Educational Systems defense and Review as the main input in the

Contemporary Educational Management

……………………………………

Ponencia y Reseña de los Sistemas Educativos como Insumo principal en las Gestiones

Educativas Contemporáneas

Cesar Augusto Guaqueta

ABSTRACT

This work was based on the different research

proposes at the local and foreign level,

analyzing how different educational systems

have evolved at The Latin American and global

context and how educational trends have been

serving as the main input in the elaboration of

the different action plans and institutional

improvement plans in some educational

entities of tertiary education , but which has

been unknown to basic and middle education

bodies in the management of teachers and

teaching managers learning. It analyses

characteristics of global trends focused on

supranational entities and how ignoring them

would be detrimental to the relevance of the

new undergraduate, graduate and

management documents of any university at

the national level to generate policies and for

management and research. This review was

resolved as a doctoral course work and part of

a broader process of reflection in educational

management and research and its relationship

to the relevance of the impact of education on

social change and relevance in a much more

competitive labor market.

Keywords: Tendencies, Education,

Management, Educational appropriateness

Revista investigación, desarrollo educación,

servicio, trabajo (ID EST)

Vol 1 – No 2

July - December 2021

e-ISSN 2745-1194.

Pag 83-94

Received: November 3, 2020

Approved: March 11, 2021

…………………………………….

Master in English Didactics , Universidad de

Tolima, Tolima, Colombia,

cesarcent@hotmail.com-

caguaqueta@ut.edu.co

https://orcid.org/0000-0001-5515-2907

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RESUMEN

En esta ponencia reseña se fundamenta en las diferentes actos investigativos a nivel

local y foráneo, analizando cómo ha venido evolucionando los diferentes sistemas

educativos a nivel latinoamericano y mundial y como las tendencias educativas han

venido sirviendo como principal insumo en la elaboración de los diferentes planes de

acción y planes de mejoramiento institucional en algunos entes educativos de

educación terciaria, pero que ha sido desconocido por los entes de educación básica y

media en la gestión de los docentes y directivos docentes aprendizaje. Se analiza

características de las tendencias mundiales focalizadas en las entidades

supranacionales y como el ignorarlas generaría un detrimento en la pertinencia de los

nuevos programas de pregrados, posgrados y elaboración de todos los documentos de

gestión de cualquier universidad a nivel nacional para así poder generar de políticas y

para gestión y la investigación. Esta reseña fue resuelta como trabajo curso de

doctorado y parte de un proceso de reflexión más amplio en la gestión e investigación

educativa y su relación con la pertinencia de la incidencia de la educación en el cambio

social y pertinencia en un mercado laboral mucho más competitivo.

Palabras Claves: tendencias, educación, Gestión, pertinencia educativa.

Introduction

The framework of recent years our learners and citizens have been interacting with

different contexts and challenges that affect them directly such as equality,

dysfunctional families, the aspect of the environment, poverty levels and educational

systems go against these realities that require the development of new skills , not just

a simple literacy, knowledge in basic areas or kind of old education known as

“ochentera” as it has been done for decades. Garcia Lopez 2010. “For a long time, we

have given excessive importance to the knowledge, to the development of the cognitive

dimension, and we have been unconcerned with other basic dimensions of the human

being, such as the affective, the moral and the civic, even the spiritual or

transcendental". In the Colombian case this does not differ since our country is aligned

with a replicated system but not contextualized as it should be, this is how we see that

today there is segregation between urban and rural because despite the policies that in

most cases are more paper but not implementation is inefficient for the needs of the

different worlds within each student.

Joaquim Azevedo (1999): “In today’s societies, educational systems were built in the

name of the need to cement the unity of each nation and on the principle of individual

freedom and civic rights and duties of participation. it was attributed to school

systems... the mission of providing the general and specific skills necessary for the

occupation of available jobs, created by a continuously growing economy. The national

education systems had the noble mission of training the "human resources" necessary

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for the development of the economy (8. 1 and 3)." From this perspective it is clear that

the educational systems and especially the Colombian one do not comply with what

Azevedo said in which an educational system based on training according to the needs

of the educational communities prevails, where including students in established

templates goes against the development that every human being has from birth , which

goes against the ability of human beings to be able to respond to an increasingly

changing and demanding life, the idea of preparation for life is something that is static

and requires the promotion of a series of humanistic, soft, psychological,

communicative, cognitive, social skills in context that allow you to navigate the world

in a purposeful, forward- looking, empathic, constructive, innovative, autonomous

way, tools that will allow you to navigate life. This is how teachers should visualize

education as periods of learning based on learning to cultivate these skills generating

an education with quality but at the same time increase their ability to interact in their

context and different roles they can take during their lives, promoting changes in

society that generate greater satisfaction during their lives.

This is how we see a total disarticulation between the educational systems and the

realities of the different communities since generally the context is not an axis within

the elaboration of the policies of the state, this is how year after year we see an

increasingly deteriorated system and graduating prototypes that do not fit the

different challenges of the current world. Where the concept of quality is

misinterpreted and often goes to the detriment of the educational act since the

teaching function has had to cover many more spaces in the life of the student and the

bureaucratic burden becomes more coercive every day. which limits one's own

educational act and makes what is taught by teachers in educational institutions be

confused.

Historically, the educational system has been a device for replicating social, economic,

religious and ideological behaviors of the predominant classes in the history of man.

Sánchez 1988 establishes "The Educational System or Education System can be

considered a social subsystem, integrated, together with other subsystems (family,

leisure/consumption, work or active life) in the broad social system, subject to its rules

of the game and requirements and at the same time providing a broad and important

service to its citizens." From this perspective the educational system must be based on

a series of intrinsic aspects of the human being within its context which does not

happen in most of the above for reasons and state commitments at the global level

where the pressures of the outside world make education more a commodification of

processes instead of a humanist process of formation in the face of the challenges of

day to day. Since it only allows to program citizens in external patterns or templates

that clash with the realities of each country, that is when the problem is really born

since they go in opposite paths the citizen reality with an educational system that must

contribute in all sub-concepts to create that citizen according to the needs of the

country.

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Sánchez 1988 establishes "Teaching to "live in society" (in a critical, reflective and

participatory way) and that the "living society" thanks to what has been learned, is the

global objective assigned to the Educational System". However, we see that what is

offered by the current systems does not meet these expectations since criticism is

punished, tolerance is not promoted as a soft discipline that must be reviewed in

different school contexts. The system offers an infantilization of each of the citizen's

abilities, taking him to a minimum expression in a world that demands more and

more. It is assumed that economic systems strongly tightly with educational systems

work for the working class and that this system of basic education is established to give

elements of use in an industry or everyday context, in arithmetical, communicative

and some science issues. Where even the gaps of quality higher education continue to

be seeded to the bourgeoisie because even though there is more income of people from

the common to the higher level the education provided varies notoriously leading to

high prestige universities having a greater impact at the time of hiring an enterprise.

This issue is still being seen today with the outsourcing and commodification of

education at different levels.

Despite advances in technology, perceptions of better education in terms of being more

meaningful, timely, relevant. Nowadays, processes of commodification appear that

interest the merchants of education worldwide, since it is seen more as a service than

as a right of citizens where it becomes a luxury to reach certain levels. We have moved

from systems based on knowledge transmission, but detached from realities, which

generation by generation has been replicated despite the emergence of knowledge

construction processes, even so, the transmission of tacit knowledge is the most

predominant which generates a delay in cognitive processes. Education is not

understood as the pillar of socio-economic development that arises from the needs of

its main authors. Where education occurs throughout the process of the citizen's life

as expressed (Melgarejo, 2017). "the education system is often misidentified with the

school subsystem. This false belief may lead to the burden of the educational process

falling on the latter and those the other two subsystems should not perform such a

function." Where the evolutionary process is only seen now that the citizen enters the

system and not always leaving a space that often blocks the following educational

processes. Again, the family context plays an important role in the evolutionary and

integrative process with the school system of each region.

Materials and methods

The sources of the study during the first selection of journals focused on studies,

documents related to education at a general level to gradually focus on the segment of

educational trends and how educational systems serve as input for this fact, a phase

was made prior to the collection of studies, research, reflections studies of educational

foresight - Indexed journals Scopus-Latindex and Publindex that had a scientific

visibility that allowed a greater diversification in the subsequent findings. what implies

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of ethical issues in current educational research and essays rations, papers and diverse

opinions on educational research and education in retrospect A purge is needed to feed

the document in favor of making that retrospective look at education in the

hemisphere. Consequently, in a second moment, those journals and bulletins of

specialized or truly little contemporary aspects were excluded from this first group of

publications in a study of specialized educational trends or investigations of structural

or purely philosophical educational, genetic aspects of learning. (education and

science organic and genetic aspects in education and knowledge, etc.) and to publicize

the relevant prospective studies in instrumental aspects of education (educational

technology, management, coverage, relevance, undergraduates, postgraduates and

school organization, computer science). This second selection reduced because in our

country our school managers neither higher education nor in middle or basic generate

these studies to determine if regional or national education is relevant to global

circumstances and pressures from supranational entities. That reduced the number

from 19 to 7 mainstream journals. For all these publications it was agreed to analyze

complete related articles with regional impact compared to our country in recent years.

Results and Discussion

Among the findings of this review is the interest in analyzing the possibilities offered

by the study of trends, recognizing diversity, multiversity within the HEIs and

institutions of basic secondary education or as the first point of analysis in the agendas

of the leaders. Emphasis is placed on the need to design and provide these interests

for the study and reporting of educational perspectives through trends. The scientific

production shows a minimum and only exclusive value of managers in higher

education, but strange in the other educational levels being only publications of

greater quantity of articles published in the years 2016, being a trend in universities

such as the Libertadores University through their directors the latter the one that

contributes the most with 20% of the publications analyzed. It highlights the fact of

the inputs of these studies and how supranational institutions with global studies show

us how UNICEF, the world economic forum, the organization of nations unity with its

sustainable development objectives and foundations such as the Gates Foundation,

accompanied by the NGOs that feed these processes, showing these trends that should

be input in any educational reform "Accessibility and sustainable development

environment, new undergraduate and graduate programs, 3D format, AI, ICT, TAP,

TEP" were the most used by authors and organizations in their studies, in 77% of the

articles; then by "E-learning, Artificial Intelligence" by 13%. "Equity, Virtual

Education" was used in 10% of the articles reviewed. As a mandatory review to make

the education systems of each country relevant and accessible to human beings.

(Melgarejo 2017) expresses "It is necessary to know the educational system inside to

be able to analyze it and to understand the relationships between inputs and outputs

and to see that the outputs are not a direct consequence of the inputs. This analysis

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shows that the cause-effect or input-output model is insufficient to explain what

happens within the education system." From this perspective, it is not possible to

conceive of a system from the outside or pretend to replicate something

decontextualized. . This constant process of feedback of inputs and outputs is what

allows the reduction until the essence of the real educational system of each country

emerges to really change the realities and daily life of each person

(Marina, 1990) expresses "Educating for life is to offer personal and social resources

to develop in a society in constant change, to adapt to multicultural contexts, to

understand the possibilities of globalization, to manage properly and critically with

new technologies in the information and knowledge society, to develop a sense of

citizenship or responsibility for public affairs, to learn to live with difference, to face

conflicts through dialogue, to manage properly and critically with new technologies in

the information and knowledge society, to develop a sense of citizenship or

responsibility for public affairs, to learn to live with difference, to face conflicts

through dialogue. Nowadays the offer of education is not intertwined with these

fundamentals since countries have focused their improvement processes on statistics,

numbers, approval, reprobation, forgetting relevant aspects with the true being of the

person and their contact with the world around them, in addition to being able to give

contribution to their community.

Increasing approval rates, entry in the minimum conditions is taken as progress

generating in most cases stagnation so that the processes are incomplete. Moving

forward implies a meeting of all the actors where each of their contribution as

happened in the Finnish case where the congregations contributed from their context,

and it was possible to generate relevant spaces for development in the region. Concepts

such as quality, relevance and effectiveness of education have been reconfigured since

they are only oriented to the protocol part of the system and not to the innate processes

of the individual.

Each educational system is the one that is, its own, singular, peculiar and different... it

has its present and its future. It is necessary to recognize in all the educational systems

of the world the presence of common guidelines, not specific but shared, that

constitute the global patterns of educational institutionalization (Boli-Bennet, 1986

cited by Moreno, 1992, p. 9). From this perspective we can say that educational

systems are their own without going into whether they are good or bad since they

emerge from the needs of the world around citizens on pain of recognizing the

influence of foreign citizens who must enrich their own instead of replacing it.

International and local tests have become a stronger segregating element in recent

years since only superfluous indicators are based because they generate criticism

without knowing the background of the situation in many situations these indicators

fall short in giving the reason for the situation or that they serve as an element of

reflection in the educational actors that allow to improve instead of greater segregation

or unhealthy competition in the members of the community, this is how these

indicators camouflage the real innate shortcomings of the human being, particularities

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of the context that can affect a certain moment in the life of the people who take the

tests.

Education goes beyond tests because it is another form of standardization of education

and each of the particularities without ignoring how important it is to make check

points that allow feedback and from those failures can be built. (Villarruel, 2010).

“Quality must be linked to values, considering that when quality is talked about, it

must not be overlooked that quality must be the living expression of the values,

achievements and aspirations to which a community is legitimately entitled. It is this

quality that provides definition and identity to a culture that expresses itself in

everyday life and that it acquires from its protagonists - teachers, students, authorities

and society in general. the elements that confer validity and legitimacy on it." A point

of balance for the new generations is the issue of the relevance and significance of what

they learned during their school and personal life is as well as (Villarruel, 2010). It

establishes that relevance is not in the numbers, nor in the diagnoses that feed

meaningless ideals of achievement, but in the will of those who aspire to be better and

converge on a common project to achieve it. Evaluation is seen as a means and not as

an end to human processes.

(Ibarra, 2005), higher education and universities have undergone a process of

entrepreneurship due to the way in which higher education institutions (HEIs)

operate, complemented by what it expresses (Gregorutti and Bon, 2013). "because

there is an emphasis on competitiveness approaches, the expected achievements are

established as skills aimed at inserting themselves in the labor market, education, thus

adopting business discourses on quality and improvement " it is denoted that the

concept of education is being replaced by the administrative or business part which is

denoted in the selection processes of teachers and teaching directors in the different

educational institutions where the student is not worth for his being but for an

individual value that gives him an economic system. " Education from an economic

point of view according to. (Mollis, 2014). This is how several actors are involved in

this economic perspective. For employers and society in general, quality is related to

skills acquired for obtaining a job and in the training of responsible graduates" from

this perspective it is clear that the essence of education is lost because the business

component dehumanizes and sells the idea that if you are not professional you cannot

be successful in all fields of the human being although education must drive the

country's development in terms of changes in mentality, as expressed (Gregorutti and

Bon, 2013). "Higher education must boost the development of a country: Investment

in higher education has been linked to economic and social growth and development"

investment in education must be given however we see how most of those budgets do

not end up in the final recipient, which is the learner , and when it reaches it, the

budget arrives reduced and you cannot generate the minimum impact. Investments in

technologies, infrastructure among others these changes in all fields demand the

educational system full of skills of autonomy, management of the information to which

they have access, people with power of discernment but not the systematization that

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wants to impose the processes of standardization imposed by supranational

institutions that require member countries to implement as an element of inclusion

and adaptation to supposed globalization of which they speak from these institutions,

however, we cannot speak of a globalization of 100% or even a semi-globalization in a

50% according to experts we speak of a 30% to determine that semi-globalization

inconspicuous because there are still restrictions that prevent a complete or at least

partial globalization.

It is clear that these new demands require new recruitment processes of teachers and

each of the actors of the educational act The new educational models and the

conception of diversity, this is what it demands and especially this desire to see only

the education system from an economic perspective, which denotes a change from the

roots towards a global change in the way the actors of education conceive of education,

is where teacher training plays an important role in the processes of transformation

more by own desire than by government initiative promoting the practicality of

educational practices, the critical stance towards standardization systems but all

focused on the formation of that citizen of the emerging century that promotes

significant changes, teachers who mix the practical theoretical that includes the ability

to continuously reflect on their pedagogical work and develop construction processes

despite the tensions and contradictions in all school areas , social, family, economic

and valuing the diversity in their environment. This by readjusting the methodological

processes, the content, considering the cultural diversity that is within the classroom.

Teachers must promote plurality, through the creation of a critical conglomerate of the

system of which they are being immersed, under principles of inclusion from the

environment of the educational institution turning it into democratic, empathic and

participatory spaces. The idea of the secondary school teacher as an expert and owner

of knowledge where he is more focused on what he teaches as a teacher than on what

the student learns. It is a preconception that must be changed in the new educational

processes.

(García López 2010) states that "In the process of implementing the new type of

teaching, the teachers themselves feel insecure, they see their insufficient preparation

to tackle some of the new tasks" One thing is the curricular contents of the area and its

didactics and another the educational function of the day to day with adolescents. The

teacher as a figure that reflects leadership style, authority, quality of mediator,

motivating example must be aware of the impact on each of his students, filling the

students with hope of the world to come to cooperate with him and their peers mutual

respect, share the power of the pedagogical act where there is complementarity

(Escámez , García López and Sales, 2002)

The inclusion of politicians and characters has reconfigured the concept and the end

of an educational system, can be seen as satisfying political and economic needs, and

on the other as complex pedagogical projects with the task of forming complete and

participatory citizens in the socio-cultural improvement of their context. Education

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systems are seen on the one hand as a social and educational element in contrast to an

economic approach. Although the relationship between education and a country's

development is difficult to establish outright, it remains one of the prerequisites for its

growth; when there is a certain educational achievement that spreads throughout the

population, social and economic progress becomes evident in one way or another. In

the transformations posed by the new generalized educational space, the teacher

assumes an essential role, not only faces a change of educational paradigm, but is

conceived as the driver of change in its context, an agent that contributes to the quality

of the educational system

Future research related to accessibility needs, constant review of trends, generation of

perspective studies are necessary in the educational agendas of educational managers.

Studies show the importance of reviewing trends so as not to make education a static

and obsolete object that does not respond to the needs of the contemporary world of

each era and thus make reasonable adjustments, which promote the diversification

and relevance of educational systems, academic programs, labor market, new

professionals. Among the most important considerations highlighted by the studies is

to have a technical and pedagogical work team curious about these issues and that

makes it transcend within each institution and thus be able to respond to the global

diversity in the labor market and progress of each of the countries. Reformulation of

the academic curriculum of the programs is a necessity, since the vision of the

graduates of both undergraduate postgraduate programs is limited and does not allow

that diversification that allows each institution to support the new social processes of

sustainable development of the countries.

The positions on educational models, especially the business-economic one which in a

way undermines the processes of integral formation of people and not in social

educational interests. This causes institutions to lose autonomy and impact since their

focus depends on external agents and training decisions take a back seat. Mercado

(2014) pointed out that "schools have become trainers of employees and not to train

entrepreneurs (understanding entrepreneurs as entrepreneurs with the knowledge,

skills and attitudes necessary to carry out independent projects)". The schematization

and production of prototypes equal to the labor market cause a clash between the

number of graduates, increasing the number of unemployed and people emotionally

affected by the frustrations of not achieving the proposed achievements and goals."

Authors such as De Vires and Navarro (2011) "have described as "optimistic" that

Higher Education is considered as a central axis for the economic and social

development of the

country, as the sector where the problems of competitiveness and jobs will be solved,

when there are figures and data that show that universities are being considered as

"factories of unemployment". The idea persists that university studies are synonymous

with development and economic growth, despite year after year the quality of

education in institutions is lower and they only focus on graduating which generates

oversaturation of the markets. The word competitiveness is included to generate more

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exclusion. The word competence was taken from the business sphere and has been

adopted and accepted in the educational field. This has led to more social gaps and

discontent in the general population.

Issues such as budgets that are lower and tighter every day and that encourages us to

do more with less because the budget allocation has become a luxury that only depends

on statistics and numbers that the same state entities handle with standardized tests.

Generating the undermining of projects, improvements, and acquisition of

technologies, where the number prevails regardless of the quality of the final product.

This is how the actors of the educational process must commit themselves and involve

themselves in decision-making and associate the concepts of the educational system,

quality of education, coverage, competitiveness, etc. with respect, relevance, relevance,

equity. Without encouraging processes of disintegration by issues of budgetary

allocation or further strengthening the concept of commodification of education at all

levels. Looking for new processes of acquiring funds or really showing the state the

need for investment without conditions as a right and not as a service as enshrined in

the political constitution of Colombia.

(Melgarejo 2017), proposes that education systems must have "a balance to allow the

growth of the entire social system". If the education system grows non-stop to the

detriment of society "it will not only represent a waste of energy and resources”, but it

will be catastrophic for society as a whole. But it will also be catastrophic if the

education system does not receive the necessary resources for its development and

proper functioning." From this point of view, although the governs are proud that

budgets go up year and investments are made, as explained above these state budgets

reach the real consumer in smaller amounts and the most complicated if it is not a

process contextualized in the needs of the environment will surely be money spent in

vain and not fulfill the purpose for which these items were created. (Gracia, 2010)

suggests that all processes should be reconfigured, which is how she states

"Rethinking, on the part of all the agents involved (family, school, educational

administration and any other socially responsible), the functions of education become,

in our opinion, a task of vital importance to give meaning to all the institutions that

intend to deal with it. You have to provide opportunities for teens to find meaning in

their lives." Education cannot continue to wander between the interests of external

agents who only seek to keep the allocated budgets, this is how community members

must be empowered throughout the process and not delegate functions and decisions

that have a background in the national education system. Each actor sow in this field

and in the future to collect a contextualized educational and school system that

responds to community interests. Based on the school institution as an element of

exemplification of society, an inspiring element where the energies for daily life are

renewed. Ariza, V. (2011).

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Conclusions

Although there are studies on the outlook reports for decision-making and

implementation of new policies so that it can adequately respond to the challenges in

education worldwide, they can be complemented by the analysis of perspective studies

this generates a real relevant educational reform in the long term. The study of

perspectives aims to convert all the processes immersed in an inclusive way, it

considers the accessibility and projection of educational field, inclusion of TICS, TAC

and TEP and is designed under the principles and threads leading towards the

participatory construction of the educational community and the different contexts in

the educational policies within the educational institutions.

Designing educational proposals through perspective studies allows educational

entities seen as engines of social transformation to respond to the needs of a changing

world to have the possibility to diversify and choose the most relevant and appropriate

format according to trends around the learning world, interacting with this

information and making the processes more accessible and usable, , constantly

interacting with the world and not only with the local context provides the possibility

of delving into concepts and claims of the world around us. Promoting a constant

communication, relevance, equality, responsiveness reducing dropout rates, reduction

of unemployment, inequality in the multiversity of society.

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