Administration of

Resources in the
EducacIón
Professor Dianelsa de Batista

Everything that is done can be measured; only if it is measured can it be controlled; only if it is controlled...
you can direct and only if you direct can you improve
Concept, principles and
functions of the
Administration
educational
Conceptualizations
Education and its community or actors (students, teachers,
institution, etc.) need a process that helps them achieve their objectives.

At this point, the general administration has a branch called

Educational administration, which brings order to the activities carried out in the
educational organizations for the achievement of their objectives and goals (1).

It can be stated that this discipline is an instrument that helps the manager to
to study the organization and institutional educational structure, and allows to guide its
respective functions (2).

School administration is aimed at organizing efforts; at determining

of academic objectives and external and internal policies; to the creation and application of
an appropriate regulation for students, teaching staff, administrative, technical and
manual, with the aim of establishing in the educational institution the teaching objectives.
learning and an efficient and successful school government (3).

Certain authors define educational administration as the 'science that plans,'

organizes, directs, executes, controls, and evaluates the activities that take place in the
educational organizations aimed at developing skills and growth of the
"students" (4); this subject deals with organizing the work of school personnel.
(teachers, administrative staff, etc.), and the management of physical, financial, and technological resources
logical and pedagogical, among others, to comply with the curriculum defined by society
educational.

As a science, it provides the principles and techniques to foresee, plan, organize,

direct, integrate, and evaluate all components of the educational system in areas
restricted, such as schools and their respective communities, or in broader areas,
as those from supervision and upper management of the system, so that each one can
to contribute effectively to the achievement of educational objectives (2).

Other authors conceptualize educational administration as 'the rational application and

systematics of the principles and theories of general management to handling
"educational organizations" (5); since this discipline seeks to solve issues within an organization.
educational the assignment and coordination of the different resources with which she
accounts, whether these are materials, financial, technological, academic, in order to achieve
the objectives and goals set by the institution (6).
 Specifically, school administration refers to the management of the ins
institution itself; to the strategic use and exercise of human, intellectual resources,
technological and budgetary; to the projection of future human needs; to the
strategic planning for human resource training and teacher training; to the
linking with the environment; the generation of personal identity with the organization; the
generation of a collective vision of organizational growth in the collective,
individual, professional, and the principle of collaboration as a premise of development (7).

From a functional point of view, educational administration is responsible for the management.
implementation of educational policies; and from the institutional perspective, the administration
educational is the set of organizational structures that must ensure the
provision of educational services to the population.

Educational management involves achieving goals by individuals who

they contribute their greatest efforts, and in accordance with actions that are predetermined
they establish, a situation that can arise in both the private educational sector as well as
in the governmental. That can be conceptualized as the rational application and
systematics of the principles and theories of management to the handling of organisms
educational; or as the reasonable and safe way to drive the school towards the
full achievement of educational objectives (2).

Objective
The primary objective of any efficient educational administration is to
facilitate the teaching-learning process by maximizing the
resources of the institution; and to achieve this, it requires the implementation of activities that
specialists and scholars have summarized in five tasks (3): establish relationships
between the school and the community; develop plans and study programs; group the
students; manage and administer material, human, and financial resources; and
establish the organization and institutional structure.

In fact, the same educational organization constitutes the object of study of the
Educational administration, and the theory of this results from the interrelations between the
Education sciences, general administrative theory, and other disciplines such as
Economics, Political Science, Sociology, etc.
Principles of the
Administration
Educational
 Educational administrations are obliged to be responsible and
sustainable, that is, they must have well-defined and applicable principles, as the
they maintain a countless number of relationships and their product, the graduates or
professionals will be their reflection when they enter the labor market in society.

Based on the above, Frederick W. Taylor imposed four principles on the

General administration, claiming that they enhance productive work within
of organizations, and they are: scientific analysis of work, personnel selection,
administration of cooperation and functional supervision.

But concerning educational administration, the UN Global Compact* proposes

establish the following six principles to make school organizations more efficient (8):

Develop the
capabilities of the
students

Facilitate and support the Incorporate the values of the

dialogue and the debate inside social responsibility
from the educational community worldwide

PRINCIPLES
FROM THE ADMIN
ADMINISTRATION
EDUCATIONAL

Interact with directors Create educational frameworks,

of corporations materials, processes and
business environments

To commit to
a research
conceptual and empirical

Figure 3: The principles of Educational Management, according to the

UN Global Compact
1- Develop the students' abilities to be the future generators of
sustainable value for businesses and society in general, and to work towards a
integrated and sustained global economy.

2- Incorporate into academic activities and curriculum the values of the

global social responsibility, as reflected in international initiatives, such as
This is the case of the United Nations Global Compact.

3- Create educational frameworks, materials, processes, and environments that allow for experiences
effective learning for responsible leadership.

4- Commit to a conceptual and empirical research that the advances in

our understanding of the role, dynamics, and impact of corporations in the
creation of sustainable social, environmental, and economic value.

5. Interact with the directors of business corporations to expand the

knowledge of their challenges in fulfilling social responsibilities and
environmental and to jointly explore effective ways to tackle such challenges.

Facilitate and support dialogue and debate among educators, businesses, government,
consumers, media, civil society organizations, and others
interested groups and stakeholders on critical issues related to the
global social responsibility and sustainability.
Functions of the
Administration
Educational
Efficient educational administration improves administrative and managerial processes.
it elevates its management quality and meets the needs and expectations of the users.
Currently, educational administration manages plans, programs, projects,
presupuestos, modelos, mapas, sistemas, estrategias, personal, docentes, alumnos,
infrastructure and others, with which they try to
to ensure the achievement of objectives and the maximization of results in institutions
schoolchildren (9).

All the previous aspects represent tasks in their principle, which subsequently
they become activities, which are part of some of the functions or
moments of educational administration; that is, educational administration is a
process, which consists of the following moments or functions: planning,
organization, direction, coordination, execution, and control; those that are exposed in
a subsequent chapter.
The components
basics and the actors
of the administration
educational
The basic components
In all educational administrations, three components prevail.
basic components and eight additional components. The basics consist of
the institutional mission; the philosophical, psychological, and organizational assumptions; and the
description of the student that is expected to be formed. The additional things refer to:
instructional programs and curriculum; methods and techniques used in the process
teaching-learning; school structure and organization; leadership, administration and
financial resources
of evaluation (10).

The mission expresses the intentions and purposes of the institution; it is its pri-
my letter of social introduction and state its meaning and purpose. The questions
Keys that must be answered when forming the mission are: What was created for?
institution? action
? What type of issue is it primarily concerned with? What is the
What is the legal nature of the institution? What is the institution's position regarding the
perspective on children's rights?

Educational institutions, mainly private ones, have dos

philosophical positions or foundations: their economic purpose and their understanding of
time oriented towards the present; and both assumptions are at the service of the moment
present. A premise is a belief that the members of an organization take for granted.
sitting, and in Management it is taken for granted that its activities are intended for
allow certain combinations of resources (financial, human, materials, etc.)
it can generate a production of goods and services. An understanding of time is
that which considers that the future is at the service of the present, for the study of
the future is a tool that allows anticipating risks and capitalizing on them
planned opportunities. The future is seen as a tool for development of
present, as something strategic and brief; so much so that the long term is 3 to 5 years.
The normal company turns to the short term (12).

The psychological assumptions refer to the need for a new relationship.

human, in which the individual is the driving force of business development, in this case
the student; for this reason, it is necessary to establish a system in the school organization
relationships between the subject (the student) and the object (the educational community), so that
this way the individual's connection within an integrated whole emerges (13).

The organizational assumptions. They refer to individuals and groups.

belonging to school organizations (14):
Individuals. They aspire to personal growth and development, elements more
likely to be updated in a supportive and challenging environment. Most of the
people wish to contribute, and have the capacity to do so, to the achievement of the objectives of the
organization that allows the organizational environment.

Groups. Most people want to be accepted and interact cooperatively.

at least with a small reference group, usually with more than one
group; for example, the work group, or the family group. Psychologically, one of the
the most important reference groups for most people is work,
including colleagues and the superior.
Thus, the majority is able to increase their efficiency, aided by their groups.
as a reference to solve problems and work efficiently in a group. In order for a
For the group to optimize its effectiveness, it is essential that all its members help each other.
with an effective direction and camaraderie among themselves, given that the main leader cannot
fulfill all functions in all circumstances.

People in organizations. Organizations tend to be characterized

due to the overlapping interdependencies of the working group and the linked function
of supervisors and other needs, which must be understood and facilitated. What
what happens in the vast organization affects the small group, and vice versa; likewise, what
It happens to a subsystem (social, technical, and administrative), it will affect and be affected by
other parts of the system.

The psychological assumptions point out that culture, in most organizations...

tends to suppress feelings between people and between those who give them.
The suppression of feelings adversely affects problem solving, development.
personal and job satisfaction. The level of interpersonal trust, help and
cooperation is much lower in most organizations than it is
desirable.

The 'win-lose' strategies, although realistic and appropriate in some situations,

they are not optimal, in the long run, for solving organizational problems; the
points of view, as an important fact that they are for the organization, tend to open up
many ways to improve the established goal, the direction, the communication,
problem solving and intergroup and moral collaboration.
The actors of the
Administration
Educational
The resources constitute the heritage that the educational center has to achieve.
its objectives, and they can be of different types or classes (15):

Personal resources. As the Director, faculty, students, families,

specialists, administration, etc., who are the protagonists of the educational event.

Material resources. This includes buildings, furniture, teaching materials, etc., that
they determine the school environment.

Functional resources. Also called temporary resources, such as time, training.

and money, what the previous resources are operating.

The personal or human resource of educational administration constitutes a factor of

great importance, and is made up of different actors, such as
administrators, directors, supervisors, senior officials of the Ministry of Education,
etc. (9).

At this point, the extraction or origin of the administrative personnel should be considered.
training, its formation and service regime, its improvement modalities in
service. The administrative personnel in general technical-professional functions
it is recruited among the members of the teaching staff, and in many cases belongs to the profession
magisterial; on the other hand, the staff of general administrative services, ordinarily
is under the same regime as the other civil servants of the State (9)
.
 The personnel policy is equally important for the proper functioning of the
educational administration. The staff is the component fundamental of the
organizations and their knowledge, skills, and attitudes are essential to the
administrative march, and especially concerning its relations with the
educational services and with the teaching profession in particular (9).

The means and resources that the educational administration uses and manages require
also a careful consideration. Physical media such as buildings, furniture,
audiovisual aids, teaching materials; technical means, such as
methods, standards, technologies and auxiliary services; financial resources. In many
these aspects still maintain a high degree of centralization, although it has been
achieved important innovations regarding the direct contribution of companies and
community to contribute to education with all the equipment and services
of available educational potential in each social sphere, as well as with quotes
monetary. On the other hand, regarding technical means, perhaps the most important thing is
the ability to have adequate and timely information and exchange systems to
promote its use, encourage its development and provide feedback on experiences (9).

To the old models of private education, of parent associations

family and the educational consultative councils, new models are now added
of assigning educational responsibilities to existing entities (economic or
non-economic) or to new communal entities with educational or multipurpose aims.
This represents a border for the traditional educational administration that was
only a bureaucratic expression and response to management problems
governmental or school-related educational services.
The teacher
Administrator
 In order to manage the school system, there is teaching staff that does not occupy.
directly from the task of educating, putting themselves at the front of the courses, but rather from distributing
to redistribute resources based on the established goals, and to monitor that they are being fulfilled
the planned, to increase educational quality; for example, how the funds will be spent
resources obtained through the school cooperative or the management of a subsidy for the
establishment, or the request for scholarships for its disadvantaged students, in schools
public, or the determination of the fees to be charged in the private ones and their destination; or of the
instrumentation of teacher training plans, or the control of absenteeism of
students and staff. In schools, this function is fulfilled by the management staff: Director,
Vice Director, Secretary, Deputy Secretary and, especially the Educational Administrator (16).

Teachers and educational managers must possess the necessary skills.

necessary for making the right decisions, leadership, managing human resources
hands, the evaluation of teachers, the organization and the necessary public relations
to face the dilemmas affecting various types of educational systems (17).
The administrative teacher must possess and manage certain skills; they must lead with
leadership, authority, and advisory capacity, with a self-management sense; make use of
optimal use of time dedicated to learning and of human, physical, and
materials. The staff responsible for directing an educational stay in any of the
levels and modalities of education, is obliged to employ various techniques
administrative measures to lead and optimize the internal control of the institution (16).

Leadership and
authority

Open to the Capacity

changes advisor

APTITUDES OF
ADMINISTRATOR
EDUCATIONAL

Global vision of
world, macro-
processes, values, Self-assessment questionnaire
etc.

Optimizer
of time and
resources

Figure 7: Fundamental skills in an educational administrator

 It is established that Educational Administration is that part of the process of
teaching-learning, which introduces elements of organization and order to the system
educational in order to make it more precise and effective, in order to achieve the objectives
or proposed goals; these can be institutional macro objectives, for example
the objectives of the Education ministries in Latin America (18).

Educational Administration due to its formative, social, cultural and even connotation
policies, it requires that the administrator or the administrative teacher manage some
basic conditions or aptitudes, these being the following (18):

Having a global vision of the world in motion and of the macro processes
they act in it.
To have a vision of the values of the human person in its individual dimension
and social.
Having a broad transdisciplinary and systematic approach to operations
administrative.
Manage specific knowledge and skills for the use of the modern
technology applied to management.

This leads to the conclusion that educational administration, as a tool

specific to the improvement of learning refers to, fully entails
with the requirements and goals that the current educational reforms hope to achieve
world markets, such as the Chilean, and in general the new ones educational processes
Latin Americans (17).

In summary, the main activity of the educational administrator is to choose and direct
to do so, which in turn involves making decisions at different levels: administrative,
financial, infrastructural, human resources, legal, and especially in the
curricular development. Here, communication is very important for making the correct decisions.
decisions at each organizational level (4)
The process
school administrative
 Educational administration is a process, and as such, it follows clearly defined steps or phases.
defined: planning, execution, organization, direction, coordination, with control and
evaluation. These administrative phases do not follow a predetermined sequence,
but they are related to each other, so that at any moment it will happen that
one or several are of greater importance.

Planning
It involves the foresight of situations and events; it avoids the
dispersion of activities; and leads to the achievement of objectives. Its advantages are:

Reduce uncertainty in the face of changes and anxiety about the future.
Focus attention and action on the achievement of the proposed objectives.
It promotes an economic operation. The fact of focusing attention on the
objectives aim to reduce costs, that is, to seek the greatest benefit with the
lower cost.
It facilitates control; it allows knowing what one wants to do; it allows finding the
maximum organizational efficiency.

This phase consists of defining the objectives or goals to be achieved, whether they are general or
specific, macro-institutional or just of the institution; it also involves specifying
How long will it take us to achieve these goals; what kind of resources will be made available?
Of the objectives that guide us; it can be stated that it is the coordination both before and after.
among the various units participating in the teaching-learning process, with
in order to achieve the predetermined objectives (2).

Planning involves the anticipation of situations and events within a

space-time perspective, characterized by deadlines that are materialized in plans,
programs and projects. It prevents the dispersion of activities and leads to the achievement of the
objectives (1); it allows for the rationalization of the use of financial resources thus avoiding
waste of the same (2). Good planning leads to doing things with
efficiency, for this is not casual; there is no efficiency without good planning. This
function is justified in education, as it contributes to the development of forces
productive in addressing the training and development of human resources (2).

Planning must be a scientific and coherent process in which it is necessary to apply

techniques, methods, and knowledge to achieve short, medium, and long-term goals
deadline. When planning, all stakeholders must be involved.
educational process and starting from reality, from the socioeconomic–cultural context of the
community to which they belong. This function is developed in five steps (2):

a. Diagnosis.
b. Determination of objectives.
c. Choice of strategies.
d. Execution of the plan.
e. Evaluation of results and adjustment mechanisms.
 Educational planning, being embedded within the macro social process, must
address at least two central issues of the community:

Political Problem. It refers to the needs and the hierarchical selection of the
basic objectives of the community, regarding improving participation in the deci -
political sessions that concern them and will allow them to improve their living conditions.

Economic Problem. It relates to the allocation of scarce and usable resources.

alternative for multiple purposes and hierarchical.

In this way, planning becomes a tool that serves as a roadmap.

to the educational system, while being fully informed and integrated into the
community needs, allowing Education to become a powerful
instrument of social mobility.

Execution
It refers to the implementation of what has been planned, within deadlines.
blessed and depending on the proposed objectives. The success of this action depends on the
control to be established to determine if the results of the execution
agree with the proposed objectives (2).
 PLANNING
Foresee situations and
events

EXECUTION
Practice what was planned

ORGANIZATION
Create the school social body

ADDRESS
Make the institution function and
achieving concrete objectives. It is
the executive
COORDINATION
Synchronize efforts and
activities
CONTROL
Streamline order, discipline and
coordination
EVALUATION
Determine the relevance,
effectiveness, efficiency and impact of
educational activities

The Organization

It constitutes the second phase within the administrative procedure, and is

addressed from two perspectives; as organic and as the action of organizing (function
organization). The organic is conceptualized as a structure constituted by roles and
organigrams, where there is specific coordination and independence of individuals
that integrate it, and from the perspective of the function this can be defined as the
action or the act of preparing the best and most relevant conditions, or how the
generation of the appropriate work climate, with the aim of achieving the proposed goals and
to qualitatively improve educational production (1).

The work of school organization seeks, among other objectives, to achieve educational synergy.
captive, which is defined as the achievement of the greatest power and effectiveness, the result of work
jointly between the different parties that make up the organization; it is determined
that teamwork is always more beneficial than the best of the
individualities.

Organizing is creating the social body that brings the institution to life; it is creating a...
Structure with integrated parts in such a way that the relationship between one and the other is governed
for its relation to the whole (19); it is the integration of several elements in such a way that
these are used correctly for the achievement of objectives, and it is distinguished by having a
team participation and not individual (1). In this phase, authority should be delegated and
responsibility with the aim of facilitating work and thus achieving greater efficiency
quality. Organizing is creating an organizational flow with meaning and efficiency.

The improvement of the organizational capacity of each body is necessary.

educational system, emphasizing the strengthening of quality of the
communication, in the establishment of agile mechanisms and channels for circulation
from information and timely decision-making in a participatory dynamic (1). In
this function must delegate authority and responsibility for the purpose of mobilizing
the work to achieve greater efficiency and quality.

Integration is very important in institutions, and it includes the procedures.

to equip the social organism with those means that administrative mechanics indicates
as necessary for their effective functioning, selecting them, introducing them,
articulating them and seeking their best development (2).

The organization involves three steps (2):

1. Determine the work that must be done to achieve the proposed objectives.
2. Analyze and group activities within structural frameworks.
3. Assign personnel to specific positions for the execution of activities,
and, according to the nature of the activities, the staff should be sought
suitable for carrying them out.
 Educational administration has adopted different organizational models.
general administration with the purpose of responding to your specific needs.
For the management of education, an organizational model must respond to the
policies that, as a result of a needs assessment, are adopted in the
educational system or in any of its organs. An organizational model (2) refers to the
way of arranging the functions and competencies according to the degree of autonomy and the level
hierarchical structure regarding the officials, positions, or instances that make up a
educational system or any of its bodies (2). Among some organizational models
they are:

Centralization model. An organization is said to be centralized when the

decision-making power is concentrated in the heart of the organization, forming from
that basic core, a pyramid structure from top to bottom.

Among the advantages of this model are:

It maintains the unity of the national educational system.
It facilitates the transfer of students from one educational center to another.
Provides uniformity of plans and programs.

Among the disadvantages are:

It produces a strong accumulation of skills and solutions in the head of the
hierarchical structure.
It fosters a non-participative type of management.
Avoid the adaptation of the curriculum according to the characteristics and conditions.
of a region or community.

Model of Decentralization. From decentralization, there is a delegation re

delegation of authority at levels of decision and management that remain politically
subjects or administratively subordinated to make decisions and the responsibilities
skills. It becomes unfocused in order to eliminate the gap that separates it from the es -
the community in which it is immersed.

Decentralization eliminates complicated and costly procedures in the central body to

resolve local issues; facilitates curriculum adaptation to local reality and creates a
spirit of participation of officials in the decision-making process to
bring decisions closer to the place of action.

It has the disadvantage of provoking the tendency towards autonomy in the instances.
unfocused.

Decentralization Model. When talking about decentralization, it is associated with agi

administrative rationalization, school autonomy, debureaucratization, efficiency, management of
conflicts, governance, regional identity, social participation and redistribution of
power, among others.

Decentralization proper is when there is a transfer of some competences.

trends at other levels of autonomous decision-making and management with legal personality different,
and that must correspond to political and administrative decision-making and assume
fully the responsibilities.
 Decentralization guarantees an education suited to the needs and conditions.
socio-cultural actions of the region or community; fosters creative initiative and
experimental of people and communities by allowing the development and execution
of indigenous teaching plans and programs and allows the central body to
dedicated to national educational planning, to contribute to qualitative improvement of
education through technical counseling, to assist educational centers with
educational resources and the preparation of textbooks and bibliographic support material.

It has the disadvantage of tending towards the automation of the educational system; it produces
inequalities in the quality and type of education offered in the centers; and leads
to bureaucratic growth.

The Direction
It represents the third phase of educational administrative work, and it is about
from the executive part. From here, subordinates can have better effectiveness and
efficiency, as this phase makes them aware of the objectives that are to be achieved; the
direction, in terms of its execution, acquires its greatest expansive power, development and
effectiveness when power, leadership, and command are combined with each other.

The school management defines as 'the interpersonal aspect of administration by

through which subordinates can understand and contribute effectively and
efficiency in achieving the institution's objectives." Like the other eta -steps, they have
an iterative nature, meaning that it repeats at the different levels where it should be
externalize (19).

The management consists of making a dependency or institution function like a to-do.

orient it towards achieving specific objectives. From the use of authority and delegation of
The responsibilities of the education administrator derive the following
steps: direct the actions that must be developed to achieve the objectives
institutional, define the expected results according to the objectives and delegate
functions and responsibilities in personnel that are in charge (2). This phase constitutes
the interpersonal aspect of management through which subordinates
they can understand and contribute effectively and efficiently to the achievement of the objectives
planned (19).

The director must promote, coordinate, and oversee the actions of each member or group to
ensure that each one fulfills their respective functions; he is the
responsible for organizational effectiveness in the institution he/she leads, and the area of
human resources must take charge of implementing everything necessary to achieve the
integral effectiveness. In the educational sector, this last task also falls on the
school center directors, since they do not have a resource manager
humans, being one of the reasons why many educational systems do not
significant advances are made, as the management of most human resources
is in inexperienced hands and the state entities (Ministry of Education), and
no one makes the necessary efforts to train them in this respect, which
it would contribute to raising the quality of the main service of the system which is to offer
quality education to citizens (2).
Coordination

It is conceived as the establishment and maintenance of harmony between

the activities of the subsystems of a dependency or institution. With this it
strives to synchronize and standardize the efforts and activities developed for
follow the line of action in achieving the proposed objectives (2).

Educational coordination is an immediate superior guiding identity in its respective

level, whether primary, secondary or university; and the person who executes this phase is
designates an educational coordinator, whose function is to coordinate the functions of the
departments and guiding the guidelines of the entire educational organization; furthermore,
encourages the teaching staff to comply with the preventive system and the regulations of the
educational establishment. Another of its functions is to help create an environment where
co-responsibility and discipline should be the main characteristics of relationships
humans within the establishment (20).

Among the skills of the educational coordinator are: being a professional person and
prepared, to cultivate cordiality and good interpersonal relationships; to make decisions
informed decisions, commit to the results of your teaching action, evaluate the
critically, work together with your colleagues, manage your own training
permanent, etc. (20).

Control
This phase should be conceived as a permanent function that is carried out continuously.
length of the educational administration process, thus reducing scattered work and
increasing order, discipline, and coordination in relation to resources and means
available and the activities and tasks that are carried out (2).

Control refers to the definition of standards for measuring performance in the

educational institution; this corrects the deviations and ensures that it is carried out
the planning.

Evaluation
The evaluation is carried out on two fields within the institutions.
educational

About the teaching-learning process, fundamentally.

About the other activities and processes that occur in organizations
schoolchildren.

The evaluation, regarding the teaching and learning process, can be seen as the
completion of a certain process of instruction and education, but also
she can be seen as the re-start of the process, of course now with more information
regarding how far we have advanced in achieving the initial objectives
posed. This leads to deducing that evaluation plays a central role in correcting the
errors, add new strategies, attach new methodologies and knowledge that
make education more precise and effective in achieving goals
proposals. Hence, Evaluation is a fundamental step for an education of
quality (19).
 In the educational context, evaluation is defined as the assessment of knowledge.
attitudes, aptitudes, performance, and benefit of the educational strategy towards a
educating and the learners in general; or as a process to determine
systematically and objectively the relevance, effectiveness, efficiency and impact of the
activities carried out. Evaluation is a continuous, comprehensive, and systematic process
aimed at determining how far the objectives are achieved and that delivers information -
useful information for decision-making and/or feedback from the system; almost always
it is a subjective process (19).

The evaluation should aim to improve the activities that are

they find in progress and in passing help with the reprogramming and decision-making
journey; the evaluation is always information for correction and improvement
of what has been done (19). Since evaluation is a completely complex process, it is absolute
It is absolutely necessary to have a certain methodology when arriving at the mo -
evaluative feedback; therefore, we talk about controls, tests, exams, participation, self-
evaluation, opinion questionnaires, analysis of completed activities, etc.

The central tasks of evaluation are (19):

Who or what group should be evaluated.

In what proportion should the evaluation be carried out: a part of the objectives, the
core of the goals or their entirety.
How should the evaluation, methodology, and instruments be carried out?
Why evaluate.

The evaluation allows and fulfills the role of supporting the process of quality and excellence.
educational, for which corrections, feedback, and the in -
increments of the indicators and objectives (19).
Re-engineering in
education
 Reengineering also involves modernizing education, this through
breaking paradigms to innovate practices in educational service; it helps the same
to adapt to this dynamic, technified, and globalized world. Re-engineering frees
managers' times, by transforming the processes, so that they help the
employees to carry out a more valuable and more demanding job (9).

Two interconnected and complementary perspectives are distinguished in the study of the
issues of educational systems management. A so-called macro-
administration of education, which is given from the highest levels of
government and descends to the levels of service provision; the other
called micro-administration of education, which follows the reverse path: it rises
from the grassroots level to integrate and then coordinate with the administration
governmental proper (9).

The macro-administration of education is the expression of a function

governmental, and therefore has a bureaucratic nature; it is organized based on
a superstructure, and it decentralizes and disperses both horizontally and vertically
(territorially) to better achieve its purposes. It is part of the Public Administration.
and for this reason, it is economically classified in the tertiary sector of services. Its no -
organization sails correspond to the national, state, and local government levels
local; and its study is primarily based on socio-political considerations
economic (9).

Micro-administration of education occurs from the ground up, that is, from the level of
effective operation of educational services. This level should not be devalued.
administrative due to having a territorially smaller scope, because it is the level
which has the highest significance, since it is the true scenario in which
meets the educational work; moreover, these levels of micro-planning do not represent
closure classifications, but quite the opposite, fields of social organization, with
opening towards a larger scale upward integration (9).

From another perspective, there is a range of problems that impact management.

Educational organizations. The educational systems of the Latino region
Americans are in full expansion and facing new situations and are in the process of
reform, and that general problem education affects and creates serious issues with
sequences to the administration of education, which makes it imperative to carry out re-
engineering on such systems (9). Here it is worth addressing two aspects: centralism and the
bureaucratism.

Centralism is characterized by excessive, burdensome accumulation and often

inoperative in decision-making and service provision powers, based in the most
high levels of the national political-administrative system. It gives rise to an exaggerated
subordination and dependence of the educational system itself, regarding the
national government, in specific operational aspects, thus limiting social capacity
of initiative and action, and often draining significant resources that could
to play a better productive role at the base (9).
 Bureaucratism is also another quite common trend in our administrations.
educational actions. It is characterized by the excessive abundance of personnel and
resources assigned to administrative services, to the detriment of the provision of
direct services to the population. It is also characterized by formality and legality.
the excessive liberalism that prevails in the actions of the administrations, detracting from them
dynamism, effectiveness and timeliness; moreover, bureaucratism also represents the ina
ineffective application of power and means by the authorities of the entities
administrative, in relation to the aims and policies of the system; this is the case in which the
administration loses sight of its service function and rather serves itself from the
means that have been assigned to them for their own purposes.

Bureaucratism is replicated at different levels and areas of the educational system.

subtracting flexibility and efficiency and often hindering attempts at innovations and
reform (9).

Both centralism and bureaucratism represent excesses, as no one can

to assert that in the management of such large, complex, and
important, such as educational ones, none of the functions should be exercised centrally
mind, that all those functions can be fulfilled without the need for bureaucratic organs
critics. The very evolution of administrative services has set the pace for the
successive creation of public entities of an entrepreneurial nature, or of institutions
autonomous in different fields, in order to overcome the limitations and excesses of the
bureaucratic action; and in the case of education, new forms are added as well
of communal organization for educational management, and which in fact escape from the
nature of public organizations, to venture into the novel terrain of
social law (9).

On the other hand, politics is having a significant influence on education, and the factors
socio-political issues are complicating decision-making and implementation of the
policies in public educational organizations. Moreover, there are significant
deficits and limitations that are being presented in terms of trained personnel,
financial resources and technologies, everything which is aggravated by factors
demographic and fiscal issues, and due to economic problems affecting the population (9); and the
the ongoing issue with the growing influence of social media on
educational, scientific, and cultural material, without those means harmonizing with
the purposes and with the management of the education systems.

In addition to all of the above, there is a growing social demand for more and better education.
education, and for a more equitable distribution of educational opportunities, and for a
greater involvement of social organizations in the management of educational services.
Due to all the problems previously mentioned, it is required that the educational administration be
sensible and that seeks adequate solutions, which implies the consideration of re-
engineering to be applied to educational administrations.

Finally, they must also undergo the re-engineering process of failure.

and student dropout, which represent the old problems to be solved in the
education, while international instruments and globalization are the
current problems.
Có clusIónes
The objective of educational administration is to facilitate the process of
teaching-learning, through the maximization of the institution's resources.

2. Educational administration is a process made up of the functions of

planning, organization, direction, coordination, execution, and control of all the
activities that are carried out in an educational institution.

3. Planning involves anticipating situations and events; execution means carrying out.
the planned; the organization consists of creating the school social body; the management
refers to making the institution (executive) function and achieving concrete objectives; the
Coordination is framed in the synchronization of efforts and activities; while
that the controls streamline order, discipline, and coordination; and in the function of
evaluation determines the relevance, effectiveness, efficiency, and impact of the activities
educational.

In every educational administration, three basic components prevail: the mission

institutional; the philosophical, psychological and organizational assumptions; and the description
of the student that is expected to be formed.

5. The teaching administrator must possess and handle skills such as leadership,
leadership, authority, advisory capacity, time and resource optimizer, etc.

6. The fundamental actors of educational administration are constituted by the

administrator, director, supervisor, and the officials of the Ministry of Education.

7. Re-engineering also involves modernizing education. Four aspects should be

to be in the perspective of educational re-engineering: bureaucracy, centralism,
desertion and student failure.
Biblióg afía
LEROY69 (pseudonym)
blogger: [Link]; 2010.
The provided input is a URL and not translatable text.
Functions of Educational Administration
Dominican Republic.
No text to translate provided.
3. Blog: school administration
[Link]
model/[Link]
Valencian Stream, Juan Antonio. Blog: education management; Section:
present yourself; Blogger: [Link]; 2009
Invalid URL
5. Espaillat, Emiliano. Blog: Educational Administration; Blogger: educanblog.
[Link]
=4874&blogId=1176
6. Temuco, Lyentur. Blog: Educational management and administration; Blogger:
[Link]; 2008
URL provided does not contain text for translation.
7. Villegas, Adriana et al. Blog: Administration of education; Section:
Administration and Finance; Blogger: monografí[Link] 2008
[Link] ›Administration and Finance
8. UN Global Compact. Blog: the principles for responsible management education. 2007
The provided text is a URL and does not contain translatable content.
9. Malpica, Carlos N. PDF Document: The administration of education and its
relationships with planning and research. INTERNATIONAL INSTITUTE OF
EDUCATION PLANNING - UNESCO.
7,-9, rue Eugène-Delacroix, 75016 Paris.
Unable to access the content of the provided URL.
10. Autonomous University of Yucatán (UADY), Faculty of Education, Master's degree in
Educational Research. Mexico.
Unable to access external links.
11. Ortiz Pinilla, Nelson. Blog: Design and evaluation of projects; Blogger: [Link]
UNICEF-Colombia. 2000
Unable to access external links.
12. Patrus-Pen, Roberto. THE ETHICAL COMPANY: A NEW PARADIGM?
Electronic Journal Doctoral Forum. Number 3. Special Edition. January–April 2011.
[Link]/.../educational-administration-288...
13. Cruz Soto, Luis Antonio. Bibliographic Review. Accounting Journal
administration, No. 200, January-March 2001.
The provided text is a URL. Please provide text for translation.
14. Pariente F, José Luis. Blog: Theory of Organizations. Chapter 5. University
Autonomous University of Tamaulipas, 1998
Unable to access the document at the provided URL.
15. Alba. Blog: Types of resources from the center; Blogger: Briefcase, 2011
Unable to access or translate content from external links.
Fingermann, Hilda
Blogger: education in The Guide 2000; 2010.
What is school administration?
[Link] administration. Bircham International University portal, faculty of
arts and humanities. 2006
The provided text is a URL and does not contain translatable content.
[Link]és Lutz, Guillermo. Blog: La administración y la gestión educacional; Sección:
Administration and finance; Blogger: monografí[Link]
[Link] ›Administration and Finance
19. Cortés Lutz, Guillermo. Blog: Educational administration and management; Section:
Administration and finance; Blogger: monografí[Link]
Invalid input. Please provide the text to be translated.
20. 'Profile and functions of the educational coordinator and their implementation in educational centers'
private educational institutions in the capital city of Guatemala." Thesis presented by VICENTE
SOLER MUNGUIA, prior to opting for the degree of Bachelor in Education with
specialization in Educational Administration. Mariano Gálvez University.
Guatemala, Guatemala, C.A. 2008
Importance of Educational Coordination in ...