teachers
Some friends told me that every weekend have to travel from Cajamarca to Lima to attend the Master courses and often had to overcome inclement weather and poor road conditions due to torrential rains. In those comments come a number of concerns. Do teachers working in the province have the same opportunities for specialization and teachers of the capital? Is there an equality of opportunity? What are the consequences of centralization? In this article, we reflect on some important aspects of educational decentralization: development imperative. The
educational decentralization provides an opportunity for all. Currently, teachers do not have the same opportunities for higher education institutions are distant from your area, or no qualified personnel to provide training and / or expertise they need and for that reason some of them travel on weekends to Lima to continue further training and specialization. There is no equality of opportunity due to low salaries of teachers who are not allowed to travel constantly to the capital to continue her studies. While some universities are promoting distance education is not enough to solve the problem. For this reason it is necessary to reflect on the decentralization of education in our country.
Decentralization is a process of state reform, which will provide new opportunities to Peruvians in a framework of equality and democracy. According to Law No. 23878 (1984) Decentralization is the transfer of functions and related decision-making power in the political, economic, administrative center to the periphery looking for a uniform development of regions, aimed at recovering the inequalities and imbalances in the country. The assessment of cultural diversity is important as a starting point for any decentralization.
Education decentralization and the relationship between levels of government and management bodies. Although this transfer of functions from the national to the subnational levels of government. The difficulty lies in the relationship between the instance of local school management (UGEL) with local government. Approaches discharges at a seminar on decentralization of education (UNESCO / ED / EPS / NED) held in July 2003. One of the most acute risk is the division of responsibilities between regional and local governments in education should be clarified and followed. If we remember the latest news from the census evaluation raised some regions develop an independent test of MINEDU. Reading the Map Concerted Transfer of Competences for the Education Sector Decentralization. SASE, (2006:136) [1] is an important idea that expose the existence of the perception that decentralization is in advanced, while the different administrative and budgetary functions were transferred and this is explained by the authors mentioned by a conceptual confusion between devolution and decentralization. His explanation is that they set in motion the current decentralization process, various administrative functions had been devolved to the Boards of Directors transient Regional, where the Regional Offices were operating as decentralized agencies of the ministries, at present the Regional Offices are in the midst of a tension between the administrative and financial dependence of regional Government and the technical unit of the Ministry of Education regulations.
autonomy of educational institutions in the process of decentralization is relevant. I believe that work should be assessed in each school to bring realistic solutions to every social, cultural and economic. There currently exists a certain dependence that has each school in strategic planning and operational. While the CONEI was empowered to take decision making for hiring the teacher. Today it is only possible that recruitment at a public competition. The limitations on the directors in improving the educational institution is becoming increasingly worrying. If we look at the infrastructure of the state educational institutions in Lima we approach an image of the 70 and 80 with some exceptions that are trying to keep the room for innovation and strength of the institution. Every time we move more of the conditions that have pre-university colleges or private. Now the director has only costing a record of their institution, but there is no evidence in magnitude full autonomy to create and propose innovative projects to be at the forefront with other private schools. Each school in the possible elaborates the Institutional Educational Project (PEI) with the participation of the educational community, but the results are not encouraging. There is a continuity of the projects and an evaluation of them. Finally, the consequences of centralization are evident because inequality alarming and disturbing overtones. The lack of opportunities leads to frustration and low motivation ideals.
In conclusion, we must generate reflections on the types of institutions the country needs according to the needs of each region and locality. Also, projecting the future because we will know the role that will meet the regional, local and MINEDU. For this reason, it is necessary that educational management reforms are comprehensive and open to different management areas. I believe that the participation of municipalities in the district education management will play a crucial role in educational administration. For this reason, the project brief: Attitudes, expectations and perceptions towards decentralization of education in state school principals (2003:13) stresses the importance in their conclusions, "the leadership that would schools to take in the process and the crucial role of managers in order to crystallize, with a relevant professional activities, democratization and facilitator of decisions, the achievement of institutional goals at the highest level. "
[1] Adapted from: Guerrero, Raúl; Patino and Alberto Villanueva, Ricardo: Map Concluded for Transfer of Skills in educación.SASE sector decentralization, 2006
educational decentralization provides an opportunity for all. Currently, teachers do not have the same opportunities for higher education institutions are distant from your area, or no qualified personnel to provide training and / or expertise they need and for that reason some of them travel on weekends to Lima to continue further training and specialization. There is no equality of opportunity due to low salaries of teachers who are not allowed to travel constantly to the capital to continue her studies. While some universities are promoting distance education is not enough to solve the problem. For this reason it is necessary to reflect on the decentralization of education in our country.
Decentralization is a process of state reform, which will provide new opportunities to Peruvians in a framework of equality and democracy. According to Law No. 23878 (1984) Decentralization is the transfer of functions and related decision-making power in the political, economic, administrative center to the periphery looking for a uniform development of regions, aimed at recovering the inequalities and imbalances in the country. The assessment of cultural diversity is important as a starting point for any decentralization.
Education decentralization and the relationship between levels of government and management bodies. Although this transfer of functions from the national to the subnational levels of government. The difficulty lies in the relationship between the instance of local school management (UGEL) with local government. Approaches discharges at a seminar on decentralization of education (UNESCO / ED / EPS / NED) held in July 2003. One of the most acute risk is the division of responsibilities between regional and local governments in education should be clarified and followed. If we remember the latest news from the census evaluation raised some regions develop an independent test of MINEDU. Reading the Map Concerted Transfer of Competences for the Education Sector Decentralization. SASE, (2006:136) [1] is an important idea that expose the existence of the perception that decentralization is in advanced, while the different administrative and budgetary functions were transferred and this is explained by the authors mentioned by a conceptual confusion between devolution and decentralization. His explanation is that they set in motion the current decentralization process, various administrative functions had been devolved to the Boards of Directors transient Regional, where the Regional Offices were operating as decentralized agencies of the ministries, at present the Regional Offices are in the midst of a tension between the administrative and financial dependence of regional Government and the technical unit of the Ministry of Education regulations.
autonomy of educational institutions in the process of decentralization is relevant. I believe that work should be assessed in each school to bring realistic solutions to every social, cultural and economic. There currently exists a certain dependence that has each school in strategic planning and operational. While the CONEI was empowered to take decision making for hiring the teacher. Today it is only possible that recruitment at a public competition. The limitations on the directors in improving the educational institution is becoming increasingly worrying. If we look at the infrastructure of the state educational institutions in Lima we approach an image of the 70 and 80 with some exceptions that are trying to keep the room for innovation and strength of the institution. Every time we move more of the conditions that have pre-university colleges or private. Now the director has only costing a record of their institution, but there is no evidence in magnitude full autonomy to create and propose innovative projects to be at the forefront with other private schools. Each school in the possible elaborates the Institutional Educational Project (PEI) with the participation of the educational community, but the results are not encouraging. There is a continuity of the projects and an evaluation of them. Finally, the consequences of centralization are evident because inequality alarming and disturbing overtones. The lack of opportunities leads to frustration and low motivation ideals.
In conclusion, we must generate reflections on the types of institutions the country needs according to the needs of each region and locality. Also, projecting the future because we will know the role that will meet the regional, local and MINEDU. For this reason, it is necessary that educational management reforms are comprehensive and open to different management areas. I believe that the participation of municipalities in the district education management will play a crucial role in educational administration. For this reason, the project brief: Attitudes, expectations and perceptions towards decentralization of education in state school principals (2003:13) stresses the importance in their conclusions, "the leadership that would schools to take in the process and the crucial role of managers in order to crystallize, with a relevant professional activities, democratization and facilitator of decisions, the achievement of institutional goals at the highest level. "
[1] Adapted from: Guerrero, Raúl; Patino and Alberto Villanueva, Ricardo: Map Concluded for Transfer of Skills in educación.SASE sector decentralization, 2006
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