Strategic Review of the EDUCO Program - EQUIP123.net

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Strategic Review of the EDUCO ProgramJuly 2010AdvantagesDisadvantagesAccess toeducationSimilar to Options A and B, access to education inrural and poor areas is maintained. Timely response toemerging or changing needs is still possible, using theACE’s expeditious procedures. This model can offeran alternative for middle and high school, by having aprofessional principal in charge of school management,instead of the ACE as the management entity. SocialEducation Plan goals can be met.QualityAdministrativeandinstitutionalmanagementHumanresourcesmanagementThe introduction of better qualified and trained principalsinto the schools would improve educational quality,especially if this is done together with the accountabilityand responsibility provided by teachers under contract.This requires school principals to be duly trained andsupported.The presence of a principal in charge of the school’sday-to-day management instead of the ACE can improvethe school without sacrificing accountability andresponsibility.There would be clear standards and monitoring systemsfor managing teacher and principal performance.Accountability could improve. It requires ensuringgreater MINED involvement in the schools. SocialEducation Plan goals on professionalization ofthe principal and on the capacities of the schooladministration entities can be met.Teachers maintain their annual contracts but theirperformance evaluation will no longer be theresponsibility of the ACE, but rather of the principaltogether with the ACE; this will ensure a more technicalevaluation of teaching methods.Teachers would continue to receive more money becauseof the annual severance payment.The Social Education Plan goal for teacher performancecan be met.High costs for MINED, sinceit will have to ensure positionsfor principals and continuingeducation on relevant topics.MINED’s bureaucratic burdenis maintained. There wouldbe a significant increase in thecosts required to place andtrain a sufficient number ofprincipals.The school budget mightdecrease because the ACE’srole would be smaller.It would take time to refine anaccountability system as part ofthe ACE’s and principal’s newroles.There would be no jobstability, although therewould be less anxiety withthe professionalization of theevaluation.38
Strategic Review of the EDUCO ProgramJuly 2010Implications of the implementation of Option CImplementation of this option would involve a significant administrative process to revise the by-laws ofall the ACEs, hire and place school principals, and train each principal and the ACEs in their new rolesand responsibilities. Development of transparent personnel evaluation systems for teachers and principalswould require a significant level of specialized assistance, pilot testing the new systems, and theirgradual introduction. It would take one to two years for full implementation to be complete.The change in policy and the transition process would be confusing for the ACEs and the affected teachers.Explaining the change in policy would require a substantial investment in a public relations andcommunications plan. It would also require a large-scale training and orientation program for departmentalteams, school principals, and the ACEs, to inform them of the implications of the change. Itwould be necessary to revise the ACE manual, its procedures, and several laws and decrees.Establishing a National Unified Combined SystemOption D. Create a Convergent System with Accountability, Stability, andFlexibility, Using the Advantages of the ACEs and CDEs for all of El Salvador’sSchoolsThis option takes the best of the ACE and CDE models to unify the education system. It would createan administrative structure that unifies all the schools and is used in all of them, whether they are currentlyACE or CDE schools.By unifying the administrative structure, each school would have an appointed principal, who would beresponsible for the school. Principals would be in charge of managing the school on a day-to-day basisand would be responsible for pedagogical leadership. They would not be allowed to teach a grade orto hold the position as an honorary principal. Small schools could have a teacher appointed or couldreceive support from a principal for a group of schools. Principals would have to be trained and orientedon issues relevant to their role.The role that the community and parents would play would not be administrative, but rather would bea role of governance, which would be to make the school responsible for meeting its goals. The modelwould involve improved, stronger governance based on the community, but with professional managementand less community involvement in daily management or administration. In this capacity, thisoverhauled structure would maintain its role of supervision of attendance and tardiness of teachers andprincipals; it would continue providing support to schools through the provision of food and repairs.It would have an official role in the teachers’ performance review or evaluation, which could result in39
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