In the work carried out we will be able to see that commonly the decisions that are taken collectively, seek to favor the directors and teachers, and not necessarily the interests of the direct or indirect beneficiaries of the service provided by the school: students and parents.
Teaching updates, pedagogical management and innovations are elements that participate in a participatory way in the process of educational reconstruction. For this reason, what must change and how it can best be achieved must be understood; realizing that it is the change, in what will be changed and how, it remains in a process of constant interaction and reconfiguration.
To try to make a change or an innovation, you must answer a series of related questions, for example, is it worth doing? If accepted, what would it generate? What can be done to make the effect positive? a series of questions necessary to be able to see beyond the simple change.
It is truly a great challenge to improve the quality of learning and better educational results, a complex but possible situation; therefore we must do our part to make it possible to collaborate with schools to successfully carry out their transformation process and thus achieve better results for all their students.
We can see that all the actors are of great importance in the process of change, the government, the administration, the actors in charge of creating plans and projects and the teachers, among others.
An undoubted truth is what the author Albert Einstein says; "Let's not pretend that something changes if we always do the same thing."
The Quality Schools Program has brought many changes in the educational system, implementing a management model that takes up national and international experiences. This development of schools can be seen from different perspectives and receives different names in each country.
According to some international references, it is found that in some countries such as Great Britain, development planning is just beginning to spread, since there is no legislation that requires schools to prepare an improvement plan, but already throughout the world, governments are putting A variety of strategies are in place to improve the financing and delivery of educational services.
Along with all the change that is happening with the educational system, comes the demand for what teachers are experiencing in relation to innovation, some do not have the necessary preparation and sufficient support to adapt to the change, others say they have “new structure ”even if they handle the old model.
When an educational change occurs, you must understand what you want to change and how it can be achieved to do it in the best way. Fullan and Stiegelbauer (2000) say that for this movement it must make sense and give meaning to change and answer a series of questions with the reform itself.
The school itself can control its own work, therefore the school must know what they are doing, seeking achievement and effectiveness to improve student learning, thus leading to development and responsibility both to the school and to the educational system.
To know the effectiveness and educational quality is based on seeing the educational results and the way of management; The school focuses on the relationship of teachers and school culture to generate improvement strategies, through joint work.
a problem for a director in the management of a school is the situation of teacher absences, especially when they miss work and do not present an official document that justifies such absence, so the director is obliged to apply the absence to the discount economic, but on certain occasions it is necessary to ignore the regulation, seeking not to harm fellow teachers, but what is harmed is the quality of learning and its follow-up.
There are three premises of the movement; the first premise is to do the same but more, the second is to do the same, but better, and the third is to do different things to obtain different results, the latter is the one that conceives change as a process and not as an event.
Change-oriented management integrates a series of models: regulatory, prospective, strategic, situational strategic, total quality, reengineering, and communicational.
All these series of models are elaborated in order to improve the educational level, therefore the previous ones are not eliminated but rather they are being improved in order to cover the needs that the previous one did not cover, in order to obtain an advance and not A setback.
Speaking of the total quality model that is the one that generalizes the development of systems and the evaluation of the quality of education, this model sets the standard in the 90s, which consists of seeking a better one, according to the needs of users, to compose mistakes, create standards and above all the search for quality.
These models manage sequences or stages that take an evolutionary trajectory that are changing, for which it is necessary to make constant adjustments through innovation, to improve educational management, strengthening the competition for good educational quality.
Education has to change, but who makes the change? The answer is the government, because it has the power and the money, therefore we already have someone to blame if a new curricular reform works or not. Change works or not, but there are also factors that influence this process.
The change starts from the government, elaborates how it is going to be carried out, sometimes without taking into account the needs of others, then it goes on as the teachers take it, their adaptation, their training and especially their updating, it also depends of the organization in the institution.
Despite the educational changes, it is seen today that many schools become multigrade or single group, when previously the primary schools were seen with six groups and a director, so educational changes must be consistent with the changes in the society.
Innovation comes hand in hand with technologies, that is why many people find it difficult to adapt to the new change, sometimes they appear to manage educational change, even if they are not carrying it out, thus leading to quality not occurring or the expected results.
Educational change comes to improve the quality of learning for current and new generations, which influence their personal, social, professional and cultural life, that is, the people for whom educational change is directed also count and each country establishes its own strategies.
Another very important factor that has been guiding institutional change is the so-called school management, which is characterized by a broad vision of the real possibilities of an organization to resolve a situation or to achieve a certain goal, is the base element used to obtain a objective.
Internationally, five fundamental principles have been established which are: equity, relevance, pertinence, effectiveness and efficiency; When speaking of equity, he refers to a quality education that is provided to everyone equally, taking into account the individualization of the students, their social context, their cultural environment and their geographical environment.
Relevance refers to what? And for what? From education, to learning skills to participate in the areas and challenges with knowledge; in the relevance it takes into account the social contexts and the characteristics of the students to see the benefits that they bring.
Efficiency refers to the measure and the proportion in which the educational objectives are achieved; and finally, efficiency refers to what was expected and what was achieved with educational change, and also efficiency commits to good public action.
Now speaking of what the national benchmarks mark, he tells us that the change leads the educational system to constant updates of the curriculum and of its teachers, since they are the main ones who follow the process of educational change for better student learning..
For this reason, the formation of individuals for the democracy of today's society requires the educational system to assume greater responsibility, developing strategies and modalities that help the proper functioning of the formation of the personality of individuals.
In a national education program (PRONAE 2001), it takes into account the problems of the Mexican public school, it is also in charge of the transformation, organization and operation of basic education, making students, teachers, managers, and parents.
This program aims to commit itself to educational results, by providing differentiated opportunities for learning for all its students; To achieve this objective, five lines of action were designed in educational public policy.
The lines are: first, establish the necessary conditions, making administrative modifications to ensure compliance, then the decisions of managers are strengthened in order to establish adequate organizational and pedagogical measures.
Immediately, the exercise of the function of school directors is reoriented and their professional skills are strengthened in such a way that they carry out their academic function well and promote the continuous improvement of the quality of the school; The fourth line promotes the transformation of the organization and operation of schools, through advice and evaluation.
Finally, there is the line of extending the time that is allocated to educational tasks, which take into account the needs and modalities of the basic education school, in order to ensure the achievement of student learning.
Everything that has arisen with the educational change, has brought for many successes and for other failures; successes for that good institutional functioning, professional training and the dedication that each one puts to it; the failure is due to the disinterest of the institution and the teaching staff.
CONCLUSION:
In general, there are various factors that affect educational change, external factors as well as internal factors, the problems involved in the changes, the various actors that intervene, such as: teachers, the government, institutions, students, etc.. and the roles they play in the process and in innovations.
All these components have a fundamental role in the development of educational changes, whether curricular or of other types, but the main objective is to bring institutions to a general improvement from all points of view.
Knowing the past is a firm base to understand the processes that are currently taking place, the political, cultural, social, and educational transformations and thus have the foundations to be able to innovate within a society.
It was observed that the educational system and the teachers are the ones who must execute the management process to make the changes keep in constant movement, but the main responsible could be said to be the government because it is they who distribute the financial resources to the various institutions. and currently all changes generate costs, which are scarcely low.
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