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ALTERABLE AND NON-ALTERABLE EXPLANATORY FACTORS OF THE QUALITY OF…

- - - - Educational Quality is a concept that has many meanings. Each person or institution can have their own conception of quality. For example, the evidence shows that Dominican educational authorities have preferred a conception of educational quality understood as inputs, that is, they are interested in how much can be physically shown in relation to quality.
        
        In other words, it is the educational quality of the mirage; regardless of what quality applies to all components of education: policies, management, research, advice, infrastructure, curriculum, spending, teacher training, citizen participation and others, since the quality of education education depends on all those qualities.
        In this way, there are several factors that determine the school performance of students, and can be classified into three large categories: those associated with the family (socioeconomic and cultural characteristics), those associated with school factors (school infrastructure, didactic practices.
- - - - The understanding of the human being has given rise to numerous debates and theoretical approaches due to its complexity and the plurality of its dimensions.
        
        From the educational perspective, the same has also happened. Faced with questions, at first glance elementary or trivial, such as What is education? Is education possible? The answers are also diversified, although in an attempt to synthesize we can reduce them to two areas of reflection.
        The first investigates the bases of behavior and is interested in the weight that biological determinants have in it.
        The second studies the role played by the activity of the individual himself and the influence of the environment in the configuration of the subject's personality.
        
        What factors do you consider that influence educational quality?
        are determined as follows:
        • Teacher. Years of service and positions held (teaching experience).
        • Student family. Quality of family atmosphere.
        • Environmental conditions. Rurality index of the geographic area in which the school is located.
        • Policies, regulations, plans and programs.
        • School offer.
- - - - In the face of accelerated changes in knowledge and the diversity of paradigms, competent professionals are required to respond to the problems of a complex and dynamic reality; that they adopt a reflective and critical attitude with respect to the educational reality and that they possess technical-professional suitability to scientifically investigate that reality and transform it creatively.
        
        Educational research understood as a discipline, is a field of recent knowledge that is currently in a moment of change due to the advancement of new access and information exchange systems and the impact that computerization has had and what it is producing. in the way of collecting and processing information.
        
        One of the most debated aspects in educational research is the one that refers to the critics of rigor, which is why the various methodologies are regulated to acquire the character of scientific; One of the constitutive elements of this process is the will of the expert to communicate the results.
        
        The task of acquiring the sources and organizing them for easy access has traditionally corresponded to libraries, to which are now added specialized computerized documentation centers.
- - - - In Panama, educational supervision has undergone transformations over time; firstly, called inspection and fully regulated with regulations from the middle of the last century with full force today, with some feature of updating at the end of the second decade of the 21st century.
        
        Educational supervision must be the professional exercise that helps to promote the qualitative improvement of educational processes, in order to make the principles, aims, objectives and goals of the educational system a reality, at the service of effective educational management.
        
        If we take into account the above, it is imperative that authorities, the educational community and society in general grant the "Supervisor" the position that has been won as the social actor, so that he can contribute without further delay to the sustainable development of the educational act, delegating to him, in addition to some specific functions determined in the current regulation, others such as those described below:
        
        Guarantee the design, follow-up, fulfillment and evaluation of the National Educational Projects (PEI), Regional (PER) and Centers (PEC) aligned to the national educational policies.
        
        Lead, direct and control the design, compliance and evaluation of supervision plans in the corresponding context, for the improvement of educational processes, based on the guidelines of the established national educational policy, to operationalize regional educational projects, zonal, circuital and local.
        
        Encourage, promote and admonish, if necessary, those supervised who have been assigned in the exercise of their leading role within educational structures, with the intention of guaranteeing the assurance of Educational Quality with equity and relevance.
        
        The supervisory functions must be subject to the assessment of the performance of the different social actors involved in the educational act, using methods and techniques that monitor and support causality to improve the educational service.
        In conclusion, supervision should be directed towards the systematic accompaniment and monitoring of educational processes, in order to identify the achievements and factors associated with the execution of projects and programs that make their success impossible; and recommend corrective measures to optimize the desired results.
        
        To guarantee success, the supervisory action must be based on the application of educational supervision techniques that allow to demonstrate with scientificity, the performance of the social actors in an educational context, with the purpose of reorienting the pedagogical - administrative processes, if necessary.