Gestión de la evaluación institucional en colegios rurales del bajo Magdalena en condiciones emergentes: una mirada desde lo normativo y las comunidades educativas

Abstract

The recent COVID-19 pandemic affected educational institutions around the world, the conditions that cause the gap between rural and urban education became visible and exacerbated, which suggests an in-depth study about the management of contextualized institutional evaluation, which also contributes to its application in the face of emerging realities. Institutional evaluation as a determining process for continuous improvement in the educational context is approached from various perspectives given the multidisciplinary nature and breadth of the concept, which includes the study of the entire set of structural and procedural aspects that make it up” (Jara, 2004). In accordance with this, the MEN guidelines group into four fields the different efforts that are carried out in all schools and that are led by the rector and coordinators (Board, administrative, academic and community) that include the approaches, practices, methods and knowledge that will be evaluated in a standardized way and that at the same time serve as a basis for decision-making, which also allows proposing alternatives for improvement, for education in Colombia. Within the framework of the educational system, which considers the diversity of the characteristics of service provision, including the service provider (public or private) or geographical diversity (rural and urban); In this specific context of rurality, institutional management and evaluation achieve special importance, since rural institutions face particular challenges that separate them from their urban peers, among them there is a lack of adequate infrastructure, scarcity, resource limitations and geographic isolation are evident. Furthermore, other additional challenges that may appear recurrently or from historical milestones, along with the growing boom in offering quality education, due to its transformative nature of both man and the environment in which he operates (Páez Arias et al, 2024), include the Family, students and educational institutions represented by teachers and directors, whose roles were transformed during the pandemic to give continuity to education as a fundamental pillar in the social, political, economic, cultural and environmental development that in turn They become a challenge for the management of institutionsand their respective evaluation in times of crisis.