Abstract
This article addresses the analysis of the institutional management modalities and the management leadership practices in educational institutions offering secondary TVET education in Chile. To this end, the vocational orientation existing in these centers are reviewed, along with the articulation processes between the general and specialized education and the actions aimed to promote links with multiple industries and relevant actors with the goal of supporting education-to-work processes. The case study conducted, revealed a predominance of leadership styles that adopt a delegative nature, with little capacity of the managing teams to take on tasks that are specific of the different secondary TVET areas of specialization. The external requirements for education quality assurance demand a significant portion of these institutions’ management efforts, relegating to a second level the professional training goals and making it more difficult to develop links with companies or other production actors, local or regional. As can be inferred from some innovative experiences, promoting a leadership model that favors intra and inter mediation actions of educational institutions, is an alternative of particular interest for the development of secondary TVET and its future challenges.
Highlights
This article addresses the analysis of the institutional management modalities and the management leadership practices in educational institutions offering secondary TVET education in Chile
The vocational orientation existing in these centers are reviewed, along with the articulation processes between the general and specialized education and the actions aimed to promote links with multiple industries and relevant actors with the goal of supporting education-to-work processes
The case study conducted, revealed a predominance of leadership styles that adopt a delegative nature, with little capacity of the managing teams to take on tasks that are specific of the different secondary TVET areas of specialization
Summary
Pese a la existencia de algunos estudios pioneros respecto de esta temática realizados a comienzos de la década del noventa (por ejemplo, Cariola, 1992; Del Campo y Cárcamo, 1993), llama la atención que la investigación acerca de la gestión institucional y el liderazgo educativo en la educación técnica ha sido particularmente escasa, centrando su atención fundamentalmente en aspectos relativos a la identificación y el desarrollo de capacidades en los distintos actores (directores, docentes, estudiantes) con un énfasis prescriptivo, sin considerar la especificidad de la misma y desestimando interrogantes que buscan dar cuenta de las prácticas, relaciones y dinámicas propias relativas al liderazgo educativo en el marco de las exigencias de un modelo de formación diferenciado (Carbone, Fuenzalida y Farías, 2017). Dada la relevancia de esta temática, este artículo tiene por objetivo, a partir de un estudio de casos, el análisis de las prácticas y dinámicas asociadas al liderazgo escolar en la EMTP, identificando las dificultades, desafíos actuales y escenarios futuros en la provisión educativa y articulación de la demanda socioproductiva que enmarca su desarrollo
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