Before going fully into the central ideas of this essay, it may be convenient to clarify that, for me, anyone who has managerial functions, at any level of education in fact, in any type of organization is more than a simple administrator of human, physical, financial and technological resources, he is a professional with a decided interest in the human being, in truth, in wisdom, culture, science, ideas, history and the society in which he lives. In short, a humanist and a full-time intellectual, since the true raw material of his daily work must be the man and knowledge typical of his time. That is to say,The technical dimension of our profession should be the least important because it is only instrumental in what is transcendental today for every professional in education who exercises leadership positions: understanding the great challenges they face, day by day, in training of youth and of the new generations of professionals, as well as in the transformation of a world that, although dynamic, innovative and full of new scientific and social developments, does not seem to be moving in the direction that many of us would like.It doesn't seem to be moving in the direction that many of us would like.It doesn't seem to be moving in the direction that many of us would like.
The previous approach has an important consequence in the choice of the selected challenges and in the treatment that I reflect through my approaches as talking about management is talking about managers, that is, about specific people who make decisions that affect others, positive or negatively, and that, consequently, they do not act in a social vacuum. Management is not simply an idea of the organization, nor is it a simple practice oriented to the efficient achievement of results, based on previously determined objectives. Thinking about the challenges of educational management is thinking of the man, it is thinking of the other as the reason for all our actions. It is thinking, likewise, of the challenges that educators and education managers are constantly facing,by aspiring for the other to change, and is to think of tasks always to be done by those of us who have the responsibility of creating the institutional and cultural conditions so that our students are fully formed as people, people who will, in turn, have the challenge of transforming the world and the society that we bequeath to them. Something not very hopeful, in the case of Venezuela, not because there cannot be a better future for our country, but because the magnitude of our problems leads many to that hopeless conviction. Hence, this is precisely the first challenge that I would like to focus on is transforming our society.and it is to think about tasks always to be done by those of us who have the responsibility of creating the institutional and cultural conditions so that our students are fully trained as people, people who will, in turn, have the challenge of transforming the world and the society that we give them. let's go. Something not very hopeful, in the case of Venezuela, not because there cannot be a better future for our country, but because the magnitude of our problems leads many to that hopeless conviction. Hence, this is precisely the first challenge that I would like to focus on is transforming our society.and it is to think about tasks always to be done by those of us who have the responsibility of creating the institutional and cultural conditions so that our students are fully trained as people, people who will, in turn, have the challenge of transforming the world and the society that we give them. let's go. Something not very hopeful, in the case of Venezuela, not because there cannot be a better future for our country, but because the magnitude of our problems leads many to that hopeless conviction. Hence, this is precisely the first challenge that I would like to focus on is transforming our society.not because there cannot be a better future for our country, but because the magnitude of our problems leads many to that hopeless conviction. Hence, this is precisely the first challenge that I would like to focus on is transforming our society.not because there cannot be a better future for our country, but because the magnitude of our problems leads many to that hopeless conviction. Hence, this is precisely the first challenge that I would like to focus on is transforming our society.
Anyone who believes that transforming our country is something that goes beyond our own institutional, professional or personal possibilities forgets that any professional who practices their profession responsibly and with commitment, necessarily has to cause some kind of impact on their family, social and professional environment and, consequently, in society. The effect of the actions of some of us may be felt more clearly than the actions of others, but all of us, in one way or another, positively transform our own reality, when we do our job well. But in the case of those of us who work in education, either as teachers or as directors of educational institutions and processes, there is a very important variable that determines, in a significant way,the transformative impact we can have on the environment: our work is carried out, day by day, with children and young people who are the very future of the country, its capital par excellence; or with adult professionals, whose commitment to their future and that of the country is such that they return to the classroom over and over again, to continue training and to continue being valuable people and professionals for the country Venezuela is one of the countries in the world in which most people are trained, after having obtained their professional degree. Consequently, the potential for transformation of our country that educators have is multiplied exponentially, since each child, youth or adult that we help to grow, through our educational and managerial action, is a new agent of transformation, so good as the work we do with him,while we had it under our actions as educators or managers. That is, we educators transform with our own professional praxis and transform through the transformation of others.
But it is here where, precisely, the reality that we live daily challenges our own expectations and our own actions and leads us to the position: "We have been working on that for years!" It seems to me that the measure of the true success of managerial action in education and pedagogy is given by the degree to which our students and, with them, the entire society change for the better. Another way to put it would be to say that a country is the product of its own education. Obviously, to the extent that all its citizens have access to education, something that does not happen in Venezuela. But, then, we would have to say that those who have reached certain levels of education in the country should be an example of professional, citizen and human values. However, we all know that this is not necessarily true,neither in Venezuela nor in any other part of the world. It is a mystery to none of us that, for years, we have lived in Venezuela with the feeling and conviction that everything in our country is wrong: the economy, politics, public finances, pensions, regional development, the state. of our cities, transportation, public safety, our leaders, quality of life, education, science, the conservation of our natural resources, hospitals, the health of the population, morals and customs, the possibilities of social equality, everything, wherever we analyze it.pensions, regional development, the state of our cities, transportation, citizen security, our leaders, quality of life, education, science, the conservation of our natural resources, hospitals, the health of the population, morality and customs, the possibilities of social equality, everything, wherever we analyze it.pensions, regional development, the state of our cities, transportation, citizen security, our leaders, quality of life, education, science, the conservation of our natural resources, hospitals, the health of the population, morality and customs, the possibilities of social equality, everything, wherever we analyze it.
This conviction is confirmed by the violence that we experience daily in our cities and in the countryside, the uncontrolled epidemic of AIDS, the single mother and the gradual destruction of the family, the corruption and ineptitude of many of our leaders, the loss of faith in God and the values that forged our Western culture, and so many other manifestations of constant deterioration of everything that used to be our strengths, as people and as a society, without pretending that we were a perfect society. From an approach like the previous one, it can be deduced why this is the first great challenge that those of us who manage education have to face: to develop in ourselves and in our students a deep understanding of our world, our society and our time, so that, from there and thanks to her,we can generate the commitment, creativity and leadership necessary to transform our country, without waiting for others to do it for us. Only in this way may not happen to us what no one writes to the Colonel's colonel, from Gabriel García Márquez, who spent his whole life waiting for his pension letter, a letter that never arrived. The desired future for a society is not something that simply "happens" to countries, since said future is a social and collective construction, a product of the effort, education and faith of all its citizens. To achieve this, the transformations that are personally and individually attributed, in a large proportion, to the processes that can only be generated in organizations and educational actions are necessary.the creativity and leadership necessary to transform our country, without waiting for others to do it for us. Only in this way may not happen to us what no one writes to the Colonel's colonel, from Gabriel García Márquez, who spent his whole life waiting for his pension letter, a letter that never arrived. The desired future for a society is not something that simply "happens" to countries, since said future is a social and collective construction, a product of the effort, education and faith of all its citizens. To achieve this, the transformations that are personally and individually attributed, in a large proportion, to the processes that can only be generated in organizations and educational actions are necessary.the creativity and leadership necessary to transform our country, without waiting for others to do it for us. Only in this way may not happen to us what no one writes to the Colonel's colonel, from Gabriel García Márquez, who spent his whole life waiting for his pension letter, a letter that never arrived. The desired future for a society is not something that simply "happens" to countries, since said future is a social and collective construction, a product of the effort, education and faith of all its citizens. To achieve this, the transformations that are personally and individually attributed, in a large proportion, to the processes that can only be generated in organizations and educational actions are necessary.Only in this way may not happen to us what no one writes to the Colonel's colonel, from Gabriel García Márquez, who spent his whole life waiting for his pension letter, a letter that never arrived. The desired future for a society is not something that simply "happens" to countries, since said future is a social and collective construction, a product of the effort, education and faith of all its citizens. To achieve this, the transformations that are personally and individually attributed, in a large proportion, to the processes that can only be generated in organizations and educational actions are necessary.Only in this way may not happen to us what no one writes to the Colonel's colonel, from Gabriel García Márquez, who spent his whole life waiting for his pension letter, a letter that never arrived. The desired future for a society is not something that simply "happens" to countries, since said future is a social and collective construction, a product of the effort, education and faith of all its citizens. To achieve this, the transformations that are personally and individually attributed, in a large proportion, to the processes that can only be generated in organizations and educational actions are necessary.it simply “happens” to the countries, since said future is a social and collective construction, a product of the effort, education and faith of all its citizens. To achieve this, the transformations that are personally and individually attributed, in a large proportion, to the processes that can only be generated in organizations and educational actions are necessary.it simply “happens” to countries, since said future is a social and collective construction, a product of the effort, education and faith of all its citizens. To achieve this, the transformations that are personally and individually attributed, in a large proportion, to the processes that can only be generated in organizations and educational actions are necessary.
