Diseño de un instrumento de evaluación basado en el modelo PHVA de planes escolares de gestión integral del riesgo.

Abstract

Communities in general, and educational communities in particular, are constantly exposed to natural hazards inherent to planetary dynamics—hazards such as earthquakes, floods, tsunamis, volcanic eruptions, droughts, wildfires, and similar events which, when they occur, result in tragedies involving loss of human life, as well as economic and infrastructure damage. Comprehensive Risk Management emerges as a global strategy to minimize the impact of natural hazards on communities. Its main reference is the Sendai Framework 2015–2030, which succeeded the Hyogo Framework for Action (2005–2015) and was adopted at the Third UN World Conference on Disaster Risk Reduction, held in Sendai, Japan. This framework establishes four priorities—Risk Understanding, Governance, Investment, and Preparedness—and outlines seven goals grouped into two categories: Reduce (mortality, number of people affected, economic losses, and loss of critical infrastructure) and Increase (number of countries with risk reduction strategies, international cooperation, and availability of information networks). In Colombia, the implementation of this Agreement is reflected in the consolidation and development of Law 1523 of 2012, which establishes the National Unit for Disaster Risk Management and promotes the national policy for Risk Management, including the participation of the school system. The Ministry of National Education, through Agreement 006519 of April 2025, guarantees the rights to education and school safety for educational communities through the creation of School Plans for Comprehensive Risk Management, known as PEGIR. On the other hand, Total Quality is a management strategy applied in organizations to foster continuous improvement. In this context, the Plan (P), Do (D), Check (C), and Act (A) cycle—also known as the Deming Model—is promoted to assess compliance with goals associated with the organization’s mission areas, enabling a review of actions (processes and procedures) over time. This evaluation is cyclical and facilitates the identification of major and minor nonconformities, for which process owners develop short, medium , and long term improvement plans whose implementation enhances quality. In this sense, is it possible to assess the implementation of a School Plan for Comprehensive Risk Management from a Total Quality perspective, specifically using the Deming Model to identify nonconformities and promote the development of improvement plans? The hypothesis is that it is indeed possible. Consequently, the objective of this work is to design an evaluation instrument based on the PDCA model that can be standardized and applied by evaluators and/or auditors in school settings.