Professional Documents
Culture Documents
curriculum design to respond to emerging the role of teachers to experience of other promote reflection, programmes, and
faced with strong obstacles to make learning contents, methodologies and management systems context. Children, adolescents and young responsive to
and educational
social and cultural issues, make changes in review study programmes, learn from the incorporate feedback to classroom work.
social-cultural
make an impresive use of information and communication technology that yields new interpersonal skills. They have a leading role in transformation of everyday language and appear to have been overtaken by the speed of change in evolving contexts. cultural breakdown. Educational institutions
Then, the central question is at what point a school decides that a particular change is necessary? behind innovation in educational institution management? What are the driving forces
Changes in socialization, cultural patterns and productive systems have compelling supposed to place knowledge and learning at demands to educational institutions that are its very core business. A number of factors explain the stagnation of schools vis--vis the mounting demands from the society. The inertia management of bureaucracy, paradigm obsolescence of in public of
especially those involving new insights that instinctively try to understand and control Furthermore, procedures and rules
meant to maintain stability. However the individual as well as institutions are resilient ignite adaptation and to these challenges. They are necessary to improvement. Cognitive dissonance is one of comes from psychology. It is a key to permanent state of curiosity
are
administration,
inadequacy
teaching
continuous
human resource policies all come together to huge gap between educational institutions and countries. However, society trends in Latin American
undertake changes, some are modest some are bold. For instance, with minor external
institutions
can
and
actually
Indeed, we have lost sight that education organizations actually have basic learning needs, being the most fundamental the one to learn how to recognise the surrounding children and adolescents.
Excerpt of paper published in the Global Development Network Knowledge Base (November 2010).
A STATIC SYSTEM, A STAGNANT SCHOOL Under normal conditions a system that is in contact with the environment will have a environment. adjustment This implies a continuous dynamic relationship with the actors of the of processes. Management
Schn (1983) pioneered the analysis of factors involved in professional effectiveness. He in collaboration with Argyris (1996) explored the dynamics and interpersonal skills organization. They show a preeminence of needed to develop a
learning
the linkage between strategy feedback and selfreflection as the fundamental basis for organizational learning, the core of change.
sciences are aware of this indispensable openess and have built a body of theory on change boldly management in organizations. of
Argyris has been one of the authors who has attitudes and personal predisposition as factors that play an important some role emphasized the importance
learning and adaptation of organizations. Although analysts can think that there are huge differences organizations and productive organizations, between even today sectoralized
in
educational
outcomes
in essence, the similarities are obvious: both specific and measurable objectives. The most
are social organizations oriented towards insightful analysts argue that the purpose of
Self-evaluation and commitment-building system
and student centered processes. This is essentially true. Nevertheless, anyone who actors in a typical classroom in Peru, Bolivia, and most Latin American countries find that change and creativity in consistently look into relationships between
Continuous reflection on every day practice is central in this model of institutional performance effectiveness. This self-
the basic barriers and obstacles that hinder organizations are also present in schools. In our present discussion we mean innovationoriented change as a deliberate effort of needs of participants of the learning productive
evaluating endeavour is strongly connected and techniques for inmediate future action. Therefore, reflection and evaluation is part of
organizations to recognize the changing processes, their environment and to respond effectively. In
Action framing implies much more that terms of goal setting and resource allocation, it involves the individual and group selfassessment on performance as well as the barriers towards organizational
included, self sustained learning processes are improvement capacity. Innovation is a result across institutional settings. essential to develop performance
result-oriented
organizations,
schools
collective mindset necessary to overcome the In simple terms, the key for innovation, not simply operational effectiveness, would be a comprehensive organizational feedback.
change.
Knowledge
management
systems
in
education networks
Educational learning institutions are perform better that
exhibit good practices at classroom level tend to be supported by planning and management systems that are centred on the
Schools that
within networks where good practice and teachers, lecturers, researchers, managers all together share a community of practice. Networks where benchmarking tools exchanged, so
key question of how to support effective learning. In schools with good performance and open to innovation management
decisions are made with a primary focus on of this enabling management environment adaptation and continuous improvement. In the model of knowledge
facilitating learning processes. The existence seems to be the key to fostering strategic
and
adaptation of instructional strategies and be the leading model for new educational systems responsibility for their performances and are where institutions
supporting institutional learning we propose a number of core skills are part of the capacity development equation: -
system
sensitive to the needs and interests of students. Finnish education model embraces these principles: the learning environment
support the pupils growth and learning. It must be physically, psychologically, and socially safe. The objective is to increase students curiosity and motivation to learn, and direction, to promote and creativity their activeness, by offering self-
academic quality self assessment based on performance indicators both on instructional and interpersonal aspects.
Learning environment must guide students their own actions as a key for better
in setting their own objectives and evaluating outcomes. For this to be done a institutional mechanisms for management
team up in communities of practice studies, projects and good practice are shared. case
climate oriented to collaborative work and instructional feedback need be available for every member of the educational community: knowledge design lesson study-oriented projects, classroom prototypes, classroom inventories gathering
and
To stablish high performance goals and motivate assess academic community to collaboratively objectives. progress towards these members of the school/
essays,
projects can be built at school as well as network levels to be disseminated and used individual self training sessions. Implementation support of solid
research
continuous reflection is also part of the equation. Research on the effective schools
procedures
that
management
incorporate
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