1.2. Success Centers

A “successful school” is, therefore, a school that achieves its educational objectives regardless of the socio-economic or socio-cultural context and the personal characteristics of the students.

1.3. Family participation and educational quality

One way of understanding family participation is as a resource for the improvement of educational processes and results. This leads us to propose new forms of participation and involvement that develop the interest of parents and create a work environment that favors educational quality.

1.4. Quality indicators concept.

Quality indicators are measurement instruments, of a tangible and quantifiable nature, that allow evaluating the quality of processes, products and services to ensure customer satisfaction.

2.1 Design Quality: desired characteristics, objectives of plans and programs.

It consists of tracing the path and generating the means to be able to "travel" from the point where the need is detected to the desired performance point. This is achieved through the selection of knowledge, paths, moments and resources that, combined in a stimulating way, facilitate the safest arrival at that performance.

Ensure that what is taught is something that is needed.

Ensure that what will be taught is learned.

Ensure that what is learned is transferred to the task.

Ensure that what was learned is sustained over time. Educational Design is preceded by the detection of needs and their analysis:

Links learning with organizational processes, culture, values ​​and beliefs.

Predict the instructor's actions.

Imagine the ways to maximize the possibilities of applying what is learned.

It seeks to stimulate people to work in a different and better way. The information collected will allow the designer to go through 2 stages:

The preparation of a strategic proposal: indicate the recommended educational modality, HR actions, how to evaluate results, groups, moments, etc.

The preparation of an educational design: select and order content, prepare the sequence of activities, produce the instructor's guide and the materials to be used.

2.2 Quality of Conformity: the teaching-learning processes: supervision, orientation and compliance with all the objectives indicated in the plans and programs of its highest level of performance.

In a changing environment, characterized by globalization processes, where the management of knowledge and technology are elements of the first order to achieve development, countries that want to compete and improve their levels of social, economic and environmental development, must adapt their systems education to continuous changes and optimize their efficiency. Better education implies evaluation processes in accordance with education and changes.

3.2 Quality as a value assigned to a process or educational value.

Educational quality is reflected when knowledge is induced through strategies used by the teacher and that help facilitate the acquisition by students, with the best bases and with a methodology that highlights what they are learning within the institution, and that is also shown when needed in daily activities, likewise the attitudes that are carried out for the improvement of quality, will have to be the best by the personnel who impart the knowledge and actors involved in the process .

3.3 The observation from the concept of quality to the educational reality: a judgment with which the being of the thing compromises.

At present the human mind must be considered a very valuable capital, current societies demand quality products, quality resources, quality education, all qualified and quality-oriented with the purpose of growth and improvement. But also today's world requires individuals who are capable of being free and creative, who are capable of living and developing in a nation in which they can work comfortably.