Quality education. stock transformation

The evaluation systems must align a comprehensive educational consensus, with the aim of broadening the focus of quality and addressing more comprehensively thematic topics, determining the importance that these structural applications have for society.Learning theory experiences profound changes in the advances of science and pedagogical constructivism, in directly articulated quantitative and qualitative relationships, determining variables immersed in educational evaluation, both conceptually and methodologically. From a function directly associated with those who design and make decisions, it becomes a tool for different actors, at different moments of the design and execution of policies; it becomes a technical and official device of society, a tool that contributes to the control that the actors can exercise over the authorities, through knowledge and management of information on policies and programs. Currently, monitoring and evaluation are designed as learning tools and, at the same time,of empowerment of the students in such a way that it becomes fundamentally for the decision maker, in addition, it favors the deliberation, the political, social and cultural debate of an entire emporium and in the main function of the educational establishments.

Keywords:

Evaluation - Education - Strategies - Quality

Abstract

Assessment systems should align educational comprehensive consensus, in order to expand the focus of quality and with greater specificity address thematic integrals, determining the importance these structural applications have for the society. The theory of the learning experiences profound changes in the progress of science and pedagogical constructivism, in quantitative and qualitative relations directly articulated, determining variables involved in educational assessment, both at the conceptual as methodological. From a function directly associated with those who design and make decisions, it comes to constitute a tool for different actors at different stages of the design and implementation of policies; it becomes a technical and official device of the society,a tool that contributes to the control that actors can exercise on the authorities, through the knowledge and management information on policies and programs. Currently, the monitoring and evaluation are devised as instruments of learning and, at the same time, empowerment of learners in such a way that becomes of fundamental mode for the ones who makes decisions, in addition, it promotes deliberation, the political, social, and cultural debate of all an emporium and as its main function of the educational institutions.the political, social, and cultural debate of all an emporium and as its main function of the educational institutions.the political, social, and cultural debate of all an emporium and as its main function of the educational institutions.

Keywords:

Evaluation - Education - Strategies - Quality

1. Introduction

Modern education is impacted by the different periods of reforms that the concept and place of institutional evaluation has incurred in politics and in society, these transformations coincide, in turn, with changes in theories and methodological development of the evaluation, adapting a wide range of problems and strategies to address it.

Institutional evaluations are being inspired by positivism: the evaluation measures the fulfillment of objectives and the study, par excellence, is the experimental method that brings various results, expecting to be as expected. From a theoretical point of view, the results of the policies are

largely explained by context factors; and student learning, by variables that are evident taking into account their political, social and cultural context.

According to what has been proposed, the different foundations that are taken into account are wanted to be applied in order to search in an epistemological and axiological way for the essential function of the evaluation, especially, to capture attention on the input or context factors that affect the results, keeping as non-subject variables, the factors associated with the learning processes that occur in Educational Institutions. The interpretation of learning outcomes in Latin America often underscores this type of relationship.

In general, the educational and learning results are presented only in relation to the characteristics of the social reality of the students, and not in relation to the educational processes that occur in the Institutions. The interrelationships have been studied and measured, sometimes perfectly; however, a theory has not yet been developed to allow a systemic understanding of how these relationships work. Several models have contributed to the theoretical puzzle; but no theory is complete enough to incorporate all the variables that affect the quality of results of Educational Institutions.

The support of each of these ideas, based on various studies and established diagnoses, refers to the internal processes, the systems of interaction, language and the bodily and emotional senses that motivate students to implement the actions that propose an entrepreneurial look at comprehensive learning.

This perspective establishes complex relationships, direct and indirect, between the different levels and contextual and interactive dimensions that affect learning and the quality of education. It emphasizes the processes and factors associated with learning, linked to Institutional culture and pedagogical practices.

According to this, it is important to perceive all the established parameters and institutional agreements duly stipulated by the education law that somehow generate organization in the synthesis of both quantitative and qualitative results in the coalition of quality indices, where it is observed whether they are truly they are pertinent and adequate to the integrated functioning of each one of the students and to the Educational Institutions in relation.

For this reason, the following scientific article discloses all the strategies, contributions, alternatives, tools, problems and solutions that can be perceived or applied for the effective emergence of the comprehensive adaptation of the evaluation in each of the Latin American Educational Institutions, with the compilation of comprehensive structural and methodological approaches in search of institutional quality, directly adopting each of the tools of educational evaluation.

2. Transformative actions

History is a fundamental part of educational change, where human evolution is exchanged in a process of transformation, of change, of constant evolution, which, from our origins to the present day, man has been characterized by scrutinizing his knowledge in the evolution of world around him. The educational change begins with the ideals of Mr. Frederick Winslow Taylor, creator and most prominent participant of the Scientific Administration, transforming the administration of efficiency into a set of knowledge with a life of its own, emphasizing the productivity of the worker towards the improvement of the methods of work, initiating a paradigmatic change in education, with the concept of quality, which has spread thanks to the great labor demand that exists.

All change implies trauma, which over time has brought with it educational transformations that focus on all senses of human integrity, where the change is required to be fundamental, so that it is evident in the form, converting education in educational administration; therefore, it has been understood that quality implies organization, which is evidenced in a product necessary for society.

Thanks to this educational progress, education is conceived as a permanent process that facilitates learning, the development of integral competences, experience and the full incorporation of values, affects and their potential, both individual and social. In this way, different conceptions of great value in itself can be adopted and not only as a tool for economic growth or social development.

The mission of education is the comprehensive development of citizens capable of transforming today's society, making it fairer, more inclusive and democratic, rather than training subjects capable of integrating and 'functioning adequately' in it. On this basis, UNESCO proposes a concept of quality of education made up of five essential dimensions (equity, relevance, relevance, effectiveness and efficiency) and jointly articulated, to the point that the absence of any would imply a mistaken conception of the quality of education within a human rights approach. Knowing them and incorporating them is what will allow a more accurate approach to the evaluation of the same, according to the guidelines established by the National Intersectoral Commission for Quality Assurance (CONACES), in addition to concessions made by academic peers related to educational quality.

The production of information and knowledge through evaluation is the surest way to improve the quality and equity of education in Latin America. Thanks to evaluation, people - at their different levels of work - enable the development of learning about the achievements and problems that reform processes present. Therefore, evaluation should not be understood as a wasteful and stifling activity, which occurs within educational processes, on the contrary, as the success of reforms, focused on learning, and accompaniment in all processes of change, in the different levels and areas of the system.

The concern for the quality of the processes and results has broadened the gaze on the aspects of reality that are the object of evaluation. It is no longer enough to measure what is quantifiable: the new approaches draw attention to the symbolic and cultural dimensions of the school, interactions, thoughts and discourses that influence and give meaning to pedagogical practices. In addition, educational changes have transformed the center of decision and action (National Accreditation Council, 2006; 2013, pp. 31, 11), therefore, society understood as recipient of benefits has moved to an active environment, with demands, and with more and more power to demand accountability and participate in the decisions of the educational units and in the policies that affect them. All these changes affect the evaluation and give it, at the same time,a new place and other functions.

Therefore, we frame evaluation as a fundamental axis that guides towards improvement for proper planning, where administrative training becomes a line that establishes the principle of social challenges, based on the search for efficient quality in institutional planning, oriented towards the transformation of the system; therefore, “the sociopolitical philosophy assumed by these paradigms, will determine the formation of man in his pedagogical and epistemological conception around socially valid knowledge. This idea will guide a style of education and school organization that responds to productive development through the technical scientific training of man as a center of social transformation ”(Jaim Royero, 1).

The orientation towards a transformative improvement is guided by pillars of educational evaluation that include different concepts that have been previously mentioned, but that have been taken into account to adapt progressively in terms of social, academic and cultural results in a comprehensive way; Accordingly, organizations that promote evaluation within an educational quality control and monitoring system have been carried out in educational systems. Consequently, educational entities establish comprehensive evaluation parameters that can satisfy within the same organization, in adjustments to their programs, curricula, pedagogical concepts, didactic supports and institutional management.

It means, then, that the institutions are seen from an integrated context, strengthened by the articulation of properly structured parameters, leading to the fact that in the concept of institutional evaluation they take into account the unifiable measures of society, with the comprehensive training of the students. Everything leads to understand that institutional evaluation goes beyond evaluating students for their learning, performance and competencies, which must also address aspects such as administrative and organizational processes, as well as other fields that are oriented in development. of their curricula, such as research and social projection.

The Higher Education Institutions in the country perceive in the evaluation their strengths and weaknesses, which are not only reflected in how they see themselves and those that are denoted in a quantifiable way, but also in relation to the purposes of development of learning, from a humanistic or academic perception that society has of them.

Self-evaluation is a transcendental part of educational quality, which step by step becomes part of a tradition, of a culture of autonomy, self-regulation, responsibility, and which at the same time creates spaces for healthy planning that leads to necessary changes that mark notably a transformation, which benefits the social, economic, political, and cultural growth of a region.

“Self-regulation has a long tradition and a marked tendency to establish itself under a culture of participatory regulation, autonomy, responsibility and accountability (OEA, 1998, p. 35). A culture of regulation supposes the creation of communication spaces with the participation of all the actors involved in the institutional system (Jaim Royero, 5) ”. The World Declaration of Education for All, in Dakar establishes a set of objectives and commitments that highlight the preponderant role that the axis of quality and equity occupies in the framework of educational policies, and that realize the need for join efforts in international cooperation to achieve these challenges. Therefore, quality is seen with a criterion of efficiency, effectiveness, relevance, which sets a goal, an achievement, an objective to be achieved, this motivates learning to be effective and achieved. Taking into account, our evaluative culture leads to quality being equitable, from which social equality led to a real process is derived, from a fundamental right of all citizens:

The Universal Declaration of Human Rights, adopted by the United Nations General Assembly in 1948, proclaims that "everyone has the right to education" and establishes education as a fundamental human right. According to this declaration, the objective of education is the full development of the human personality and the strengthening of respect for human rights and fundamental freedoms; it will promote understanding, tolerance and friendship among all nations and all ethnic or religious groups, and will promote the development of United Nations peacekeeping activities. ” Likewise, in the Convention on the Rights of the Child, adopted by the General Assembly of the United Nations in 1989 and ratified by 191 countries to date,“the right of the child to education is recognized… so that this right can be exercised progressively and under equal opportunities” (Article 28).

Thanks to the need to make sense of “a better society”, wanting to deepen efforts to transform education, strategies are created in educational programs (involving the community (parents, teachers, administrators), preparing evaluation of curricula, materials didactics, etc.) where there is evidence of a constant struggle for mental and educational diversity to be equitable towards achieving better life, and it is achieved:

Recognition and respect for the rights of boys and girls without discrimination, and creation of an environment of affection and security. Comprehensive care aimed at the harmonious development of the child (health, nutrition, psychosocial, affective and cognitive development). Curricular bases that are comprehensive Relevant and flexible to cater to the diversity of children and meet quality standards. Articulation with other educational levels, avoiding the extreme risks of becoming a "nursery" without educational intent and merely preparing children for primary education. safe and accessible facilities and adequate teaching materials according to the characteristics and needs of children and that allow their parents to educate their children;and Human resources trained and motivated in their work with children (teachers, mothers and fathers, other relatives and communities). With access to ongoing training to continue improving their performance and quality of care.

Given the parameters, quality goes hand in hand with equity, it is evident then, the need to create measures that point towards improvement, therefore, a basis of models is established that help guarantee quality education; all this in order to create lines of work organized as instruments and management standards that allow for more efficient work, and to monitor learning processes, established education systems and guarantee transparency in information.

Model of ISO 9000 standards, It has a process-based approach, which requires that the activities of the educational institution be thought of as interrelated processes. To implement a quality management system and continually improve its effectiveness, the organization must: Identify processes and manage them appropriately; determine the sequence and interaction of these processes; determine the criteria and methods necessary to ensure that both operation and process control are effective; ensure the availability of resources and information necessary to support the operations and monitoring of these processes; monitor, measure and analyze these processes; implement the necessary actions to achieve the planned results and continuous process improvement. Too,Organizes efficiency indicators: degree of compliance with the thematic programs planned; degree of availability of resources for all accepted students in a given period; desertion in a certain period of the educational program; degree of approval of evaluations or exams; degree of compliance with the established schedules by the teaching staff.

Deming award model, handles basic concepts: being consistent in the purpose of improving products and services; adapt the new philosophy; continuously and forever improve the production and service system; institute on-the-job training; institute leadership; establish a vigorous program of education and retraining of the institution's human resources; take steps to achieve transformation.

The Baldrige award model establishes seven criteria: leadership (leaders with organizational value); strategic planning (how objectives and action plans are developed); targeting students and other internal and external clients (how requirements are determined); measurement, analysis and knowledge management (selection, data analysis for decision-making); resource management (training of human resources); process management (training programs and offers); organizational performance results (organizational performance and evaluation).

EFQM Excellence Model, of strategic direction that helps to evaluate the quality of the management that is carried out in educational centers. It is based: the important thing is the people, the work is done by the people (Humanist); ability of managers to guide, lead, energize, encourage a group of people to achieve strategic direction (Leadership); in-depth study of an organization, carried out by its own actors (Self-evaluation); attitude of people and organizations to do things better and better (continuous improvement); satisfaction of needs and expectations and their overcoming (total quality).

The spinning wheel model is a virtual expression of the university network for quality assessment, which is based on seven variables: environment, culture, strategies, organizational architecture, processes and resources, programs, people.

Garcia Aretio's model, assesses characteristics such as: functionality (coherence between educational objectives, goals and results, and the value system, expectations and cultural and socioeconomic needs of a Community); efficiency or effectiveness (coherence between educational goals and objectives considered valuable and desirable in the university institution, and the results achieved); efficiency (coherence between inputs, processes and means, and educational results).

BENVIC benchmarking model, the project's objective: to develop, validate and establish an evaluation system for experiences with virtual campuses or e-learning solutions in the European context; promote a collaborative network to implement the evaluation through comparison and benchmarking; promote shared knowledge; develop a competency map related to the design and implementation of virtual campuses to help institutions improve their practices and achieve quality for their e-learning solutions.

The guidelines for the accreditation process of higher education institutions, allow to recognize the characteristics of judgment for a quality education, which show under an ethical attitude of the National Accreditation Council, as basic components for the integral development of people: universality, integrity, comprehensiveness, equity, suitability, responsibility, coherence, transparency, relevance, effectiveness, efficiency, sustainability, visibility, sustainable development, where the objectives of accreditation are met.

The educational centers deepen efforts to improve education, in planning different approaches with a view to improving the quality of life, of all people, hard work that involves effort and even many times sacrifices. The effort must be rewarded with a view to encouraging the dedication of good work; The Malcolm Baldrige national quality award belongs to the productive-commercial sector, which takes into account three characteristics: quality awareness to increase competitiveness; understanding the requirements for quality excellence; share information on the benefits derived from successful quality strategies that are used by companies, from where we are assaulted by the following question: Could it be that the education sector is not a company? And is it that your product is not the labor that trade needs?

However, quality must also value human transformation, as indicated by CONEAUPA, assuming the concept of quality, in three aspects: promoting strategic planning and academic-administrative management; promote social projection and insertion in national development; benefit the development of the country; Replying that quality must value, from: Comparing and knowing strengths and weaknesses; promote continuous improvement; reach international standards; achieve academic mobility; guarantee the competencies required by graduates. From where it can clearly be deduced, that higher education institutions are companies.

Therefore, education highlights its planning and work activities in students, taking into account their needs and those of the environment, which are based on the characteristics of the labor market and the requirement to train responsible citizens, with peculiarities of demands current: training of workers of the new knowledge era who are capable of solving problems and keeping pace with the changes we are experiencing ⁸, that in words, fewer words, we are training competitive workers.

3. Methodology

It is based on a documentary review that seeks to identify transcendental aspects in the foundation of educational evaluation and quality; This document led to the search for twelve articles, to start an exploration protocol, where it begins with the allocation of twenty-six files, of which they are chosen according to the focus of the article, in which preliminary notes are framed for the preparation of files., which lead to a didactic benefit based on consultation, from which a reasoning is issued respectful of the role of quality assessment in higher education institutions.

4. Discussion

The progressive inequality in the social origin of people, in their living conditions, psychosocial thoughts and cultural belongings questions the congruence of a greater offer of equal education for all. In a homogeneous society, education has a tendency to promote upward social change; but in heterogeneous societies, the 'egalitarian' educational offer ceases to have integrating effects and, in the face of social inequalities, standardized evaluation can reinforce situations of social discrimination; In this way, the educational offer is overshadowed, human beings project their life and family nucleus from economic independence, creating micro-companies or, failing that, looking for job offers that can promote a monetary entry to develop their role within society.

This reality, reflected in most Latin American countries, must be considered from evaluation policies: in heterogeneous contexts, educational evaluation based on structural standards and criteria favors those who have a better social position.

These two arguments are not isolated: political legitimacy is a precondition for the subsequent use of the results, with projection to modify the Institution. If political legitimation is not taken care of, evaluation can be perceived as a threat by teachers and other actors. Practice indicates that promoting accountability in education requires, at least, defining parameters and quality standards, evaluation and information instruments, as well as consequences for different actors, levels and authority systems.

It is not easy to integrate these dimensions or pillars into real education, nor is there a single way to do it. The educational projects of the establishments offer the opportunity to define different strategies to achieve them, according to the realities of the students, the contexts and the meanings assumed for education, based on the quantitative and qualitative indexes that are interpreted from the application of educational evaluation.

5. Conclusion

Within the educational evaluation it is important to take into account the sufficient space for the exercise of the autonomy of the Institution, since the interest and use of the information in the same establishment may be affected. In the initial stages of the development of evaluation systems it is important to stabilize two aspects: First, the definition of the standards and parameters to be considered, and which will be at the base of the measurement and analysis instruments.

Secondly, in the structuring of consensus and links with the actors of the system and, particularly, with the Institutions to guarantee access to information and the use of data in the work contexts of evaluation of managers and teachers.

Most evaluation systems are organized with the aim of providing information to at least four specific audiences that would use it for their decision-making: authorities, managers, teachers and families. Evaluation is the rational basis of quantitative and qualitative decision, it is devised as a neutral and objective activity, over and above the particular interests in process in any political decision.

To a certain extent, evaluative research offers 'difficult data' to the decision maker to respond against opinions opposed to the policy or to the option assumed by the authority; Research and evaluation is used more as a 'database' than as a method of analysis and argumentation, to determine variables that will forge effective results for the determination of quality indices in the integral society.

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