We are only a small point in the universe, which by transforming itself structurally transforms the universe. And it is that, as we transform, to that extent we transform social reality, therefore, the universe is no longer the same.
The ultimate goal of Education is social transformation; and that education, in its results, must be pertinent, equitable and of quality; administered by management, academic and support teams that guarantee the management of knowledge, technology and, therefore, human talent. To fulfill these premises, it is necessary to create the political, ecological and technological conditions that emerge in the context when the real will is given to do so. More than investing money, it's about doing it. And it is done, managing processes, technology and human capital; defining a policy under a strategic approach, complemented by an investigative strategy, where the subjects and the object are confused to solve interdisciplinary problems and create, in turn, new theories of social development, at the transdisciplinary level.
For such purposes, it is necessary to focus on the human being as a subject that learns, thinks, feels, builds and transforms the system or habitat where he lives. In other words: man transforming himself, through education. In Enmanuel Kant's (1781) saying, man is nothing but what education makes of him; only through it can man become a man. Hence, it can be inferred that human talent, management, research, educational quality and transformation are the essence of man himself, of personal infinity. They constitute a systemic integration, where they interact in favor of the improvement of processes in the organization where they operate.
Hence, man is taken as the center, because rather than depending on material or physical aspects, on philosophical principle, educational quality depends on human quality. The infrastructural is a product of human qualitivity; which is nothing more than action with quality. Consequently, to implement a quality education, truly transformative of consciences, sower of values, developer of knowledge, constructivist and generator of a more ethical, free, democratic, multicultural and hopeful society, requires an Educational Management exercised by professionals (managers, teachers, students, parents and representatives, community actors, public and private organizations, among others) who act from an essentially transcendental attitude,that guarantees a quality education that emanates from its bosom citizens capable of valuing themselves and recognizing others, caring and productive; of universal, reflective, critical, strategic, ergonomic, ecological and plural thinking. Quality is identified, in this case, with the search for transcendence; based on the satisfaction of the needs, interests and expectations of those who come to our classrooms and the expectations of social transformation; on the other hand, to practice a new philosophy: quality as a lifestyle, where the center is the client, the students; the educational process is student-centered, not teacher-centered.Quality is identified, in this case, with the search for transcendence; based on the satisfaction of the needs, interests and expectations of those who come to our classrooms and the expectations of social transformation; on the other hand, to practice a new philosophy: quality as a lifestyle, where the center is the client, the students; the educational process is student-centered, not teacher-centered.Quality is identified, in this case, with the search for transcendence; based on the satisfaction of the needs, interests and expectations of those who come to our classrooms and the expectations of social transformation; on the other hand, to practice a new philosophy: quality as a lifestyle, where the center is the client, the students; the educational process is student-centered, not teacher-centered.
It is a management convinced that the inputs to achieve a quality education, relevant and equitable, are in the man himself. In Educational Management, integrative management applies, as we are biospiritupsychosocial beings. As such, we are capable of knowing how to learn, knowing how to think, knowing how to do, knowing how to inspire, knowing how to live and knowing how to undertake. They are capacities to solve life, which are related more to the human condition than to the needs of lighting, temperature, infrastructure and other ergonomic elements. Elton Mayo (1927) already demonstrated this in the last century with his experiments at Chicago's Hawthorne; discovered something unexpected, contrasting with the theory of incentives (Taylorism) that were granted in exchange for a level of work performance; Faced with this paradigm, the concept of "moral" was imposed,that it comes from the formation of groups with similar goals and purposes; with intrinsic motifs. The convergence of ideas and actions must reign, then, in the organizations. Based on this belief, human capital management has evolved, increasingly considering the collaborator as the most important capital of organizations. Management models have been developed such as APO, Outsourcing, Theory Z, Coaching, the Balanced Scorecard that humanizes accounting processes, Total Quality and Significant Management, among others, that focus on the human being as such; some of them more process integrators than their related ones, but all in favor of a human activity that adds value to processes to increase labor productivity.with intrinsic motifs. The convergence of ideas and actions must reign, then, in the organizations. Based on this belief, human capital management has evolved, increasingly considering the collaborator as the most important capital of organizations. Management models have been developed such as APO, Outsourcing, Theory Z, Coaching, the Balanced Scorecard that humanizes accounting processes, Total Quality and Significant Management, among others, that focus on the human being as such; some of them more process integrators than their related ones, but all in favor of a human activity that adds value to processes to increase labor productivity.with intrinsic motifs. The convergence of ideas and actions must reign, then, in the organizations. Based on this belief, human capital management has evolved, increasingly considering the collaborator as the most important capital of organizations. Management models have been developed such as APO, Outsourcing, Theory Z, Coaching, the Balanced Scorecard that humanizes accounting processes, Total Quality and Significant Management, among others, that focus on the human being as such; some of them more integrators of processes than their related ones, but all in favor of a human activity that adds value to processes to increase labor productivity.Human capital management has evolved, increasingly considering the collaborator as the most important capital of organizations. Management models have been developed such as APO, Outsourcing, Theory Z, Coaching, the Balanced Scorecard that humanizes accounting processes, Total Quality and Significant Management, among others, that focus on the human being as such; some of them more integrators of processes than their related ones, but all in favor of a human activity that adds value to processes to increase labor productivity.Human capital management has evolved, increasingly considering the collaborator as the most important capital of organizations. Management models have been developed such as APO, Outsourcing, Theory Z, Coaching, the Balanced Scorecard that humanizes accounting processes, Total Quality and Significant Management, among others, that focus on the human being as such; some of them more process integrators than their related ones, but all in favor of a human activity that adds value to processes to increase labor productivity.Total Quality and Meaningful Management, among others, that focus on the human being as such; some of them more process integrators than their related ones, but all in favor of a human activity that adds value to processes to increase labor productivity.Total Quality and Meaningful Management, among others, that focus on the human being as such; some of them more process integrators than their related ones, but all in favor of a human activity that adds value to processes to increase labor productivity.
In this context, Goleman describes how the emotional quotient is more effective than the intellectual to achieve success, since it allows the management of emotions for the formation of spaces characterized by empathy, agreement and the predominance of social intelligence; Covey (1997), guides us to move from the level of dependency and independence to the level of interdependence; highly relevant aspect to work collectively in the deployment of educational projects; Mejía, J. (2008), who expresses that we must point to the cognitive power of the collaborator to manage it significantly, which applies cognitive modifiability to achieve self-discipline in work teams, self-direction, proactivity and optimization of productivity; and, finally, Cornejo, M.(1996) that presents man in his human infinity, so that we work form and depth and we can leave the aroma behind, transcending time, leaving selfishness aside and surrendering to fight against poverty and human misery.
It must be necessary, then, to train managers, teachers, students and other educational actors located in the value chain of the educational task, to strategically use their potential; they are rediscovered and reinvented; place that energy that provides your human condition at the service of education and then, by synergy, convert it into organizational energy. That they are able to apply the various management models, using their cognitive power, their experiences, abilities, techniques, knowledge and values as a strategic spearhead, to make the management process “significant”.
This requires, in addition to motivation, competencies, such as: proactivity, cognitive democracy, achievement orientation, self-leadership, strategic attitude, open to lifelong learning, ability to research and process information, understanding of the environment, mastery of educational technologies; and above all, basic skills, to give a smile, give a warm handshake, a word of encouragement, a timely response, a hug, personalized attention to the needs and interests of the internal and external client; an exciting face at work, an educational service provided with detachment, because the quality of education is not a question of money, but of human attitude; they are totally free competitions; gifts that do not cost the organization extra money.
This prospective energy and human potential must be managed under a significant, participatory, strategic, investigative approach. Significant, because they take into account their potential, cognitive ability, needs and interests. Participatory, for the consultation and contribution of ideas and solutions for interdisciplinary decision making; a participative leadership that strengthens team learning, since it aligns ideals, thoughts, visions, missions, organizational values and creates synergy.
Strategic, because the aims of the educational institutions are established and what is or is not had to be asked and defined to achieve them, leading to the carrying out of a strategic diagnosis to know internal strengths and weaknesses; as well as the opportunities of the environment, its benefits, demands, and threats. That way, we know where we are and where we can be in ten years. "We know how to become what we want to be." It is strategic thinking. From there, educational, productive, technological, community and learning strategies and projects originate that will operationalize the purposes defined at the strategic level of the educational organization. Investigative, because through action-reflection-action, according to Lewin, K. (1952) the participation of a group is activated,in a democratic way for social transformation. It is participatory, collective research for the development of intelligent action, which goes from simple to complex thinking (Morín, E. (2007), forming consciousness and transforming social reality, in a process of integral human development, in spiral (Lewin, K. 1942). His first level of development is nonconformity, concern, which generates a personal or institutional vision. The situations under study are analyzed, practicing a dialectical institutional life, which is forming collective consciousness, commitment and sensitivity for social transformation Stimulates team learning and the final resolution of problems.that goes from simple thinking to complex thinking (Morín, E. (2007), forming consciousness and transforming social reality, in a process of integral human development, in a spiral (Lewin, K. 1942). Its first level of development is nonconformity, concern, which generates a personal or institutional vision. The situations under study are analyzed, practicing a dialectical institutional life, which is forming collective awareness, commitment and sensitivity for social transformation. It stimulates team learning and the final resolution of the problems.that goes from simple thinking to complex thinking (Morín, E. (2007), forming consciousness and transforming social reality, in a process of integral human development, in a spiral (Lewin, K. 1942). Its first level of development is nonconformity, concern, which generates a personal or institutional vision. The situations under study are analyzed, practicing a dialectical institutional life, which is forming collective awareness, commitment and sensitivity for social transformation. It stimulates team learning and the final resolution of the problems.restlessness, which generates a personal or institutional vision. The situations under study are analyzed, practicing a dialectical institutional life, which is forming collective consciousness, commitment and sensitivity for social transformation. It stimulates team learning and the final resolution of problems.restlessness, which generates a personal or institutional vision. The situations under study are analyzed, practicing a dialectical institutional life, which is forming collective consciousness, commitment and sensitivity for social transformation. It stimulates team learning and the final resolution of problems.
According to the theories previously raised, Quality Education can be managed by applying the principles of Meaningful Management, Strategic Management and Participatory Action Research; systematizing an Institutional Strategic Plan that considers the following components:
- Definition and declaration of a Policy of Educational Quality and Human Capital Formation, at all levels. Strategic diagnosis, for the understanding of internal and external elements. Strategic Management as a transversal tool of organizational, pedagogical and community processes, that guide the course. Significant Management, both in the administration of Human Capital and in the management of the teaching and learning process. Action Research, under the principles of Reflective Critical Theory. The integral formation of the individual as a curricular and managerial intention; in other words, a focus on competences. Interdisciplinary and transdisciplinary processes in knowledge management and problem solving, without underestimating the cross-sectional and technical specialty.The approach of competences from the holistic man, biospiritupsicosocial. The integration of the Knowledge Areas, to achieve the development of a complex thought, which allows the individual to perceive and read reality in its complexity. The definition of Thematic Axes to integrate the areas sensitive aspects of daily life in the learning process and managerial management The project as a school management strategy The evaluation, monitoring of indicators and accompaniment in pedagogical-andragogic, organizational and community processes The political, the philosophical and the epistemological, as sciences for social transformation. The trend towards a flat, integrated organization that goes beyond the matrix. Articulation with the environment, its organizations and actors.The integration of the Knowledge Areas, to achieve the development of complex thinking, which allows the individual to perceive and read reality in its complexity. The definition of Thematic Axes to integrate the sensitive areas of everyday life in the learning process and managerial management.The project as a school management strategy.The evaluation, monitoring of indicators and accompaniment in pedagogical-andragogic, organizational and community processes.The political, the philosophical and the epistemological, as sciences for social transformation.The tendency towards a flat, integrated organization that goes beyond the matrix. Articulation with the environment, its organizations and actors.The integration of the Knowledge Areas, to achieve the development of complex thinking, which allows the individual to perceive and read reality in its complexity. The definition of Thematic Axes to integrate the sensitive areas of everyday life in the learning process and managerial management.The project as a school management strategy.The evaluation, monitoring of indicators and accompaniment in pedagogical-andragogic, organizational and community processes.The political, the philosophical and the epistemological, as sciences for social transformation.The tendency towards a flat, integrated organization that goes beyond the matrix. Articulation with the environment, its organizations and actors.The definition of Thematic Axes to integrate the sensitive areas of daily life in the learning process and managerial management. The project as a school management strategy. The evaluation, monitoring of indicators and accompaniment in pedagogical-andragogic, organizational and community processes.. The political, the philosophical and the epistemological, as sciences for social transformation. The trend towards a flat, integrated organization that goes beyond the matrix. Articulation with the environment, its organizations and actors.The definition of Thematic Axes to integrate the sensitive areas of daily life in the learning process and managerial management. The project as a school management strategy. The evaluation, monitoring of indicators and accompaniment in pedagogical-andragogic, organizational and community processes.. The political, the philosophical and the epistemological, as sciences for social transformation. The trend towards a flat, integrated organization that goes beyond the matrix. Articulation with the environment, its organizations and actors.The political, the philosophical and the epistemological, as sciences for social transformation. The trend towards a flat, integrated organization that goes beyond the matrix. Articulation with the environment, its organizations and actors.The political, the philosophical and the epistemological, as sciences for social transformation. The trend towards a flat, integrated organization that goes beyond the matrix. Articulation with the environment, its organizations and actors.
This whole process implies a deployment of actions and strategies that allows:
- In the Educational Manager, shift your thinking from short term to long term; from normative thinking to another of a strategic nature and, from an individualistic work between walls, to a collective work approach, based on understanding the environment; through the practice of participatory leadership. Take into account the cognitive power of their collaborators, for meaningful work and apply one of their best strategies, such as action research. In the teacher, define a life purpose to focus on the practice of a transcendent and transformative pedagogy; achiever of higher-order expectations in her students. Practice a mediating action in the learning process. Apply investigative processes, of a constructivist and strategic nature, under the project methodology,with the support of Educational Technology. manage human potential for the development of Generic and Specific competences in their students and significant peers. The student is more independent, of strategic thought and capable of regulating their learning process, participating in problem solving through action research. Learn with and without teacher support, depending on the level of complexity of the knowledge to be built.depending on the level of complexity of the knowledge to build.depending on the level of complexity of the knowledge to build.
It defines your personal vision and a life purpose, related to the development of a profile consistent with your own identity, service capacity and productivity.
To strengthen this approach, Alves, C. (2002), explains that to achieve these levels of displacement it is necessary to comply with the following basic guidelines: a strategic vision capable of glimpsing the future, predicting needs and planning goals aimed at satisfying what was sought, a workforce with a high educational level and adapted to changes in paradigms, strategies and goals; and the technical capacity based on management information systems capable of knowing, analyzing, diagnosing, communicating to the organization its strengths, gaps, competencies, potentialities, in short, its characterization to produce the energy that transforms it into a competitive and productive company. growing.
VIABILITY OF THE PROCESS
- Establish the purposes (Management Philosophy) to have an institution, whose educational actors act in a coordinated and aligned way, under the same thought, the same language and in the same direction. Form the leadership. Carry out the SWOT strategic diagnosis. (First opportunity to sensitize educational actors). Define strategies, plans and projects that operationalize the deployment of organizational philosophy and promote educational quality for social transformation. Formulate, execute and evaluate an Institutional Action Plan that stimulates pedagogical processes, organizational and community; Consider the necessary resources and provide feedback on the educational process. Promote and install connectivity for the management of knowledge networks, plans and projects.
There are those who prefer to fly… There are those who prefer to dream… There are those who prefer to live… There are those who prefer to integrate… Everything in the service of freedom: think, learn, do, live and transform.
BIBLIOGRAPHIC REFERENCES
- ALVES, C. (2002). Human Resources. Editorial. Contact Magazine. Caracas.COVEY, S. (1997). Principle Centered Leadership. Paiadós. Barcelona, CORNEJO, M. (1996). Human Infinity. Video. Mexico Study Centers MEJIA J. (2009). Significant Management. GestioPolis. http://www.gestiopolis.com/gerencia-significativa/MINISTERIO DEL PODER POPULAR PARA LA EDUCACIÓN (2007). Curricular design. Caracas.MORIN, E. (2007). The Seven Knowledges. Published in October 1999 by the United Nations Educational, Scientific and Cultural Organization. Paris. France Robbins, S. (2004). Organizational behavior. Mexico. Edit. Pearson Education. SENGE, P. (1997). The V Discipline. Edit. Granica. Barcelona.WIKIPEDIA. Enmanuel Kant. Biography. The free encyclopedia.
