Educational management as a systemic process that integrates and gives meaning to administrative actions in the school environment, in order to improve organizations, the people who make them up and their educational proposals or projects, is developed and executed through plans, programs and projects that optimize resources, generating participatory processes for the benefit of the community, that interact with the environment, allowing local and regional development, as well as solving educational interference in harmony with the fundamental basic needs of the human being.
Educational management is due to processes of democratization and administrative decentralization that have been taking place in the country, as a result of the political-administrative reforms that affect municipalities, organizations and institutions who must assume the competences that the law assigns them. Another important characteristic of educational management is that it is not based on uniformities; She recognizes the complexity of organizations and the unique and specific nature of each one of them, hence she emphasizes the development of a participatory vision of the future and that the organization engages in a shared horizon with emphasis on anticipating results.
It accentuates the interdependence between levels of the educational system and in the practice of pedagogical leadership as a possibility to motivate, accompany and agree on the processes of change and educational transformation that are required. It is evident that this form of management seems to be the ideal way to achieve the leadership of many educational managers, in particular those of the Venezuelan public schools. Currently our country has been going through dizzying changes in education, some for the better, others have not yet managed to show their fruits. However, as changes in the end all to crystallize at some point that is the hope.
This transformation process is noteworthy, it seems that it does not include the educational managers of the public schools and colleges of our country, because this figure at the moment, the vast majority lack the minimum professional profile to qualify for this A higher-ranking position, others are in charge, in the schools of the rural nuclei a single director coordinates around 20 and up to 25 rural centers.
In a Nation where oil is the main source of income, it is not justifiable that the Ministry of Education owes executives who have retired their social benefits, this unfortunate reality results in the non-incorporation of new managers in these vacancies and the figure The person in charge must have a political nuance that surpasses any professional profile, it does not matter master's degrees or specializations, less time of service, all of these are considered trivialities in front of the political role played by this teacher who exercises the aforementioned function.
While it is true that entry into the teaching profession has increased in recent years, contests were eliminated and performance evaluation is now applied to those who wish to enter the public sector. But why not extend these procedures to elect the managers of our schools and high schools? But without taking into account the partisan bureaucracy applied in times of the Fourth Republic, since it is useless to repeat actions of which so much is criticized, that These managers are leaders in the communities where they work, they also meet the minimum professional merits for such a function, only then will it be confirmed that the change is taking place, in addition to canceling the debts would be a sign that the indicated path is being taken.
