Estilos de Gestin para una Educacin de Calidad

GRUPO GODOFREDO GARCIA

http://www.investigando.org/educandos/

El maestro debe involucrarse en la gestin

Walter Pealoza Ramella
FORUM INTERNACIONAL DE FORMACION DOCENTE 2002

Mario Ros Quispe

ESTILOS DE GESTION PARA UNA EDUCACION DE CALIDAD

Algunas Conceptos previos

La Educacin como un fenmeno social La Gestin como proceso de interrelacin de distintos componentes que se debe considerar a efectos de alcanzar objetivos

(100 ideas que hicieron historia)

Management
(Tim Hindle)

The Economist
constituye una breve introduccin a los principales conceptos del rea del management que han pautado la estructura y el estilo de las organizaciones

Problemtica de Gestin en I.E.E.

Gestin Directiva sin diagnstico Supervisin = controlismo PEI, PAT vienen a ser solo documentos Mal manejo de los recursos financieros Desercin y Repitencia estudiantil De seguir as:
Mayor anarqua institucional

Cambiar la situacin
Para que afloren las pedagogas innovadoras

Principio Importante
Carcter Movilizador de la Educacin con orientacin y servicio al pueblo

Herramientas de la Gestin Moderna Kurt Lewin modificado

Autoridad personal Autocrtico Democrtico Democrtico Autocrtico Permisivo Participacin del grupo Permisivo Nmero de personas comprometidas Gestin de equipo directivo

Herramientas de Administracin Moderna

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Visin Compartida Liderazgo Virtual

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The image cannot be displayed. Your computer may not have enough memory to open the image, or the image may have been corrupted. Restart your computer, and then open the file again. If the red x still appears, you may have to delete the image and then insert it again.

The image cannot be displayed. Your computer may not have enough memory to open the image, or the image may have been corrupted. Restart your computer, and then open the file again. If the red x still appears, you may have to delete the image and then insert it again.

The image cannot be displayed. Your computer may not have enough memory to open the image, or the image may have been corrupted. Restart your computer, and then open the file again. If the red x still appears, you may have to delete the image and then insert it again. The image cannot be displayed. Your computer may not have enough memory to open the image, or the image may have been corrupted. Restart your computer, and then open the file again. If the red x still appears, you may have to delete the image and then insert it again.

The image cannot be displayed. Your computer may not have enough memory to open the image, or the image may have been corrupted. Restart your computer, and then open the file again. If the red x still appears, you may have to delete the image and then insert it again.

The image cannot be displayed. Your computer may not have enough memory to open the image, or the image may have been corrupted. Restart your computer, and then open the file again. If the red x still appears, you may have to delete the image and then insert it again.

The image cannot be displayed. Your computer may not have enough memory to open the image, or the image may have been corrupted. Restart your computer, and then open the file again. If the red x still appears, you may have to delete the image and then insert it again.

The image cannot be displayed. Your computer may not have enough memory to open the image, or the image may have been corrupted. Restart your computer, and then open the file again. If the red x still appears, you may have to delete the image and then insert it again. The image cannot be displayed. Your computer may not have enough memory to open the image, or the image may have been corrupted. Restart your computer, and then open the file again. If the red x still appears, you may have to delete the image and then insert it again.

The image cannot be displayed. Your computer may not have enough memory to open the image, or the image may have been corrupted. Restart your computer, and then open the file again. If the red x still appears, you may have to delete the image and then insert it again.

The image cannot be displayed. Your computer may not have enough memory to open the image, or the image may have been corrupted. Restart your computer, and then open the file again. If the red x still appears, you may have to delete the image and then insert it again.

The image cannot be displayed. Your computer may not have enough memory to open the image, or the image may have been corrupted. Restart your computer, and then open the file again. If the red x still appears, you may have to delete the image and then insert it again.

The image cannot be displayed. Your computer may not have enough memory to open the image, or the image may have been corrupted. Restart your computer, and then open the file again. If the red x still appears, you may have to delete the image and then insert it again.

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Herramientas de Administracin Moderna

La tctica dicta la estrategia Supervisin o Super Visin Calidad Total o Poltica de Calidad
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Herramientas de Administracin Moderna

Organizacin Horizontalizada Gestin del Potencial Humano
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The image cannot be displayed. Your computer may not have enough memory to open the image, or the image may have been corrupted. Restart your computer, and then open the file again. If the red x still appears, you may have to delete the image and then insert it again.

Calidad

Normas Criterios
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Cultura

DIMENSION
LA RELACION
Todo centro se sita en un contexto socio-cultural que los condiciona Y sobre el cual trata de influir en un intercambio continuo mediante Una serie de relaciones. Asimismo, los elementos del centro contraen Relaciones entre s. Por ello las relaciones pueden ser as:

RELACIONES EXTENAS

RELACIONES INTERNAS

Con Instituciones

Con Asociaciones

Con Organizaciones Oficiales

Con Las Familias

Con Empresas

De profesores

De alumnos

Cadena de la Calidad

(proveedor) (Cliente) Directivo --- Docente (proveedor) (Cliente) Dir.-Docente --- Alumnos (proveedor) Alumnos (Cliente) PPFF

Que es la Calidad, Finalmente

Requisitos del cliente Requisitos Tcnicos Req. Componentes Req. Proceso
Req. Control de procesos

FORMATO DE PRACTICAS LABORATORIO/TALLER DE CARPINTERIA/INDUSTRIA DEL VESTIDO/SALA HUASCARAN

TITULO DE PRAC.
SECCION/AO

PROFESOR

Hrs.DE LAB.

FECHA

Nro. ALUMNOS

NIVEL/TURNO

CURSO

A) B) C) D) E) F) G)

EXPERIMENTO, SESION O TALLER QUE MAS SE REALIZO.. SECCION QUE HA REALIZADO MAS PRACTICAS NIVEL QUE HIZO MAYOR NUMERO DE PRACTICAS TURNO QUE FUE MAS FAVORECIDO:.. . CUANTOS ALUMNOS SE HA DADO EL SERVICIO: NUMERO DE HORAS DE SESION: FECHA EN QUE SE HIZO MAYOR NUMERO DE SESIONES:

H)

Otros: Horas de prcticas desarrolladas Estudiantes que han sido atendidos

It = --------------------------------------Horas de practica programadas

Ie =

. Nmero total de estudiantes de la I.E.

CASO
Economa de las I.E. y la influencia de los estilos de gestin

El problema no es la produccin sino la distribucin de la riqueza

David Ricardo

Problema Central
Mal manejo de los Recursos Financieros cuyas consecuencias eran desigual distribucin que impeda el desarrollo de la prctica pedaggica innovadora en calidad

El problema de los Recursos en las I.E. Estatales

Donde estn los ingresos econmicos del colegio Los aspectos normativos aplicados mecnicamente retrasan las actividades pedaggicas Deficiencia en la administracin y generacin de recursos financieros Cmo asignar recursos?

HISTORIAL DE GASTOS I.E. 2086

20.0
15.4

19.3

18.4

19.0

15.0
PORCENTAJE

10.0 5.0 0.0

2.0

9.6 7.2 5.7

1.9

1.5

1
MESES

mayo junio julio agosto setiembre octubre noviembre diciembre enero febrero

FACTO

GASTOS

C/AREA

8% 7%

4%

15% 5%

PEDAGOGICA OBE IMAGEN INS. DEPORTES

20% 41%

NUTRICION ECOLOGICA INFRAESTRUCTURA

Hiptesis
Logrando un presupuesto participativo, con estilo de gestin proactivo y tico contribuimos a la mejora de la calidad educativa

ETAPAS
I Etapa: Adecuar fines a medios meta del plan de corto plazo II Etapa: Procedimiento y formulacin del presupuesto III Etapa: Aprobacin del Presupuesto IV Etapa: Ejecucin.

Estilo de Gestin Asociado al manejo de los ingresos econmicos de la I.E.

Ba ance de A eas -

Asamb ea Gene a

Fo ma Nue as

A eas

Gene a as ac dades de ao s gu en e

2da Reun n Coge e Direccin APAFA Areas

Sanciona en Asamb ea e P an

Aspectos que Resaltan de la Experiencia

La visin naci de la discusin y reflexin Se dio responsabilidad al que no solo tena manejo tcnico sino sentido de compromiso. Las acciones de inconformidad en el manejo de la economa determinaron la estrategia del presupuesto. Por Super Visin se determin que los gastos se centraban en deporte y haba que orientar a los conocimientos. Se desarroll un Plan de Mejoramiento que se extendi a beneficios a los mismos maestros.

Resultados
Reuniones Concensuadas para manejar el gasto Planificacin de actividades en funcin al presupuesto Minimizacin de las contingencias Areas Financiadas Generacin de Autonoma
Administrativa Pedaggico Econmico

Nuevos Problemas
Economa Subterrnea Sostenibilidad de la Propuesta Excesiva normatividad que en muchos casos se aplica mecnicamente

Aspectos a trabajar y Desarrollar

Cursos de Formacin en gestin moderna con fuerte orientacin pedaggica y pertinencia de las teoras administrativas aplicadas Estmulo a los profesores emprendedores (5% son Bt) Equipos de evaluacin institucional dentro de la I.E. as como fuera de ellas Inventairo de las I.E. proactivos Innovacin educativa con nfasis en lo pedaggico bajo un marco de gestin

Mas all de la prctica autnoma

Que las microreformas impliquen reformas Evitar la reforma meditica (puede ayudar mucho las microreformas) Autonoma como autogestin pero de sentido productivo y cooperativo Microreformas evitaran las llamadas reformas eb funcin de privatizacin y recorte fiscal, as como las llamadas reformas de infraestructura

Podra haber lecciones para la reforma del sector pblico derivado de la forma como se administra los centros educativos elegidos

Con ayuda Lograr autofinanciamiento Producir para ayudar a otros Resultado Comunidades Educativas en redes

Los centros educativos buenos, o aquellos que estn tratando de mejorar, parecen gustar de la competencia y de las comparaciones objetivas. Los centros educativos al menos los eficientes- parecen buscar estndares y patrones o participan en estndares a pesar de que no sean reconocidos oficialmente como tales

Banco Mundial 2006, Por una Educacin de calidad, Cap. VII

Consultas e ideas

mario_rios83@hotmail.com mriosquispe@gmail.com