The role of academic quality culture as an academic-administrative

management strategy for rural educational institutions, case study of the

technical educational institution la voz de la tierra Roncesvalles Tolima

Colombia.

..........................................

El rol de la cultura de calidad académica como estrategia de gestión académico-

administrativa para instituciones educativas rurales, caso estudio institución educativa

técnica la voz de la tierra Roncesvalles Tolima Colombia

Introduction

which establishes the explicit steps of articulation of a model that for all institutions

establishes how they first self-evaluate, then prioritize improvement actions according

to the installed capacity, structure and budget, then the action is carried out with an

improvement plan that demarcates the 4 major components of the Management area,

the first the management of the community, area: Academic Management, area:

Administrative and Financial Management, area: Directive Management, but the

expected results still do not account for the institutional improvement.

With the application of Law 115 of 1994 in Colombia, as the general law of education,

since the application of a gradual framework with the entry of Law 1860, which

proposes an argument on how to establish educational projects, assurance measures,

institutions will carry out an evaluation of all teaching and administrative staff, their

teaching resources and their physical infrastructure to promote the improvement of

the quality of education provided" (p. 19).

The educational institution La Voz de la Tierra, made up of 18 sites, located throughout

the municipality of Roncesvalles Tolima, applies the institutional self-evaluation at the

end of each school year, oriented with the guide 34 of the Ministry of National

Education, with the participation of teachers and teachers' directors, students and

parents are not taken into account for the development of the instrument. Four work

teams are formed: management, administrative, academic and community; each one

of them gives a grade according to what has been observed during the year, at the end

of the year they meet, the grades are exposed, the steps are unified and the document

is sent to the Secretary of Education of Tolima. The educational institutions in

Colombia must rethink themselves in relation to what they project in their

Institutional Educational Project PEI, from the profile and scope, independent of the

The subject of institutional self-evaluation 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-evaluation, self-regulation and accreditation as elements inherent to the

processes of improvement and quality, however the role that their results establish

when it is necessary to argue the role of work between actors includes, what is the

reality of Colombian educational institutions facing the educational quality, the results

of self-evaluation are taken to generate institutional changes, educational operation,

focus on the value of associativity that the institution requires. What leads to the

development of the present research is the following question: What is the importance

We begin with a direct dialogue proposed by the studies conducted where from Díaz,

D., Pérez, Y., & Jiménez, R. (2016), who from the descriptive analysis of self-evaluation

models of educational institutions of basic and secondary education applied in the

countries of Mexico, Argentina, Spain and Colombia, recognize the importance of the

model, the factors that affect the development of the guide 34, the management of the

culture of quality and self-evaluation, the processes of continuous improvement that

are developed with the work aspects.

apply in sectors such as health, education, economy, social, allowing diagnosis and

According to Pacheco, R., Robles, C., & Ospino, A. (2018), by achieving an analysis of

the academic administrative management in basic and middle school educational

institutions in the rural sector, these scenarios allow establishing that there are

differences between headquarters, the urban educational hull integrates strategies

that do not reach rural institutions, each actor establishes the path of proper

management, each manager, secretary of education functions as an articulator of the

moments of evaluation. The international relationship also develops research in this

the teaching performance is significantly related to the pedagogical management of

the rural educational network "Totorillas" of Guzmango, Contumaza, since the data

through descriptive statistics reveal high percentages and inferential statistics,

through the Pearson coefficient is = 0.518, which reaffirms the aforementioned

correlation, to show that the strategy is directly proportional to the role of the teacher

and his aptitude in the deployment of the strategy.

For Huamá, K. (2021), the process of implementing 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

the added value, a scenario that by recognizing in which the difference is established

by access, coverage, digital technologies that as variables identify the results. However,

for 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 experienced in

all secondary education institutions, in Mexico this generated an impact on the culture

of educational self-evaluation, it is a phenomenon that does not know the physical

instruments and its virtual migration, the percentage of participation that decreases

with the integration by this economic, legal, social, environmental factors.

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 validating in a

continuous and permanent way. In what was done by Vaca, V., Reinoso, J., Guerrero,

M., & Torres, Á. (2020), in Ecuador, it is established which is the difference of an

articulated model that recognizes diversity, multiculturalism, respect for gender, this

because ethnic, racial, differential actions establish the context and its social reality as

elements of dialogue and analysis, for the research conducted it is conclusive that each

model is susceptible to improvement and opportunity for change to strengthen the

participation of each actor.

on the value of educational quality in educational institutions of basic primary and

secondary, for Bolivar, A. (2018), the process of institutional self-evaluation

recognizes in the internal improvement which is the role of the counterparts, the

objectives, scopes and associated dynamics, self-evaluation seen from different

contexts, explaining which is value of the levels and functions where you want to

organize which are the terms that value the attitude and relationship necessary for it

to work in educational terms. According to Ravela, P. (2020), the self-evaluation

applied from how to identify 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

basic primary levels operate, and in ... For the preparation of this report, the MEN

Guide 34, the institutional documents, in particular the PEI and the Institutional Self-

evaluation, the study conducted by Rodríguez Maritza 2018, from the Externado de

Colombia University "Institutional evaluation as an instrument for improvement in

the quality of education at Nicolás Gómez Dávila School" are analyzed.

study are presented, mainly observed from the perspective of evaluation as a process

that leads fundamentally to improvement and is supported by various instruments,

the third chapter defines the methodological design of the research, from the

qualitative and interpretative approach and to conclude the research, the findings and

conclusions of the 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 will 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 we work, i.e. it is flexible, and also

depending on the findings and conclusions about the situation under study, we can

propose modifications that favor the dynamics of the research process. For this reason

it is pertinent for this study, thus favoring its results. Qualitative analysis is a dynamic

and creative process that feeds fundamentally on the direct experience of the

researchers in the scenarios studied, so this stage cannot be delegated, i.e. the

researcher must be in contact with the study and, according to his experience, provide

contributions and points of view. (Amezcua and Gálvez, 2002, p. 431).

self-evaluation processes as a challenge of continuous improvement in the period 2019

-2020, after Identifying the impact of the self-evaluation processes according to the

articulated academic administrative managements according to results of the period

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 bet, how the actors are established, and how to relate

Colombia as a framework of study from the rural context, with the strategic direction

in secondary education, The strategic direction within an educational institution

becomes an interactive and integral process of formulation, implementation and

In this sense, the application of this orientation in basic and middle school institutions

vulnerable, dynamic and uncertain environment. These strategies are structurally

integrated by very heterogeneous and independent units or dependencies in relation

to decision making. Oriented to the development of quality and management

excellence; the latter as key success factors. Thus requiring a process of reflection on

their actions and the inclusion of medium and long term orientations in their agendas.

It wants to have control over the strategic actions to ensure that the basic and

secondary educational institutions are as less insecure as possible and to achieve the

expected results trying to seek the best possible balance of the organization with the

environment. (Abesada & Almuiñas, 2016). According to, Abesada & Almuiñas (2016)

states that strategic planning is a process whose main purpose is to design the

institutional strategy to respond to different types of current and future demands

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 previously stated, this is a discussion that is becoming increasingly

interesting for those who express a concern in their professional practice in relation to

research training as an essential component in human formation in the spheres of

formal education (Garzón and Gómez, 2010). (Garzón and Gómez, 2010).

and dialogue between students, educators, parents and educational institutions. From

the above graph, it can be deduced that at the center of the MGEE is the educational

community, constituted by all the educational actors of the different levels of the

system, the reason and fundamental nucleus of this model, within the framework of a

new educational management. In the upper center of the second plane are the

components required for the operation of the MGEE: Shared Leadership,

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 the others.

Abraham (2009): Leadership energizes educational organizations to recover the

meaning and pedagogical mission developed from objectives aimed at achieving

powerful and meaningful learning for all students. (p.59).

As a management component, it can be stated that collaborative work is understood

allow them to integrate and develop fully in subsequent educational levels and in life

itself. (Abraham, 2009, p. 64).

(2006). The strategic planning component is understood as the adaptation of an

organization's activities to its environment and its resource capacity.

external information, in order to assess the present situation of the company, as well

of institutional objectives. It is a way of making explicit and socializing the strategy at

different levels to facilitate academic, administrative and financial management.

(Daza, 2010).

When a strategic plan is generated, the aim is to "provide a response to organizations

assessment of the processes implemented in its planning, development and impact

phases, characterized by an attitude that assumes responsibility for its own results and

openness to external judgments, fundamental factors for decision making (p. 70). (p.

70). In this sense, Abraham (2009), establishes the component of responsible social

participation as follows: 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

formulation and execution of the school plan, making joint decisions and performing

tasks of social control. (p.73). According to Abraham (2009), the seventh component,

accountability, refers to the processes established by the school to inform the

educational community of the activities and results of its management; it includes the

organizational and classroom climate, the teaching and learning process of students

and the administration of resources (p.76). (p.76). Therefore, accountability is part of

strategic management as a mechanism of communication around the events of the

activities and results that are generated in the school in order to promote good

decisions around the institutional educational project.

municipality of Roncesvalles. Sample, according to the research topic and the

objectives set out at the beginning of the process, it is proposed that the base

population are the directors, teachers, community participating in the quality

assurance and self-evaluation system of the educational institution La Voz de la Tierra

of the municipality of Roncesvalles in the period 2019-2020.

secondary education, strategic direction of educational management and management

models and educational quality.

Table 1. Categorization

Table 1. Description of research categories and subcategories. Source: Prepared by

The data collection techniques that were applied to the research process is that of

interrogation or questioning through the survey to teachers and students. According

to Paramo (2008:55), he clarifies that the questionnaire is the most used data

collection technique in social research, mainly because it can be used to collect a large

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 one of them with 4

selection options to be answered by marking the option of preference for each teacher.

teachers and two (2) Basic Education teachers.

STUDENT SURVEYS

The interrogation or questioning techniques are the main ones in the research

processes and, for this purpose, a main technique was established, the survey directed

to students, which was established in two moments, in a first space, a diagnostic survey

of open response was carried out. For this survey conducted with students, it was

mainly focused on a research category, namely, the middle school articulation,

conception, models and its status in Colombia. This 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 instrument of inquiry in research

is defined by authors such as García Fernando (1993), who states that the survey is:

An investigation conducted on a sample of subjects representative of a broader group,

which is carried out in the context of everyday life, 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

SECOND INSTRUMENT NAME

Questionnaire with open-ended multiple choice response options. Survey

Documentary review initial data collection period 2019-2020

Tabulation and analysis of self-assessment results

Application of a questionnaire to pedagogical personnel.

Conclusions and recommendations.

Results

Null hypothesis; by determining the academic-administrative management strategies

linked to the quality assurance and self-evaluation system for educational institutions,

not only the culture of quality is promoted, but also the educational service is

improved. The significant contribution is given in the value of self-evaluation and the

culture of quality, where each element is based on the development and performance

Conclusions

service focused on the potential of transit elements, the educational system must

understand the endogenous and exogenous factors that surround the educational act,

as the social, economic and political factors, among others, influence it.

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