The role of culture of academic quality as an academic-administrative
management strategy for rural educational institutions - case study: The
Voice of the Earth technical educational institution, Roncesvalles,
Tolima, Colombia
El papel de la cultura de la calidad académica como estrategia de gestión académico-
administrativa para las instituciones educativas rurales - estudio de caso: La institución
educativa técnica La Voz de la Tierra, Roncesvalles, Tolima, Colombia
Sánchez Prias, Efred Jaidin
ABSTRACT
Talking about academic management in basic and
secondary education that, in the world recognizes
the "collegue" as those work scenarios, is important
that this academic activity where the teaching
directors are articulating axes and educational
institutions in Colombia seek to ensure the
educational quality through management strategies
according to guide 34 established by the Ministry
of National Education MEN. This guideline works
on four major components in the areas of
Community Management: Academic Management,
area, Administrative and Financial Management,
area, Directive Management. It is important that an
immersion process began in 2004 where self-
assessment processes was annually carried out as an
establishment mechanism. The element of social
context serves but it lacks elements that allow the
monitoring of the results of the self-assessment as
well as the improvement plans and action plans
with which such actions were based, where the
research contributed to the specific development
model contemplated to favor managerial practices
Received: November 21, 2021
Approved: December 12, 2021
…………………………………….
Magister Universidad Montrer (Morelia
– México)
efred.sanchez@sedtolima.edu.co
Orcid: https://orcid.org/0000-0003-
0076-9824
La revista investigación, desarrollo educación, servicio, trabajo
Vol 2 – No 2 July - December 2022 e-ISSN 2745-1194 Pag 24-51
25
and management for the improvement of the
educational service.
Keywords: education, quality, improvement,
recognition, continuous improvement
RESUMEN
Al hablar de la gestión académica en la educación
básica y media que, en el mundo reconoce el
"colegiado" como aquellos escenarios de trabajo, es
importante que esta actividad académica donde los
directivos docentes son ejes articuladores y las
instituciones educativas en Colombia busquen
garantizar la calidad educativa a través de
estrategias de gestión según la guía 34 establecida
por el Ministerio de Educación Nacional MEN.
Esta guía trabaja sobre cuatro grandes componentes
en las áreas de Gestión Comunitaria: Gestión
Académica, área, Gestión Administrativa y
Financiera, área, Gestión Directiva. Es importante
que se inició un proceso de inmersión en el año
2004 donde se realizaron anualmente procesos de
autoevaluación como mecanismo de
establecimiento. El elemento de contexto social
sirve pero carece de elementos que permitan el
seguimiento de los resultados de la autoevaluación
así como los planes de mejoramiento y planes de
acción con los que se fundamentaron dichas
acciones, donde la investigación aportó al modelo
de desarrollo específico contemplado para
favorecer las prácticas gerenciales y de gestión para
el mejoramiento del servicio educativo.
Palabras clave: educación, calidad, mejora,
reconocimiento, mejora continua
La revista investigación, desarrollo educación, servicio, trabajo
Vol 2 – No 2 July - December 2022 e-ISSN 2745-1194 Pag 24-51
26
Introduction
An aspect that has been working for more than 15 years to consolidate a quality
assurance model for Colombian educational establishments, demarcates a path that,
as a purpose of improving the quality of public and private educational establishments,
annually carries out their institutional self-assessment through a participatory and
critical process, with the support of Guide No. 4, Manual of Evaluation and
Classification of Private Educational Establishments, version 2016. Guide 34 for the
institutional improvement of the Self-assessment to the Improvement Plan 2008
MEN, which establishes the steps explicit articulation of a model that for all
institutions establishes how they first self-assess, then prioritizes improvement
actions according to installed capacity, structure and budget. Then the action is carried
out with an improvement plan that demarcates the four major components of the
management area. The first is community management area, then academic
management area, administrative and financial management areas, and directive
management, but the results expected yet do not account for institutional
improvement.
With the application of Law 115 from 1994 in Colombia, as the general education law,
which applied a gradual framework with the entry of Law 1860 that proposes an
argument on how educational projects are established, the security measures, the
process and adequacy of each establishment, the processes of self-assessment, co-
assessment, hetero-assessment. Institutional self-assessment is the main tool for
educational institutions to demonstrate their strengths and weaknesses and thus be
able to design improvement plans in the short, medium and long term, which lead year
after year to an improvement in the quality of education in educational institutions.
As stated in the General Education Law 115, “In all educational institutions, at the end
of each school year, an evaluation of all teaching and administrative staff, their
pedagogical resources and their physical infrastructure will be carried out to promote
the improvement of the educational quality that is imparted.” (p. 19).
The educational institution La Voz de la Tierra, made up of 18 branches, located
throughout the municipality of Roncesvalles Tolima, applies the institutional self-
assessment at the end of each school year, guided by guide 34 of the Ministry of
National Education, with the participation of teachers and teaching directors.
Students and parents are not taken into account for the development of the
instrument. Four work teams are formed: one managerial, administrative, academic
La revista investigación, desarrollo educación, servicio, trabajo
Vol 2 – No 2 July - December 2022 e-ISSN 2745-1194 Pag 24-51
27
and community; each one of them gives a grade according to what was observed during
the year. At the end they meet, the grades are presented, the procedures are unified
and the document is sent to the Secretary of Education of Tolima.
The subject of institutional self-assessment has a wide variety of research works
(Martín, Michaela (2002), Zuluaga, Olga (2005), Gonzales, Diego (2011), Cumaco,
Ricardo (2011),...) which gives rise to the diversity of theories and interpretations,
framed in self-assessment, self-regulation and accreditation as elements inherent to
the improvement and quality processes. However, the role that its results establish
when it is necessary to argue the role of work among actors includes, what is the reality
of Colombian educational institutions face educational quality. The results of the self-
assessment are taken to generate institutional changes and educational operation.
They focus on the value of associativity that the institution requires.What leads to the
development of this research is the following question: What is the importance of
identifying the academic-administrative management strategies linked to the quality
assurance and self-assessment system for educational institutions in Colombia?
We begin with a direct dialogue proposed by the studies carried out where from Díaz,
D., Pérez, Y., & Jiménez, R. (2016) who, from the descriptive analysis of the self-
assessment models of educational institutions of basic and secondary education,
applied in the countries of Mexico, Argentina, Spain and Colombia, recognizing the
importance of the model, the factors that influence the development of the guide 34,
the management of the culture of quality and self-assessment, and the processes of
continuous improvement that are developed with the aspects of work.
However, for Mican, Aguja, & Márquez (2020), the use of iconic significance, the use
of technology, the management of disruptive strategies incorporates the model of how
to apply in sectors such as health, education, economy, society, allowing diagnosis and
prevention through analysis and work with machine learning. Talking about self-
evaluation establishes a dialogue framework among authors. For Sánchez, D., &
Poveda, F. (2015), there is an academic perception about what evaluation is, what its
context is, what endogenous and exogenous factors establish the dialogue of
classroom, where evaluation models are identified as aspects of academic perception
of evaluation in the educational context. It is crucial to develop a commitment to
evaluation as a formative and summative mechanism.
La revista investigación, desarrollo educación, servicio, trabajo
Vol 2 – No 2 July - December 2022 e-ISSN 2745-1194 Pag 24-51
28
According to Pacheco, R., Robles, C., & Ospino, A. (2018), by achieving an analysis of
academic-administrative management in primary and secondary educational
institutions in the rural sector, these scenarios allow establishing that there are
differences among campuses. The educational urban center integrates strategies that
do not reach rural institutions. Each actor establishes the course of proper
management. Each manager, secretary of education works as an articulator of the
moments of evaluation. The international relationship also develops research on this value.
For Correa, C. (2020), in a Peruvian institution they established a correlation between teaching
performance and pedagogical management as actor strategies. Two instruments were applied,
which provide through a correlational model, population of teachers of the institution. The
results achieved show that the teaching performance is significantly related to the dimensions:
curricular, administrative and community of the rural educational network "Totorillas" of
Guzmango, Contumazá. In conclusion, the teaching performance is significantly related with
the pedagogical management of the rural educational network "Totorillas" of Guzmango,
Contumaza, since the data through descriptive statistics reveal high percentages and inferential
statistics. Using Pearson's coefficient it is = 0.518, which reaffirms the aforementioned
correlation. This is to provide that the strategy is directly proportional to the role of the teacher
and his aptitude in deploying the strategy.
For Huamá, K. (2021), the process of applying an educational culture reflects on how
the role of the teacher in rural educational institutions establishes the value of a rural
Peruvian region that recognizes how the understanding of its context provides added
value, a scenario that by recognizing that the difference is established by access,
coverage, digital technologies that as variables identify the results. Medina, L., Chao,
C., Garduño, E., Baptista, P., González, M., Covarrubias, C., ... & Ojeda, J. (2021)
identify a scenario that with the covid 19 pandemic is lived in all secondary education
institutions. In Mexico, this generated an impact on the culture of educational self-
assessment, a phenomenon that ignores physical instruments and their virtual
migration, the percentage of participation that decreases with the integration of
economic, legal, social, and environmental factors.
Cases such as the one in Spain that recognizes self-assessment but additionally
involving the plausibility and falsification processes of each element. For Signes, E.,
Palomares, R., Hernández, J., & Castiblanque, R. (2021), the validity of an instrument
La revista investigación, desarrollo educación, servicio, trabajo
Vol 2 – No 2 July - December 2022 e-ISSN 2745-1194 Pag 24-51
29
to measure territorial competence applied as the READI matrix that allows
participation in the territory, from a geographical component. For this it is crucial that
each country has its regulations. But the instrument must contemplate the context
where it is developed, or if the unification of actors that allow continuous and
permanent validation. In what was done by Vaca, Reinoso, Guerrero, & Torres (2020),
in Ecuador it is established what is the difference of an articulated model that
recognizes diversity, multiculturalism, gender respect, this because ethnic actions, we
start this argument from the development of a dialogue of actors that correspond on
the value of educational quality in basic primary and secondary educational
institutions. For Bolívar (2018), the process of institutional self-assessment recognizes
in internal improvement which is the role of the opposites, the objectives, scope and
associated dynamics, the self-assessment seen from different contexts, explaining
what is the value of the levels and functions where you want to organize what are the
terms that value the attitude and relationship necessary for it to work in
educationalterms. According to Ravela, (2020), the self-assessment process
establishes continuous improvement mechanisms where reality is applied from how
identifying aspects of continuous improvement provide school value and how the time
in which these realities are measured are the moments of decision making. Each value
that enters the institutional metrics makes the educational community participate in
the recognition of pros and cons of the institution.
However, with the generation of instruments and guidelines for quality assurance in
educational establishments, application strategies are consolidated for educational
institutions. According to Martínez, M., Ramírez, S., Henao, G., & Rodríguez, S.
(2018), there is a model that year after year is established in the institutional
argumentation, where recognition is proposed from the Institutional self-assessment
in basic and secondary education in Colombia, period 1994 to 2014. As an exercise, as
work and strategy for the establishment of the General Law of Education in 1994, the
first approach develops opportunities on how to improve the institutions that offer
academic programs, from models and pedagogical strategies, a value that is
established with the work of continuous improvement; for Calderón, M., & Rodriguez,
A. (2020), institutional self-assessment from the voices of the subjects. José María
Carbonell and El Venado (Rural Zone), the Preschool and basic primary levels work,
and for the preparation of this report, Guide 34 of the MEN, the institutional
documents, in particular the PEI and the Institutional Self-assessment, are analyzed.
The study carried out by Rodríguez Maritza 2018, from the Externado de Colombia
La revista investigación, desarrollo educación, servicio, trabajo
Vol 2 – No 2 July - December 2022 e-ISSN 2745-1194 Pag 24-51
30
University, “Institutional evaluation is an instrument to improve the quality of
education at the Nicolás Gómez Dávila school”.
The document develops a research work carried out at the Nicolás Gómez Dávila
School, to opt for the Master's degree in Education, with an emphasis in management
and evaluation at the Externado de Colombia University. This research work is
structured in four chapters: the first includes the approach to the problem, the
research question and the objectives of the study. Then the reference frameworks of
the study are presented, mainly observed from the perspective of evaluation as a
process that leads fundamentally to improvement and that is supported by various
instruments. The third chapter defines the methodological design of the research,
from the qualitative and interpretive approach and, to finalize the research, the
findings and conclusions of the said study are presented.
This research is based on a qualitative paradigm, which allows us to have a holistic
view of the world and the context in which we are going to develop this research.
Likewise, this design does not consist of a single method, but variations can be made.
According to what the researcher needs and the context in which they work, that is, it
is flexible, and also depending on the findings and conclusions about the situation
under study, modifications can be proposed that favor the dynamics of the research
process. For this reason, it is pertinent to this study, thus favoring the results of this.
Qualitative analysis is a dynamic and creative process that fundamentally feeds on the
direct experience of researchers in the scenarios studied. Therefore, this stage cannot
be delegated, that is, the researcher must be in contact with the study and, according
to their experience, provide contributions and points of view (Amezcua and Gálvez,
2002, p. 431).
The study is given in order to identify the academic-administrative management
strategies linked to the quality assurance and self-assessment system of the
educational institution La Voz de la Tierra of the municipality of Roncesvalles Tolima
Colombia 2019-2020, by recognizing the processes of the managerial management
used by the focused rural educational institution, from the development in the self-
assessment processes as a challenge of continuous improvement in the 2019-2020
period, after identifying the impact of the self-assessment processes in accordance
with the articulated administrative academic efforts according to the results of the
La revista investigación, desarrollo educación, servicio, trabajo
Vol 2 – No 2 July - December 2022 e-ISSN 2745-1194 Pag 24-51
31
2019-2020 period, to establish a coherent academic-administrative management plan
for rural institutions that recognize their performance and generate prospective
resultsThe study is given in order to identify the academic-administrative
management strategies linked to the quality assurance and self-assessment system of
the educational institution La Voz de la Tierra of the municipality of Roncesvalles
Tolima Colombia 2019-2020, by recognizing the processes of the managerial
management used by the focused rural educational institution, from the development
in the self-assessment processes as a challenge of continuous improvement in the
2019-2020 period, after identifying the impact of the self-assessment processes in
accordance with the articulated administrative academic efforts according to the
results of the 2019-2020 period, to establish a coherent academic-administrative
management plan for rural institutions that recognize their performance and generate
prospective results. The development of the Referential Framework establishes how
the concept is, what is the development of the model, how the actors are established,
and how it is possible to relate Colombia as a study framework from the rural context,
with the strategic direction in education. The strategic direction within an educational
institution becomes an interactive and comprehensive process of formulation,
implementation and control of the strategy, which contain inputs that seek to
transform themselves to acquire various results that impact on the satisfaction of
various types of demands from the environment within the institution itself. It is
therefore necessary to equip oneself with technical tools, a good treatment of the
human factor and a minimum of resources.
In this sense, when applying this direction orientation in elementary and secondary
schools, it becomes a necessity, especially in public entities. Moving various
dimensions in a dynamic and uncertain vulnerable environment. These strategies are
structurally integrated by very heterogeneous and independent units or departments
in relation to decision making. Oriented to the development of quality and
management excellence; the latter as key success factors. Thus, a process of reflection
on their actions and including medium and long-term orientations in the agendas is
required. This wants to have control over strategic actions to ensure that basic and
secondary educational institutions are as safe as possible and to be able to achieve the
expected results by trying to find the best possible balance between the organization
and the environment (Abesada and Almuiñas, 2016). According to Abesada &
Almuiñas (2016), strategic planning is a process whose main purpose is to design the
institutional strategy to respond to different types of current and future demands
(economic, social, political, demographic, scientific-technological, educational).,
La revista investigación, desarrollo educación, servicio, trabajo
Vol 2 – No 2 July - December 2022 e-ISSN 2745-1194 Pag 24-51
32
cultural and environmental), and consciously transform the environment with high
levels of relevance and quality in the results of the elementary and middle school
processes. Of the various models of strategic planning that, although they differ in the
order of the moments, some of these are: the mission, the strategic diagnosis, the
vision, the strategic objectives, the goals and the specific strategies and of the strategic
control we have that this is responsible for determining if the outlined strategy is
contributing to achieving the goals and objectives proposed for the organization or if
timely changes or adjustments are required (Ronda and Marcané, 2004, p. 71).
The curriculum is a pedagogical matter, the curricular articulation of training would
be linked to pedagogical processes, not only to structural and organizational
determinations. As stated previously, this is a discussion that is becoming increasingly
interesting for those who express concern in their professional practice in relation to
research training as an essential component in human training in the spheres of formal
education (Garzon and Gomez, 2010). Instruments, educational management in
secondary education is derived as the management of the internal environment of the
teaching entity towards the achievement of its objectives. Certain authors and
organizations relate it to aspects of new trends and educational innovation, total quality and the
use of technology in its development. Likewise, the Ministry of Culture and Education of
Argentina, since 1996 considers it as "the set of processes, decision-making and execution of
actions that allow carrying out pedagogical practices, their execution and evaluation (Vidal
Ledo et al, 2008) cited by Farfán, Mero and Sáenz (2016).
In this sense, Figueroa (2018) is taken into consideration when he says that an
appropriate educational management of secondary education will respond for the
success of its objectives, taking into account the following four dimensions. The
organizational dimension: Teachers and directors, as well as students and parents,
develop their educational activity within the framework of an organization, together
with other colleagues, under certain institutional rules and requirements such as the
formal structure (organization charts, distribution of tasks and division of labor, use
of time and space). The pedagogical-didactic dimension: activities of the educational
institution that differentiate it from others and that are characterized by the links that
the actors build with knowledge and didactic models.
La revista investigación, desarrollo educación, servicio, trabajo
Vol 2 – No 2 July - December 2022 e-ISSN 2745-1194 Pag 24-51
33
The community dimension promotes the participation of each of the different actors
in decision-making within the institution. Considering the cultural perspectives in
which each institution considers the demands, demands and problems it receives from
its environment (links between school and community: demands, demands and
problems; participation: levels, forms, obstacles, limits, organization; rules of
coexistence ). The administrative dimension: Government actions are considered to
contain management strategies for human and financial resources and time required,
as well as the handling of significant key information for decision making. Hence, this
dimension is linked to the tasks that need to be carried out to supply, with opportunity,
human resources, material and financial resources available to achieve the objectives
of an institution, as well as with the multiple daily demands, conflicts and negotiation,
in order to reconcile individual interests with institutional ones (Frigerio, Poggi and
Tiramonti, 1992).
The educational management of secondary education lies in exhibiting a
comprehensive, coherent and united profile of decisions specifying the institutional
objectives, the action proposals and the priorities in the administration of resources.
Defining actions to extract future benefits; both the opportunities and threats of the
environment in which it is inserted are discussed, as well as the achievements and
problems of the organization itself, this to commit all institutional actors, define the
type of educational service that is offered (Farfán, Mero & Sáenz, 2016). From the
above, the educational management of Secondary Education would have to deal with
the people to whom formal, informal and non-formal education is oriented. In this
case, we have children, young people, adolescents and adults. The different fields in
which educational management would focus are the strategic management of
education, the operational management of education and the functional management
of education in all its senses. Being associated with a complex management process,
which implies, among other fundamental aspects, the analysis of the conditions and
environments giving rise to educational events, the planning and organization of the
set of activities developed by the relevant educational institutions, involving the
differentiated and permanent work of the entire structure of the ministry of education.
If the high objectives of secondary education in the different educational settings and
spaces are achieved in an optimal way, in times often determined by political
conditions that are not precisely academic, financial resources, generally in cases
considerably insufficient, implementation of urgent general or specific policies, for
La revista investigación, desarrollo educación, servicio, trabajo
Vol 2 – No 2 July - December 2022 e-ISSN 2745-1194 Pag 24-51
34
which the consensus and contribution of wills is required, as well as the effort of all
the people interested and benefited from the educational practices, of pedagogical and
didactic aspects is rquired. In this sense, we consider that training, work, research,
learning and teaching intertwine and develop jointly, related to each other(Mora,
2009). Similarly, it is important to note that since 2008, formally the MEN, Guide No.
34 is published, leading to the progressive improvement of institutions. This Guide is
organized in three stages: institutional self-assessment, development of improvement
plans, monitoring and evaluation of the improvement plan, as will be seen below.
An instrument for reflection and guidance is GUIDE N° 34, INSTITUTIONAL
EVALUATION. This framework shows us the evolution that educational institutions
have had from being closed to being autonomous. In other words, a current
educational institution must be characterized by opening up improvement processes
from its management routes to meet the proposed goals and objectives. Institutional
management must account for four management areas which are: Directive
management, academic management, community management, administrative and
financial management. Directive Management refers to the way in which the
educational establishment is oriented. This area focuses on strategic direction,
institutional culture, climate and school governance, in addition to relations with the
environment. In this way it is possible for the rector or the director and his
management team to organize, develop and evaluate the general functioning of the
institution (MEN, 2008, p. 28). Therefore, management is responsible for guiding the
educational institution in the process of strategic direction, school climate, school
governance, relations with the environment and institutional culture. Therefore, it is
feasible that the rectors of each institution with their management team organize,
develop, and evaluate the operation of the institution. Therefore, educational
institutions have to generate spaces where teachers and teaching directors evaluate
the process of strategic direction that must be periodically in various chronological
spaces during the school year in order to comply with the proposed goals and
objectives. In this sense, the management will promote the action plan, monitoring
plan and annual operating plan based on the proposal of Guide 34.
In the same way, academic management is the essence of the work of the educational
establishment. It indicates how its actions are focused to ensure that students learn
and develop the necessary skills for their personal, social and professional
performance (MEN, 2008, p.29). On the other hand, the academic management is in
La revista investigación, desarrollo educación, servicio, trabajo
Vol 2 – No 2 July - December 2022 e-ISSN 2745-1194 Pag 24-51
35
charge of guiding and improving the processes of the Institutional Educational Project
(PEI) and the pedagogical processes. Likewise, it assumes the processes of curricular
design, class management, academic mesh, academic monitoring and the institutional
evaluation system. In this same sense, these processes support the study plan that
gives rise to the pedagogical approach and its lines of action guided by the academic
councils and coordinations. Likewise, in Guide No 34, the area of administrative and
financial management that supports institutional work as support for all processes of
academic management, administration of the physical plant, resources and financial
and accounting support is mentioned (MEN, 2008, p.27). Likewise, Community
Management is in charge of the institution's relations with the community as well as
participation and coexistence, educational attention to population groups with special
needs from an inclusion perspective, and risk prevention. Within these areas there is
a set of processes and components that must be evaluated periodically, in order to
identify progress and difficulties, and thus establish actions to overcome problems
(MEN, 2008, p. 27). Guide 34 (MEN, 2008) analyzes management as the beginning to
promote continuous improvement, and this requires the establishment of a route:
The implementation of school improvement processes requires that the management
team, made up of various questions from the educational community and led by the
rector or director, organizes itself to carry out some of the planned activities. In this
exercise of evidence, the formation of work groups and definition of responsibilities,
as with the ordering of tasks and the establishment of times and deadlines to carry
them out (MEN, 2008, p. 32).
In other words, the management team is the one that directs each one of the parts of
the process of forming and organizing the work team, who are the ones who start the
improvement route. Each one of the leaders of the process consolidates its
management through the application of the procedure, the formats, the annexes, the
instructions, everything that can contribute to continuous improvement. To support
this work in educational establishments, so that it is very efficient and productive, a
three-stage route is proposed that will be repeated periodically, since they are part of
the cycle of continuous improvement. These contain, in turn, steps and activities, the
performance of which must lead to precise results that will allow progress to the next
stage (MEN, 2008, p. 32). The first stage of the continuous improvement route is the
institutional self-assessment. This is the moment in which the educational
establishment collects, systematizes, analyzes and assesses information related to the
La revista investigación, desarrollo educación, servicio, trabajo
Vol 2 – No 2 July - December 2022 e-ISSN 2745-1194 Pag 24-51
36
development of its actions and the results of its processes in each of the four
management areas. With this it is possible to prepare a balance of the strengths and
23 opportunities for improvement, which will be the basis for the formulation and
execution of the improvement plan (MEN, 2008, p. 32).
This is how it can be evidenced, in a clear and forceful way, that the institutional self-
assessment is of the utmost importance to be carried out with the work group in order
to collect, analyze, assess the data collected and thus constitute concrete actions that
allow the results to be specified. According to the Ministry of National Education
(MEN, 2008), the second stage consists of preparing the improvement plan. It is
recommended that it has a three-year horizon for which objectives, activities, times
and those responsible for each task will be defined, so that the agreed purposes for
each of the management areas are achieved (p.32). With all this it is evident that the
improvement plan is the formulation of objectives, goals and definition of indicators,
activities. With the purpose of establishing the results obtained and difficulties. That
is, in search of a quality education.
Educational management rounds the quality of education, educational management
arises from the seventies in Latin America, proposes a teaching approach in which the
efficiency and scope of the integral processes in each institution is visualized. These
processes being a requirement to comply with the objectives and purposes of
education (MEN 2008). Regarding the conception of management, it can be affirmed
that it is a structured disciplinary field, related to human action in organizations; and
that has the purpose of obtaining results. (Barrera, 2007, p.8), citing Cassasus (2001),
management can be approached as: “The ability to generate an adequate relationship
between structure and strategy, systems, style, capabilities, people, and higher goals
of the organization under consideration”. On the other hand, Management is applied
at different levels and functions. Educational Management (Policies, methods and
means for the production of the educational service) must be distinguished from
Pedagogical Management (Teachers, Curriculum Design, Methodology, Didactics.
Educational Evaluation, Research , Innovation to generate learning in the student)
(Barrier, 2007, p. 8). Taking into account the above, educational management can be
interrelated with pedagogical management in order for the educational system to
function efficiently and effectively. In this way, the management process is related to
educational quality through the measurement of skills applied throughout the
educational context with a view to obtaining good results. In this sense, Guevara (2017:
La revista investigación, desarrollo educación, servicio, trabajo
Vol 2 – No 2 July - December 2022 e-ISSN 2745-1194 Pag 24-51
37
161) states that the educational quality policy in the last two decades has conceived the
concept of educational quality from the commercial point of view, with the aim of
agreeing to the educational system through efficiency and Results measurement. Thus,
quality is conceived within a business logic, problematizing the school in a competitive
institution, in such a way that the measurement of competencies becomes an indicator
of good or bad student results. The educational quality policy in the last two decades
has conceived the concept of educational quality from the commercial point of view,
with the aim of convening the educational system through efficiency and measurement
of results. Thus, quality is conceived within a business logic, problematizing the school
in a competitive institution, in such a way that the measurement of competencies
becomes an indicator of good or bad student results. The educational quality policy in
the last two decades has conceived the concept of educational quality from the
commercial point of view, with the aim of convening the educational system through
efficiency and measurement of results. Thus, quality is conceived within a business
logic, problematizing the school in a competitive institution, in such a way that the
measurement of competencies becomes an indicator of good or bad student results.
The educational strategic management model of secondary education. The models,
according to Mata (2016) citing Johnson-Laird (1983), encourage us to understand
and explain physical and social systems with which we interact consecutively and, in
this way, anticipate and predict their behavior. Hence, an educational model becomes
a conceptual representation of the controversial educational reality; born from the
successive approaches to the interactions and practices that occur in it; allowing the
understanding of a part of reality, requiring an effort of classification, qualification and
recovery of common elements in a highly representative group, which can be
transferred for application in similar scenarios, given its generic nature. In the case of
the Strategic Educational Management Model (MGEE), which is based on strategic
management, interacting with organizations that are grouped in the attention of
substantive issues and develop practices and relationships that ensure the expected
results (Vazquez, 2010).
La revista investigación, desarrollo educación, servicio, trabajo
Vol 2 – No 2 July - December 2022 e-ISSN 2745-1194 Pag 24-51
38
Figure 1. Strategic Educational Management Model, source: Obtained from
(Vázquez, 2010)
According to Loera (2004), the MGEE recovers key components derived from
educational change movements that recognize the most relevant features and provide
foundations emanating from the educational transformation process of the schools
benefited by the Quality Schools Program. Thus, an innovative proposal emerges with
the purpose of contributing and guiding the transformation of school management,
with a strategic approach.
The MGEE is based on Article 3 of the National Constitution of Colombia. It states that the
education provided by the State will develop those faculties of the human being and will
promote love of the country and international solidarity, in independence and in justice. "Law
115 of 1994 - General Education", which orders the organization of the Colombian General
Educational System, considers that the development of an educational process is based on
principles of freedom and responsibility, ensuring harmony between students and educators,
promoting group work, communication and dialogue between students, educators, parents and
educational institutions. From the previous graph, it can be deduced that the educational
community is at the center of the MGEE, constituted by all the educational actors of the
different levels of the system, reason and fundamental nucleus of this model, within the
framework of a new educational management. In the upper center of a second plan, the
components required for the operation of the MGEE are located: Shared Leadership,
La revista investigación, desarrollo educación, servicio, trabajo
Vol 2 – No 2 July - December 2022 e-ISSN 2745-1194 Pag 24-51
39
Collaborative Work, Responsible Social Participation, Strategic Planning and Evaluation for
Continuous Improvement, all of them interdependent, since the application of one implies the
implementation of others.
For authors such as Abraham (2009), shared leadership is associated with managerial
performance because it is considered a leader, given that it is part of the research done
with those who exercise leadership, this is associated with the strategies used, the
attitudes that already assumes the particular way of directing the institution (p.58).
All this seems to affirm that leadership depends not only on managers but on being
able to use strategies and teamwork. This can improve educational institutions around
the transformation of the organization and operation of schools. Thus, as Abraham
(2009) puts it: Leadership energizes educational organizations to recover meaning
and the pedagogical mission developed from objectives aimed at achieving powerful
and significant learning for all students. (p.59).
As a component of management, it can be stated that collaborative work is understood
as the conjunction of efforts of an educational organization to achieve common goals.
It involves processes that facilitate joint understanding, planning, action and
reflection about what is to be done and how (Abraham, 2009, p. 63). That said, the
component of flexible teaching practices is the proposal that he makes to teachers,
regarding the forms and purposes of their daily practice that, beyond settling for
achieving a set of curricular contents, must ensure that the students develop skills that
allow them to integrate and function fully in subsequent educational levels and in life
itself (Abraham, 2009, p. 64).
According to Abraham (2009), the component of strategic planning defined as the
systemic and systematic process for the continuous improvement of management,
derived from self-assessment and based on consensus, which directs the actions of the
school collective towards desired scenarios in the medium term(p.66). For Johnson
(2006), it raises,. The strategic planning component is understood as the adaptation
of the activities of an organization to its environment and its resource capacity.
On the other hand, for Serna (2017), strategic planning is the process by which those
who make decisions in an organization obtain, process and analyze relevant internal
La revista investigación, desarrollo educación, servicio, trabajo
Vol 2 – No 2 July - December 2022 e-ISSN 2745-1194 Pag 24-51
40
and external information, in order to evaluate the current situation of the company, as
well as its level of competitiveness in order to anticipate and decide on the direction of
the institution towards the future. This has three stages, the first identifies the needs
of the organization, its purposes, mission and objectives to direct resources and
activities towards achieving the vision through long, medium and short term
strategies. The second stage, the application stage, develops the actions foreseen in the
planning. The third stage evaluates the results obtained and controls possible
alterations.(Rich, 2016). All strategic planning in secondary education has as its
fundamental purpose the analysis of the internal and external environment, with
micro and macrostructural perspectives. Educational institutions identify their
weaknesses, opportunities, strengths and threats, as well as their competitive
environment, thereby establishing strategies aimed at solving problems that favor the
achievement of institutional objectives. It is a way in which the strategy is made
explicit and socialized at different levels to facilitate academic, administrative and
financial management (Daza, 2010) as well as its competitive environment, with which
it establishes strategies aimed at solving problems that favor the achievement of
institutional objectives. It is a way in which the strategy is made explicit and socialized
at different levels to facilitate academic, administrative and financial management
(Daza, 2010) as well as its competitive environment, with which it establishes
strategies aimed at solving problems that favor the achievement of institutional
objectives. It is a way in which the strategy is made explicit and socialized at different
levels to facilitate academic, administrative and financial management (Daza, 2010).
When generating a strategic plan, it seeks to "give an answer to organizations when problems
arise in the midst of these strategies that seek to try to harmonize their relationship with the
environment that surrounds them" or "the set of policies and actions defined by the organization
to try to achieve their long-term goals(Mad Comunicación, 2007, p. 95-96) Cited by García,
Osella and Ugarte (2009). For Abraham (2009), the fifth component "evaluation for continuous
improvement" defines it as the collective and critical assessment of the processes implemented
in their planning, development and impact phases, characterized by an attitude that assumes
responsibility for its own results and with openness to external judgments, fundamental factors
for decision making (p.70). In this sense, for Abraham (2009), the responsible social
participation component establishes that social participation starts from the opinions of society
and its organizations as evaluators of public policies considering the common good. In the case
of the school, it refers to the participation of parents, the community and organizations
interested in the events of the school, in cooperating with the collegiate in the formulation and
execution of the school plan, making joint decisions and carrying out control tasks (p.73).
La revista investigación, desarrollo educación, servicio, trabajo
Vol 2 – No 2 July - December 2022 e-ISSN 2745-1194 Pag 24-51
41
According to Abraham (2009), the seventh component raises accountability, respect comments
that refers to the processes established by the school to inform the educational community of
the activities and results of its management, understands the organizational and classroom
climate, the teaching and learning process of the students and the administration of resources
(p.76). Therefore, accountability is part of strategic management as the communication
mechanism around the events of the activities and results that are generated in the school with
the purpose of favoring good decisions around the institutional educational project.
Materials and methods
The investigative approach of the study in relation to the research problem, the current
design according to Hernández, Fernández and Baptista (2003) in Pereira (2011, p17)
point out that mixed designs: (...) represent the highest degree of integration or
combination between qualitative and quantitative approaches. Both are intermingled
or combined throughout the research process, or, at least, in most of its stages (...) it
adds complexity to the study design; but contemplate all the advantages of each of the
approaches. This research work is of a mixed type (quantitative and qualitative) since
it is mainly based on the analysis of the results of the self-assessment carried out in
the period 2019-2020 for the identification of the academic-administrative
management strategies linked to the assurance system of the quality and self-
assessment of the educational institution La Voz de la Tierra of the municipality of
Roncesvalles, which will allow them to be classified, qualified and interpret the
significant difference between each of their data, accompanied by the design of tools
composed of the interpretations or perceptions of the actors of that moment that will
allow to complement and understand the results.
This research work has the application of analysis matrix tables from the self-
assessment and improvement instruments that are handled in the institution and
MEN protocols that enrich the quantitative component and in the qualitative
component. Document review was be used, questionnaire to pedagogical personnel.
As noted above, the population selected for the development of this research is made
up of the academic community that participates in the quality assurance and self-
assessment system of the educational institution La Voz de la Tierra in the
municipality of Roncesvalles. Sample, according to the research topic and the
objectives set at the beginning of the process, it is stated that the base population are
La revista investigación, desarrollo educación, servicio, trabajo
Vol 2 – No 2 July - December 2022 e-ISSN 2745-1194 Pag 24-51
42
the directors, teachers, community that participate in the quality assurance system
and self-assessment of the educational institution La Voz of the Land of the
municipality of Roncesvalles in the period 2019-2020.
In the present investigation, three categories of research were established, to know the
different opinions of teachers and students regarding the articulation and models in
secondary education, strategic direction of educational management and management
models and educational quality.
Table 1. Categorization
Specific objectives
Research
Categories
Subcategories pop-
up categories
Goal
Examine the management
processes used by the
educational institution
against the current
development on the
articulation of secondary
education towards higher
education.
-Management
Models and
Educational
Quality
-Educational
Management
Models.
-Strategic
Educational
Management of
Secondary
Education.
-Components of
the Strategic
Educational
Management
model.
-Strategic planning
applied to
Educational
Management in
La revista investigación, desarrollo educación, servicio, trabajo
Vol 2 – No 2 July - December 2022 e-ISSN 2745-1194 Pag 24-51
43
Secondary
Education.
- Educational
quality
Table 1. Description of the research categories and subcategories. Source: self made.
The information collection techniques that were applied to the research process, is that
of interrogation or questioning through the survey of teachers and students. Paramo
(2008:55) clarifies that the questionnaire is the most used data collection technique
in social research, primarily due to the fact that through it a large amount of data on
attitudes, interests, opinions, knowledge can be collected. As well as demographic and
socioeconomic data. In this sense, a curricular plan that articulates academic
secondary education with admission to higher education, management and
curriculum processes is analyzed.
The technique used for this research was the survey, which had the purpose of
collecting information on the processes and pedagogical practices of the articulation
in Secondary Education. Specifically to a group of people with a succession of similar
questions for each one and in its totality of ten questions, each of them with 4 selection
options to be answered by marking the option preferred by each teacher. This survey
was applied to (2) teachers, two (2) who are leading managers, six (6) teachers and
two (2) teachers of Basic Education.
The interrogation or questioning techniques are main in the research processes and,
for this purpose, a main technique was established: the survey aimed at students,
which was established in two moments, in a first space, a diagnostic response survey
was carried out. For this survey carried out with students, it focused mainly on one
category of research, namely, The middle joint, conception, models and their status in
Colombia. Said survey was carried out under the modality of seven questions with
several answer options and three open questions in relation to the topic assigned to
this category. This research inquiry instrument is defined by authors such as García
Fernando (1993), who states that the survey is an investigation carried out on a sample
of subjects representative of a larger group, carried out in the context of everyday life,
La revista investigación, desarrollo educación, servicio, trabajo
Vol 2 – No 2 July - December 2022 e-ISSN 2745-1194 Pag 24-51
44
using standardized interrogation procedures, in order to obtain quantitative
measurements of a wide variety of objective and subjective characteristics of the
population (p.125). In this sense, the survey is established as a means to collect
information from a representative group in a given population. Likewise, this type of
tool allows knowing the conception that a group of people has regarding a specific issue
according to certain themes in order to obtain quantitative measurements of a wide
variety of objective and subjective characteristics of the population (p.125). In this
sense, the survey is established as a means to collect information from a representative
group in a given population. Likewise, this type of tool allows knowing the conception
that a group of people has regarding a specific topic according to certain themes in
order to obtain quantitative measurements of a wide variety of objective and subjective
characteristics of the population (p.125). In this sense, the survey is established as a
means to collect information from a representative group in a given population.
Likewise, this type of tool allows knowing the conception that a group of people has
regarding a specific topic according to certain themes.
Results
Null hypothesis; By determining the academic-administrative management strategies
linked to the quality assurance and self-assessment system for educational
institutions, not only the culture of quality is promoted, but also the educational
service is improved.
Discussion
The significant contribution is given in the value of self-evaluation and quality culture,
where each element is part of the development and performance of formative,
summative, systemic evaluation, which brings together elements of educational
management where the actors are called to determine the educational turn , but with
an objective and contextualized diagnosis.
Conclusions
It is expected to determine strategies that lead to the improvement of the educational
service focused on the potentialities of transit elements, the educational system must
understand the endogenous and exogenous factors that surround the educational act,
how the social, economic, political factor is influenced, among others.
La revista investigación, desarrollo educación, servicio, trabajo
Vol 2 – No 2 July - December 2022 e-ISSN 2745-1194 Pag 24-51
45
Reference
Aguerrondo, I. (1993). “La calidad de la educación:
ejes para su definición y evaluación”. Revista
Interamericana de Desarrollo Educativo. 36,
(116), 561 - 578.Disponible en
http://www.oei.es/calidad2/aguerrondo.htm.
26
Aneca, S.F. Plan de mejoras - herramienta de trabajo.
Agencia Nacional de la evaluación de la calidad y
acreditación. Bogotá. Colombia.
Ayala, G. (2017). Modelo De Autoevaluación
Institucional Como Estrategia De Mejoramiento
Y Uso De Los Resultados En La Gestión Por
Parte Del Equipo Directivo De Una Institución
Educativa: Colegio Miguel Antonio Caro IED.
(2017). (Tesis de Maestría) Bogotá Colombia.
Becerra O. (2015). Elaboración de Instrumentos de
Investigación. (PDF) recuperado de:
https://nticsaplicadasalainvestigacion.wikispac
es.com/file/view/guia+para+elaboracion
+de+instrumentos.pdf.
Casanova, M. A. (1992). La evaluación, garantía de
calidad del centro educativo. Zaragoza:
Edelvives.
Castañeda Torres, E (2012). La evaluación
institucional una herramienta en el
mejoramiento escolar en el Colegio Juan
La revista investigación, desarrollo educación, servicio, trabajo
Vol 2 – No 2 July - December 2022 e-ISSN 2745-1194 Pag 24-51
46
Evangelista Gómez. (Tesis de Maestría)
Universidad Externado de Colombia, Bogotá,
Colombia.
Castillo, S. (2002). Compromisos de la evaluación
educativa. Madrid (España): Editorial Prentice
Hall. Colombia (1991) Constitución política de
Colombia
Cisterna Cabrera, F. (2005). Categorización y
triangulación como procesos de validación del
conocimiento en investigación cualitativa.
Theoria. Chile: 14 (1), 61-71.
Congreso de Colombia. (1994). Ley 115 de 1994. Ley
General de Educación. Publicada en el Diario
Oficial 41.214 del 8 de febrero de 1994.
Colombia.
Constitución Política de Colombia (1991). Gaceta
Constitucional número 114 del jueves 4 de julio
de 1991.
Correa Becerra, C. M. (2020). Desempeño docente y
la gestión pedagógica de la Red Educativa Rural
“Totorillas” de Guzmango, Contumazá–2020.
De Bogotá, C. D. C. (1994). Ley 115 de 1994. Congreso
de la Republica de Colombia.
Díaz Suárez, D. H., Pérez Herrera, Y. M., & Jiménez
Leal, R. A. (2016). Análisis descriptivo de los
La revista investigación, desarrollo educación, servicio, trabajo
Vol 2 – No 2 July - December 2022 e-ISSN 2745-1194 Pag 24-51
47
modelos de autoevaluación de instituciones
educativas de educación básica y media
aplicados en los países de México, Argentina,
España y Colombia.
Duro, E. & Nirenberg, O. (2014) Autoevaluación de
Escuelas Primarias Instrumento de
Autoevaluación de la Calidad Educativa – IACE.
Argentina, editorial UNICEF Quinta edición.
Fernández, J. (2007) Autoevaluación de Centros
Escolares para la Gestión de la Calidad
Instrumentos para la Autoevaluación de Centros
Escolares. Segunda edición. Ciudad: México,
D.F. Editorial: La Secretaría de Educación
Pública a través de la Unidad de Planeación y
Evaluación de Políticas Educativas y la Dirección
General de Evaluación de Políticas (DGEP).
Gairín Sallán, J. (1 de diciembre de 1993). La
autoevaluación institucional como vía para
mejorar los centros educativos. Bordón. Revista
de pedagogía, 45, pp. 331-350.
Huamán Sánchez, K. (2021). Tecnologías digitales
para el aprendizaje que utilizan los docentes de
las instituciones educativas rurales de nivel
inicial de la región Puno según los resultados de
la encuesta ENEDU 2018.
Hurtado, J. (2000) Metodología de la Investigación
Holística. Caracas, Venezuela: fundación
Sypal.Iafrancesco, V. (2004) Acreditación de los
centros educativos. Autoevaluación y
La revista investigación, desarrollo educación, servicio, trabajo
Vol 2 – No 2 July - December 2022 e-ISSN 2745-1194 Pag 24-51
48
autorregulación. Cooperativa Editorial
Magisterio.
Martínez, M, Ramírez, S., Rodríguez S. & Henao G.
(2014). Autoevaluación Institucional en la
educación básica y media en Colombia, período
1994 a 2014. (Tesis de Especialización)
Universidad Santo Tomas. Bogotá Colombia.
Medina-Gual, L., Chao-Rebolledo, C., Garduño-Teliz,
E., Baptista-Lucio, P., González-Videgaray, M.,
Covarrubias-Santiago, C. A., ... & Ojeda-Núñez,
J. A. (2021). El impacto de la pandemia en la
educación media superior mexicana: un análisis
desde lo pedagógico, psicológico y tecnológico.
Revista Iberoamericana de Educación, 125, 125.
Mican, E. O. C., Aguja, F. A. P., & Márquez, L. M. B.
(2020). Las TIC en el sector salud, machine
learning para el diagnóstico y prevención de
enfermedades. Revista científica Quántica, 1(2).
Ministerio de Educación Nacional. (2004) Guía
N°5.Planes de Mejoramiento. ¿y ahora cómo
mejoramos? Colombia. 29
Ministerio de Educación nacional. (2008) Guía N| 34.
Guía para el mejoramiento institucional de la
autoevaluación al plan de mejoramiento.
Bogotá, Colombia: MEN.
Ministerio de Educación Nacional. (2010). Gestión:
reconocimiento y apropiación de la ruta de
La revista investigación, desarrollo educación, servicio, trabajo
Vol 2 – No 2 July - December 2022 e-ISSN 2745-1194 Pag 24-51
49
mejoramiento. Periódico Al tablero abril-mayo
de 2010.
Ministerio de Educación Nacional. (Sin año de
edición). Guía N°11.Guía de autoevaluación para
el mejoramiento institucional. Colombia.
Osorio, G. (2016). La evaluación institucional en las
instituciones educativas de carácter público de
Ibagué. (Tesis de Maestría) Universidad del
Tolima. Tolima Colombia.
Pacheco-Granados, R. J., Robles-Algarín, C. A., &
Ospino-Castro, A. J. (2018). Análisis de la
gestión administrativa en las instituciones
educativas de los niveles de básica y media en las
zonas rurales de Santa Marta, Colombia.
Información tecnológica, 29(5), 259-266.
Peña, L. (2017). Propuesta De Mejoramiento Del
Sistema De Gestión De Calidad A Partir De La
Revisión De Procesos Institucionales Del Colegio
Andrés Escobar. (Tesis de Especialización)
Universidad Francisco José de Caldas. Bogotá
Colombia.
Piza, E., Vélez, C., & Ardila Y. La Evaluación
Institucional En Colombia Vista Desde La
Legislación. Universidad Santo Tomas. Bogotá
Colombia.
Poveda Aguja, F. A. (2014). Reflexión, acción y
transformación en la enseñanza-aprendizaje en
docentes y estudiantes de las instituciones
La revista investigación, desarrollo educación, servicio, trabajo
Vol 2 – No 2 July - December 2022 e-ISSN 2745-1194 Pag 24-51
50
educativas beneficiarias del Programa
Computadores para Educar con la inclusión de
las tecnologías de la información y
comunicación. Revista Virtual Universidad
Católica del Norte, 43, 161-179 Recuperado de
http://revistavirtual.ucn.edu.co/index.php/Rev
istaUCN/article/view/558/1104
Rendón P. (2009) Auto Evaluación Institucional y
Acreditación como aseguramiento de la Calidad
de la Educación: Implicancias Teóricas y
Prácticas. Estudios pedagógicos, vol.35 (2), 269-
284.
Rodríguez, M. (2018). La Evaluación Institucional
Como Instrumento De Mejora En La Calidad De
La Educación Del Colegio Nicolás Gómez Dávila.
(Tesis de Maestría) Universidad Externado de
Colombia. Bogotá Colombia.
Rosales Estrada, G. (1996). La metaevaluación
educativa. Revista Ciencia Ergo Sum
Sánchez Peralta, D. A., & Poveda Aguja, F. A. (2015).
Percepción académica sobre la evaluación en el
contexto universitario modalidad a distancia
tradicional y virtual. CULTURA EDUCACIÓN Y
SOCIEDAD.
Sandín, M. (2003). Investigación cualitativa en
educación. Fundamentos y tradiciones. España.
Ed. Mc Graw Hill. Universidad de Barcelona.
La revista investigación, desarrollo educación, servicio, trabajo
Vol 2 – No 2 July - December 2022 e-ISSN 2745-1194 Pag 24-51
51
Santos Guerra, M. Á. (1999). Metaevaluación: rigor,
mejora, ética y aprendizaje. In Evaluación de
programas, centros y profesores (pp. 265-298).
Síntesis.
Signes, E. S., Palomares, R. C., Hernández, J. A. A., &
Castiblanque, R. P. (2021). Validez de
instrumento para medir la competencia
territorial. Matriz READI para la autoevaluación
de territorios competentes. Cuadernos
Geográficos, 31-51.
Stufflebeam, D. (2002). Evaluación Sistémica: Guía
teórica y práctica. Ed. Paidós Ibérica, S. A.
Recuperado de:
http://www.cop.es/delegaci/palmas/biblio/per
son/person30.pdf
Suarez, D., Hernán, Jiménez R. & Pérez Y. (2016).
Análisis Descriptivo De Los Modelos De
Autoevaluación De Instituciones Educativas De
Educación Básica Y Media Aplicados En Los
Países De México, Argentina, España Y
Colombia. (Tesis de Especialización)
Universidad Distrital Francisco José De Caldas.
Bogotá Colombia.
Taylor, S. & Bogdan, R. (1986). Introducción a los
métodos cualitativos de investigación.
Barcelona: Ed. Paidós.
Vaca, V. A. C., Reinoso, J. R., Guerrero, M. V. C., &
Torres, Á. F. R. (2020). Diferencias de género en
unidades educativas rurales de Ecuador. Revista
de ciencias sociales, 26(1), 203-218.
La revista investigación, desarrollo educación, servicio, trabajo
Vol 2 – No 2 July - December 2022 e-ISSN 2745-1194 Pag 24-51
52