by facilitating access to participation, it is interesting to distinguish fundamental elements that matter fractures, apparently non-existent. It has been pointed
management system that supports the implementation of educational reform in terms of vectors with decentralization, ie the technical and programmatic coordination and implementation decentralized operating - administrative decentralized. This definition is expressed in the basic techniques in terms of teaching practices, curricular goals and model made by the ministry of education [19], and decentralized implementation [20] (local) of the central guidelines, operationalized activities of each school community, unrelated to each other in the context of the community.
rationality that combines the application of criteria for decentralization and devolution to the operating of the curriculum reform via PEI, described as so far there is suspicious, nevertheless, and from a change in management, are evident obstructions important to the effective articulation of local curricula, participatory process catalysts. This finding is realized when the investment is proposed logic functions assigned in a decentralized and devolved. In this sense, the coordination function technical and modeling of educational development undertaken by the ministry and administrative function undertaken by operationalizing municipal education should be reversed, so that the role of technical definition of educational development models constitutes a local responsibility and the role of operational management, and administrative actions to assist educational change, a central responsibility.
Specifically, we propose, as a first guideline for strengthening participation in the formulation of IEPs, assigned to the decentralized entities of the ministry the task of setting parameters of quality and efficiency management and administration of corporate systems of education, on the basis of which special resource allocations determined, a rigorous system for evaluating the social returns from such investments. It will be the central level and its derivatives in charge of ensuring the efficient management and offer a "product" quality education [21].
As a second orientation, shown assigned to the local authority to define the technical requirements for the implementation of management models identified by the ministry, that is, place the responsibility for the choice of methodologies, the aims and objectives educational program in each community [22].
At issue is consistent in the context of the purposes of deconcentrated and decentralized policies, even if it seems contradictory to the way these policies are implemented. For the former, it marks the achievement of administrative efficiency by linking the central government to local needs through decentralized agents, an approach that clearly falls within the management and administration of educational development processes, the second marks the achievement equity in participation and opportunity to decide, issue in the educational field has to do with how is structured the social dynamics at school while promoting the development of knowledge or, in other words, with technical matters.
In the above context, the central level does not correspond to the definition of the conditions that promote equity in education, since this is a technical exercise, since the methodological approach taken by the reform is effective only in the plane of the local [23]. Also, when you point to devolution policies the pursuit of efficiency in the management of the state, every entity is assigned to the mission of optimizing decentralized management, on the basis of ensuring knowledge of the needs and offer appropriate solutions (effective), an issue that has nothing to do with local conditions but with rights of all citizens of the country.
Operationally, the central level should match the funding allocation of educational units authorized to operate, which would feed multiple special allocation funds by ranking institutional performance, institutional or personal sub, built on the basis of management criteria .
All schools approved to run would benefit from core funding, but increasing its competitiveness and its quality depends efficiency in the presentation of initiatives and periodic evaluations of management. The administration of these procedures correspond to the central level - decentralized.
technical aspects are the responsibility of each school, however these aspects which condition the magnitude of the special financing that assign the central level, beyond the basic funding. This special funding should be "streamlined goal", ie should not be defined from the same technical level, but must be decided on the basis of management criteria [24]. In other words, the allocation extra resources will be determined only by the state of management indicators, being a full local authority to define the curriculum models, plans and educational programs.
The previous proposal points to a basic condition that context matters a factor that undermines the likelihood of inducing effective participation and curricular location by the PEI. If the above is added the fact that the strategic approach that supports the methodology of the PEIs requires modern criteria of management and executive powers, highly adaptive and innovative in those who coordinate, another obstacle appears, at least strategic. In fact, in the field of management public, a tradition that does not operate on the basis of performance and performance [25] causes a marked resistance to change and that teachers in this context is not required, becoming, even a threat and a source of stress. This management style - along with an organizational culture characterized Chile, according to Rodriguez [26], by personal relationships, paternalistic and individualistic competitive peer, in which the responsibilities are spread and became rigid hierarchies, creating ample space for development informal relationships - sets a significant obstacle to thinking about the feasibility of curriculum reform in terms of operational involvement PEI via local ..
In short, the problem feasibility of local participation / refroma curricular / PEI is derived, first, application out of touch with changes in space, time and implementing educational criteria associated with centralized and decentralized exercise of the powers involved in implementation of the reform involves changes [27], and secondly, a decentralized governance inefficient, does not operate on the basis of clear criteria and procedures for the implementation of policies designed to shares allocated to each level and element the local government apparatus [28].
The consequences of maintenance of the situation, meanwhile, are sorted into three areas. In the first, socio-cultural - in the absence of sufficient degrees of participation and perpetuate the traditional curriculum model (not local), as previously noted above, proves to be ineffective for the development of the initiative, creativity, autonomy, responsibility, partnership, etc.. in individuals and groups - is located reproducing hierarchical social relations, rigid, authoritarian, conflicting, resistant to change and development.
In the second, of an intellectual nature, there is the generation of students uncritical, passive cognitively player / repeater information, unable to generate knowledge, lack of initiative and purpose; features outlined a pattern of significant academic failure associated with poor school performance and adjustment problems resulting from the perpetuation of traditional teaching system [29].
In the third, of an organizational nature of the conflict is on the unit link educational / community. In this sense, the poor implementation of opportunities for participation perpetuates the traditional isolation of the education unit about the community in two ways: 1) Reduced level of adaptation and contextualization of the curriculum, reducing also the degree of relevance of these, which is caused to appreciate the acquired knowledge of little use by students, their families and even their community [30]. 2) Lack of linkage and collaboration with the community in the work training of children and youth, a situation that has led to a growing demand for school accountability on issues that are beyond the scope purely educational. The result, progressive reloading work for teachers.
The last aspect to be noted, together with the experiences of school failure caused by the consequences of a traditional curriculum - some of them contained in the two areas before described - make up a scenario in which teachers are under a heavy load of stress and frustration. This effect enhances the ability of innovative initiatives obtaculizadora has governance model. In this sense, the mode of operation described generates consequences that are responsible for recycling, a relationship which is evident when one observes that the profile of students in traditional education system does not correspond with that of students able to meet the contingencies of globalization an active, not passive.
[1] Paper presented at the course "Structure and Local Development Management, Master of Social Sciences University Academy of Christian Humanism.
[2] This area was chosen because it represents the axis of which ECLAC has termed "Productive Transformation with Equity" and also one of the most developed economies posinductriales.
[3] A local example, in the city of Temuco are two masters with a specialization in Local Development (Universidad de la Frontera and the University Academy of Christian Humanism), a diploma in Public Management (PERCADE and Central University), which aims to socialize in the use of the methodologies involved in the proposed modernization of the state apparatus, and a diploma in Local Development (Universidad Bolivariana) to strengthen municipal management and promotion of third sector organizations. All these programs have focused on training both public sector workers themselves, as private agents and civilians who are organized around state management, noting both the orientation training and the demand for technical expertise in human resources public sector with a clear emphasis on the development of criteria and practices of decentralization.
[4] With this confirms the possibility of immediate communication and therefore to operate anywhere in the world from another regardless of physical distance. The holographic Capra referred to by establishing the virtual domain, you are buying the level of economic relations and communication. These two elements reinforce, from the level of social philosophy, reading the revitalization of local representatives, identifying them as the trading platform in the ongoing globalization process.
[5] In this respect, the work of García Canclini builds the representation of "hybrid culture" from analyzing the processes of economic integration from the perspective of consumption.
[6] The state became the figure of a slow, heavy machinery, a number exceeded and inefficient central bureaucrats, with serious deficiencies in the management of public services. We associate the idea of \u200b\u200bcomprehensive planning, without relevance to more concrete and specific realities, of excessive homogenization of centrally-designed policies, lack of initiative in the low and intermediate levels of the state apparatus, both of which have relative degrees decentralization and those who are attached to central services unit.
[7] This "paradigm" participation is the means of social integration and overcoming poverty in that they permit equitable access to the consumption of a range of goods and services provided by the state, which, in addition to compensate basic needs, to enable future autonomous participation in the global market offers.
[8] and delegating regulatory power, power management, power control, power information.
[9] "In today's world of little use to invent a new product if the inventor is not the cheapest producer of that product"
[10] She should not only focus on the population of scientists and technicians, but must also widespread in the factory, office, support services, distribution and repair services. "Otherwise they would not be possible to incorporate the use of new information technologies (Technology computer design and manufacturing, statistical quality control, inventory management just in time) in the whole process of production of goods and services ... "(Martner, 1993, PP16-17)
[11] These features are associated State management style like "welfare state" where the centralization of planning decisions and regulations defining the political and technical decisions
[12] The learning takes place in a rational, no practice is necessary. This "dogma" has attempted in the past strongly against an applied learning approach, closer to what is a process development of technology and know-how.
[13] The reality is objective, "universal" common and equal to all people. Not recognized the possibility of "multiversal." This other "dogma" reduces tolerance and appreciation for diversity, weakening the bonds of support and collaboration as the potential synergistic effects of human groups and communities in highly heterogeneous resources available, as are the national communities.
[14] "Think globally, act locally" T. Levitt, Harvard Business School (in Martner, 1993).
[15] For this is a significant reference document " challenges facing the Chilean Education for XXI century ", better known as the Bruner report, conducted in 1994 by the technical advisory committee of the national dialogue on the modernization of the Chilean education, appointed by the president of the republic.
[16] Constitutional Organic Law of Education.
[17] Annual Plan Municipal Educational Development.
[18] contains the actions and criteria associated with the implementation of IEPs as a strategy of decentralization.
[19] Note the definition of the constructivist model as its theoretical - methodological and operationalization of fundamental objectives and minimum content posed reform.
[20] recalls the municipal level which manages the premises on which ministerial criteria are imposed.
[21] It should be noted that the quality of education rather than their content or technical or methodological guidelines used, is a constitutional right and therefore has the range to be an element of central government and, therefore, decentralized.
[22] Even when prescribing the development of educational projects at the local level, to define only the fundamental objectives and minimum content of the curriculum by the central level, the implementation framework, its administrative elements and management as well as in its technical parameters, it imposes significant restrictions on the development of relevant and effective educational initiatives within the context of integrated development of local areas to the global world.
[23] The equity in the educational context is directly related to the degree of balance in the distribution of knowledge in a community. From the conceptual perspective of reform, knowledge entities which correspond to from active processing of information and its assimilation into previous cognitive schemata. Active processing considered the treatment practical utility of information within the context of a needs and resources existential real, to which this information and its processing are instrumental. Assimilation refers to the significance of information that occurs when it enters into contact with the background of previous cognitive schemata.
These considerations make clear that both knowledge sharing and distribution of knowledge is performed under local. In view of this is pertinent to note that any technical treatment of equity in the educational field, even if it constitutes a "national public good" should be resolved locally as knowledge and participation are built into that space.
[24] Some criteria developed from total quality models are: top management leadership, customer satisfaction, Proceedings of the organization and the people, information management for quality, management of production processes, environmental preservation and social contribution, Planning and systematization, Results.
[25] Osborne, D. AND T. Gaebler (1994), in "The reinvensión of Government", Ed, underscore the need to modify the core features of traditional states, namely its heavy, centralized bureaucracy, and determined that while success in specific moments in history economic, are now strong obstacles for countries to adapt to changing a society experiencing increasing globalization. From the South American political world, as stated by Osborne and Gaebler, clearly plotted in the criticism of former Chilean deputy Allamand Andrés (1997), who in "Political Parties and Strategic Management", ILPES, argues that "in any country in Latin America the powers of state bodies are overlapping, responsibilities are complex, the powers are in conflict, the "gaps" (areas for which no one answers) abound. A redefinition of the tasks of the state is the opportunity for [a] rationalization ... [which] should at least end the absurd margin of discretion with which not infrequently are "armed" public officials, working with a regime characterized by "tenure" ... and move towards professionalism in the administration of the state "(p. 69). In the same direction as Allamand, Senator Danilo Astori, Uruguay (1997), also in "Political Parties and Strategic Management", ILPES, poses for the state's need to "... changes in its organizational structure and procedures developed on that basis to perform their duties daily driving "(p. 168). He continues: "The modernization of working methods and procedures is an important ingredient in this transformation process, aided by the enormous technological progress in the Administration, Computer Science and Systems Engineering. The incorporation of this progress has been faster in the private sector is accelerating the pace of this integration in the field of Public Administration, taking the additional advantage that it is proven methods and procedures "(p. 169 .)
[26] Dario Rodriguez (1991). Organizational Management. Elements for its study. Pontificia Universidad Católica de Chile. P146.
[27] indicate the intentions of educational reform from the ministry in Santiago, on a national basis, which are implemented in each locality, in accordance ministerial discretion over the (central) which criteria relevant to the locality in which the reform operates .
[28] At the municipal level, responsible for operational management of the reform, management type indicated that priorities do not materialize ministerial produced a discontinuity between the devolved and decentralized actions.
[29] Hair, F. and Moon, P (1995): Teaching Methodology Traditional v / s Participatory Teaching Methodology. Comparison its effects on the Esteem, Moral Development and Learning Materials. Thesis for the title of psychologist to the degree of Bachelor of Psychology. School of Psychology, University of Temuco. It is recognized that the reproduction of rigid hierarchical social relations and produce in students self-assessment and reduces uncertainty.
[30] The continuous reinforcement of learning does not, on the contrary, it is absolutely superfluous to those who participate in these processes, which is a center of conflict between educational and community unity.
0 comments:
Post a Comment