Please enable JavaScript.
Coggle requires JavaScript to display documents.
(Unit 1. Fundamentals of educational organization and management (The…
Unit 1. Fundamentals of educational organization and management
Management of management teams and teachers. :
The educational organization as a text and as a context
pillars that support an organization that educates are:
Rationality, in reference to the logical disposition of the elements and to the organizational dynamics in accordance with the achievements to be achieved.
Flexibility, understood as the ability to adapt to the demands of practice and, in addition, to the changes that occur in society
The permeability or openness to the immediate and mediate environment. It requires establishing and developing bidirectional mechanisms by which the institution breaks its closure by projecting into the environment and opening its influences.
Collegiality, as opposed to individualism in the use of structures and in the processes of operation
The weak structure in the educational institution
causes
• The contents are not significant for the students;
• There is little relation between the plans and programs and the socio-economic and cultural needs of today's world;
• There is a deficit in teacher education and training;
• The management methods are bureaucratic which prevents the effective resolution of problems;
• Large sectors of the population fail to successfully finance a cycle or level;
• The world of the school and the world of work are disconnected;
• The biases of authoritarianism impede the development of a truly democratic education;
• Speculation and automatism are privileged against production and reflection;
• The teaching task is devalued and discredited
The models of educational organization are organized as follows
• A well-defined hierarchy or scale of command.
• A system of procedures and rules to handle all eventualities that arise at work.
• A division of labor based on specialization.
• Promotion and selection based on technical competences.
• Impersonality in human relationships.
Its objective is institutional improvement insofar as teachers and teaching executives are committed to the proposed policies and come in a positive way to the calls made by the administration, both to develop their institutional plans and to access to receive training that is offers them in the different proposed topics; Likewise, aim to strengthen the management teams to work in an articulated manner within each institution, always with a view to improving the processes and, especially, to have as a goal to form happy children and learn what they have to learn.