Educational Administration: National System

• Unit 5 discusses Educational Administration in general
• Introduces the structure of the National Education System

Objectives

• Differentiate the levels and functions of the Ministry of Education and Sciences within the National Education System
• Know the levels of organization within the National Education System
• Recognize the dependencies comprising the Ministry of Education and Sciences (MEC)
• Analyze the importance of each department dependent on the MEC

Administration and educational administrative system

• Paraguayan education and its management system have undergone considerable changes in the last two decades
• These changes relate to the period of the Alfredo Stroessner dictatorship, which lasted 35 years (1954–1989)
• The changes occurred during the political opening and transition to democracy after overthrowing the government
• A new Electoral Code was enacted in 1990; recognition of all parties & movements without ideological discrimination
• Decentralization of municipal government, and the institution of the electoral agenda also contributed to the changes
• The new National Constitution in 1992 was prepared and sanctioned through a pluralistic National Constituent Convention
• Regional integration into the MERCOSUR project and educational reform starting in 1991-1992 were factors
• The reform was gradually implemented in the classroom since 1994
• The minimum budget allocation of 20% of resources for education from the central administration is insufficient
• In 1981–1991, the Ministry of Education & Sciences (MEC) expenditure varied from 11.0% to 11.8% of the central government's total expenditure
• It increased to 15% in 1992 due to teacher salary growth, and to around 21% from 1996
• This was with the implementation of educational reform programs and increased educational coverage
• The General Law of Education was sanctioned on May 26, 1998, in accordance with the State's restructuring by the 1992 Constitution
• The educational reform institutionalized changes, particularly in relation to General and Basic School Education

Structure of Formal Education

• According to Article 27 of Paraguay's 1992 National Constitution, formal education is structured into three levels
• The National Education System includes general education, special education, and other educational care modalities
• The first level comprises initial education and basic school education
• The second level covers secondary education
• The third level covers higher education
• Paraguay's Educational System has made efforts to guarantee access to education
• Since 2010, compulsory and free initial and secondary education were extended throughout all levels of the education system

National Education System Composition

• The National Educational System consists of Basic, Middle Superior, and Superior types
• The types are offered in school, non-school, and mixed modalities
• The first level covers initial education and the first and second cycles of Basic School Education
• The second level covers the third cycle of Basic School Education and Media Education
• The third level covers Higher Education
• Basic Education guarantees the personal realization, development, active citizenship, social inclusion, full employment, and lifelong learning
• Secondary education will be considered basic since it is necessary for all citizens
• It will be free in public educational institutions managed by the State
• The State ensures universal access to and completion of secondary education, as part of mandatory basic education

Basic Education Levels & Modalities

• Initial Education
• Basic School Education
• Media Education
• Permanent education for young people and adults

MEC Organization Chart & Functions

• The Ministry of Education and Culture aims to guarantee education as a public good and fundamental human right
• Formulating, executing, and evaluating national educational policy is among its functions
• Promoting science in formal, non-formal, and reflective education also
• Developing culture in all forms as a pillar of education at all levels and in all modalities is a function
• Formulating and executing plans and programs, in accordance with national educational policy, and guaranteeing financing and sustainability
• Executing plans, programs, and projects related to education; ensuring quality, equity, relevance, and inclusion in a democratic culture
• Establishing institutions for social participation in policy design, development, and execution is important
• Designing, developing, and applying the curriculum for all levels and modalities of education
• Proposing adjustments in the educational offer based on the objectives of the General Education Law N° 1264/98 and development goals
• Strengthening the teaching profession through access, training, promotion, evaluation, compensation policies, etc.
• Coordinating with other state and productive sector instances to develop, implement, and evaluate training programs for work
• Strengthening research and development in science and technology related to the country's priorities
• Organizing and normalizing the educational offer according to the principles and characteristics established by law is necessary
• Promoting experiences of educational innovation, consolidating the incorporation of new technologies, in coordination with the National Secretariat
• Evaluating the teaching-learning process according to the objectives set in the national curriculum
• Enabling, licensing, supervising, intervening, and closing educational institutions, public or private, according to the regulations
• Strengthening management capacity with information systems to improve accountability and public resource management
• Implementing a national system of educational statistics that facilitates communication among system members is important
• Fulfilling other functions entrusted by law, like communication to build inclusion, identity, social participation, and accountability

General Directorate of School Administrative Management

• Established in 2003, by Decree N° 98 of August 20, to handle the staff movement processes of education
• This applies to public institutions of official management and central-level officials in a transparent and effective manner
• The administrative thrust of educational reform focuses on optimizing resources allocated to educational institutions
• These include officially managed and privately subsidized institutions, as well as other departments of the Ministry of Education & Culture
• Adjusting the organization of the General Directorate of School Administrative Management to address current requirements is necessary
• Internal/external evaluations also call for reorganizing the office and improving the quality of service

Decree N° 98 - Responsibility, Competencies, and Obligations

• Aims to eliminate spaces for administrative discretion, ensuring each official understands their institutional commitment clearly
• The advance of educational reform centers on optimization and rationalization of resources for both official and private subsidized institutions
• Internal and external evaluations in the General Directorate of School Administrative Management mandate a reorganization to enhance service quality

Directorate of Personnel Movement

• Decree N° 98 of August 20, establishes a model that characterizes how people flow within and out of the organization
• Emplyees "interchange" positions and hierarchical levels after a determined periods

Main Functions & Specific Functions of Department

• Orient and evaluate the work of Coordinators
• Providing technical information and analysis
• Dependency is established by the Directorate of Personnel Movement
• Receive, analyze & process personal movements
• Coordinate actions with Budget and IT
• Ensure smooth user service
• Organize and classify the monthly Personal Movement file

Main Functions of the Budget Department

• Provide information on budget for decision-making
• Monitor the budget implementation system

Manual of Organization and Functions - General Directorate of School Administrative Management

• Receive, analyze & provide sector budget information
• Coordinate actions with Personal Movement Control and IT Departments
• Organize, verify, and evaluate information on recategorization, coverage, budget deficit & teaching scale
• Ensuring the updating of data and information related to the budget

Main Functions of the Personnel IT Department

• Orient and evaluate dependent sections
• Administer personnel movement server/database
• Its specific functions include entering, verifying, and evaluating data uploads in the Personnel Movement System

Resolutions & Services of Personal IT Department

• Elaborate resolution projects based on the Personnel Movement System to be printed
• Provide technical information
• Work with the Department of Control & Budget
• Ensure smooth service of the movement consultation system
• Implement a system of educational statistics and information to facilitate the communication among members

Main Functions of the Control of Annex Department

• To process the administrative movements of MEC educators/officials monthly, complying with requisites of the National Constitution, Public Function Law, & Educator Statute
• Develop resolution projects of personnel movements, maintaining the database of all movements, and controlling resources assigned by law
• Dependent on the General Directorate of School Administrative Management
• Its specific functions include monitoring the Table of "Vacancies", controlling received proposals, processing data on movements (appointments, resignations, transfers, etc), and coordinating actions with the Directorate

Control of the Annex of Personnel & the Technical Cabinet Directorate

• Both are dependent on the General Directorate of School Administrative Management, analyze and process teacher recategorization of items and pay scales
• Apply the Budget Law according to the area of competence
• Receiving, analyzing, and approving reports from subordinate departments; informing the General Directorate regarding management
• Composed of a Technical Cabinet, a General Secretariat
• Divided into Personnel Movement Directorate, Budget Department, and IT Department

Strategies and projects for the integration of families into school

• According to Serrano Alicea, Lourdes I.; López Javier, Janet & Morales Morales, Marilyn (2008) the determining factors for a more inclusive society include
  • An Inclusive Culture
    • to work with the community and with inclusive values.
  • The Modification of Society’s Values
    • Valuation of solidarity, social & personal development, and recognition that students with difficulties don’t impede progress
    • Civic values are important for social and work integration

Policies, Curriculum, & School Organization

• Develop Inclusive Policies: Coordinate learning processes and mobilize resources
• Curriculum Transformation: use a curriculum which is comprehensive, unique, and diverse
• Modification of the Culture and Organization of the School: value education and quality between all students, respecting their differences
• Professional Development: Improve the skills of all teachers, not specialists, to show better aptitude towards all students
• Review of the Instruction in the Classroom: continuously redesign meaningful and helpful educational situations and use technology
• New Teaching Style: Solidarity and working together between teachers to produce aligned educational experiences with coeducation in mind

UNESCO - Family Participation

• The participation of the family in education is important to the school
• People with disabilities don't have the ability to choose their own desires and tastes because of their educational background

Didactic Obstacles

• Formalistic and memoristic teaching
• Strict evaluation criteria
• Belief that difficult students' learning is too complex to work with
• Obstacles in the inclusive process
• Negative attitudes from the regular school families
• Lack of communication between center, family, and community