The Ministry of Education has issued Directive timely development of the educational activities of public and private institutions of basic education and technical production.
Few changes arising from this policy in relation to 2010. The positive aspects and should improve curriculum design remains expected to be a new government to make appropriate adjustments.
Directive begins with a list of the 69 laws that form the legal basis. Do not forget that many of them give rise to a similar one in the region and to UGEL. A reading of them suggests the need to simplify the integration and regulation. Facilitate school management and the interpretation that each gives to some of its scope.
management tools. The Director of the educational institution must be approved before the start of the school year or promotional period, the following management Institutional Education Project, Curriculum Project of the institution and the Annual Work Plan. The directive refers to these documents should be reviewed, developed or reformulated by a team of technical work. The Institutional Educational Project, a tool that guides the pedagogical process, is scheduled for a period of five years with annual updates. The Annual Work Plan is formulated each year and one of its purposes is to operationalize the project content and Institutional Education Curriculum Project.
The planning, programming and organization of the school year 2011 shall be conducted in December 2010 to February 2011. In those months will prepare relevant management documents, except for Table of Distribution Section and Class Hours should be ready by the third week of January. In December 2010 should complete the evaluation of Annual Work Plan and include it in the 2010 report which includes learning management performed.
assessment activities of the year and the management reports prepared by teachers, principals and assistant principals (as applicable) will be input to reset the institution Curriculum Project (ICP). This activity must be completed no later than February 2011.
While procedural guidelines regarding these documents are necessary, it is desirable for the future technical direction of these processes more explicit. Several assessments of relevance, employment and utility of an education project and the curriculum project show an unfavorable balance, are seen as a bureaucratic requirement but not the tools that help institutional management decisions and work in the classroom.
In Latin America some time develop new focus school programming. The focus of concern is how to articulate the achievements expected institutional and other key learning to improve performance and service. Therefore, the notion of school projects is replaced for educational improvement plans where priorities are to identify and work with the training areas and levels of education considered most critical in learning, the proposal aims to improve performance in these critical areas and grades required to undertake measures these improvements. Topics such as developing a mission and vision, and the formulation of theoretical or conceptual level are secondary importance. Not left to be right. When comparing the proposed mission and vision of the Institutional Education Project which is proven is that they are so similar that it makes little sense for more than 90 thousand schools there in the country do the same.
Being indispensable monitoring of compliance with the scope of the Institutional Education Project, which should stimulate follow-up is permanent, but also prevent or allow only in exceptional cases , which becomes a document under review and annual adjustments. For this justifies its existence the Annual Work Plan. Greater clarity about the scope of the concepts review or adjustment would be necessary to prevent some bureaucrats want to force schools to make adjustments to your content every year.
management tools lead to different scope of the directive approved by the Ministry of Education: the simplification of procedures, indispensable if one has already written the bureaucratic red tape and and the amount of extra orders each region and make Ugel schools. The directive states that administrative simplification is a mandatory national policy, which involves reducing deadlines, requirements, milestones and costs of procedures and administrative services in the decentralized bodies and educational institutions. It requires each school to develop the polidocente respective plan, the inventory of prioritizing and optimizing internal procedures the ten most requested by users. The Regional Directorate of Education, Ugel or municipality must prioritize the twenty most requested procedures.
capacity How have educational institutions to undertake a program of simplification, without more support from the administration? Where are most acute problems of simplification of procedures? The critical area, no doubt, is in the Regional Directorate of Education and the Ugel. They should also be subject significant technical support for the sector in general has lacked a work culture based on procedures.
Teacher Training. As in other years in the education sector was allocated substantial resources for teacher training. The policy reiterates that his activities should not affect the normal development of the school day, that training for multigrade schools and one teacher must be differentiated, that training activities organized by the Regional Education Directorate can assist teachers in other Regional Offices prior coordination.
The directive does not express, but would require previous investment in teacher training are used optimally. Some teachers, such as skilled in English, those with a master's degree in that language, they should have preferential treatment in the distribution box hours, preventing them end up as surplus. Similar way to what they are orders and access to positions of greater responsibility would be, who have entered the Public Educator.
also would require some additional standard more closely articulated pedagogical proposals of the Directive with the results of evaluations of educational performance applied by the measurement unit of the Teaching Quality. Except for a call to reflection and dissemination of results within the school and among parents, no further developments on this issue which is the main social concern about the quality of education.
Curriculum, scheduling, days. same loads are maintained time in the curriculum of the regular basic education, so persevere its benefits and problems encountered. Among the latter is still unresolved the status of preschool teachers who are paid 25 hours a day teaching. In the secondary schools of technical variation in the second, third and fourth, to the rigidity of the workload, it is difficult to take the equipment available to train the workforce.
The directive states that the holiday period for teachers is that each scheme provides career-Teacher or Public Teachers, "taking into account the start and end of the instructional or promotional periods corresponding to each of the shapes, forms, levels and / or attention cycles of educational services. In this regard, a request that many teachers incorporated into the Public Educator is to clearly specify their daily work. Many early education teachers believe, for example, that your day ends at 11.45 am. Supreme Decree No. 008-2006-ED, monitoring and control of the effective work of teachers' work makes no reference to time, nor the directors of institutions operating in more than one shift.
Each school implements the control of attendance and retention through the Rules of Procedure in coordination with the educational community for teachers, with the support and peer pressure, work fixed hours. Principals and assistant principals monitor attendance and punctuality to the institution and the school. They are also responsible, in public schools, to ensure compliance with the rules and procedures for monitoring attendance, retention, job performance and compliance with the effective work of his staff, not excluding the responsibility for each worker, and report the attendance and absence at the UGEL or municipality as the case , for the last business day of the month.
Tutoring. The major limitations of this service in public schools is the lack of psychologists and have little incentive to guardians to play their role. The policy seeks to promote capacity building to ensure quality teachers for the tutoring and Educational Guidance. Although not easy to perform, but is included to ensure that students receive the required attention by deriving the relevant specialists, with a management report. It emphasized that educational institutions do not do therapy or psychological treatment, but rather actions that promote safe internet use for educational purposes, preventing students in situations like cyberacoso or cyberbullying.
Supervision. pedagogical supervision missions are one of the monitoring strategies established at the Ministry of Education, which included visits to public and private educational institutions, in order to verify the status of processes, progress and difficulties in the area pedagogical feedback to the municipalities, UGEL and / or Regional Offices of Education in the context of fulfilling their duties. Supervisors promote educational networks in research of teaching practice or other areas, offering opportunities for exchange and educational innovation in their region to strengthen the capacities of teachers. Foster public spaces and socializing to present products and results of successful education networks in their region. With educational networks pursued exchange successful experiences, optimize resources for educational services and promote in-service training of teachers. In rural areas, are formed at the district level, considering the geographical proximity, cultural identity and communication facilities.
municipalization of education. Under the directive, the educational institutions under the purview of the municipalization of Educational Management, subject to the same rules and procedures that remain under the management of UGEL. The City should coordinate with the respective Regional Directorate of Education and / or UGEL as appropriate, issues related to education. In the field of infrastructure, the Municipality, as well as the Regional Directorate of Education and / or UGEL should consider the phase of architectural barriers to ensure accessibility for students with special educational needs associated with disability.
Standards on personnel administration. only be hiring for personal services, budgeted vacancies and temporary replacement of tenured staff. The vacancy contracted employment relationship only held until 31 December of each year, and holder replacement contracts absent are solved automatically once the period of the work for which he was hired the server.
displacement shares server (appointment, rotation, reassignment, highlight, exchange and order), you must run necessarily, according to the procedure, scope and deadlines established in legal regulations and administrative provisions for both servers in the administrative career and faculty included in the career of teachers and the Public Educator. Only from personal highlights of the holder (named) after a favorable opinion Written entities responsible for the origin and destination, action must be authorized by a resolution issued by the originator. The teacher continues to receive their wages outstanding in the execution unit of origin, with the following considerations:
a. In case of Professor (Director, Hierarchical Teaching) leading to an educational institution that does not comply with features which give assignments and / or specific subsidies by type, location of school, type of school or others, as appropriate, an allowance or bonus suspended for as long as the highlight.
b. be maintained those allowances or bonuses in case of Professor (Director, Hierarchical Teaching) leading to an educational institution that complies with features which give assignments and / or specific subsidies by type, location of school , type of educational institution, or other for as long as the highlight, as appropriate.
for the holder of the decentralized education management instance where the employee serves, according to the rules of austerity of the budget law, the institutional need, the fulfillment of educational services and the interest of the educational community, assess and authorize requests for stand under functional responsibility, considering that it is prohibited to create a contract for replacement of the server role.
The determination of surplus or deficit of places, is produced by reducing the teaching load or administrative or increased demand for education in the Public IE, in accordance with existing legal provisions for rationalization of staff.
The Regional Directorate of Education or UGEL, will relocate and reassign faculty and staff rationalization causal surplus, so that that staff have the resolution that located at its new destination party before the school year started.
educational infrastructure. In those places where The Alternative Basic Education Centers do not operate in separate environments, institutions of Basic Education or Special Basic Education, will share infrastructure, furniture, equipment and other resources of educational and administrative use, under the functional responsibility of managers.
The management of the public school may negotiate with the public and private institutions to improve and equip the IE, which will take into account the relevant legal provisions .
The director responsible for school premises established by the Maintenance Committee, after coordination with the director of the UGEL or President of EMC and will continue the process regulated in Directive No. 002-2009-ME / VMGI "Guidelines for the implementation of preventive maintenance of local public educational institutions nationwide - 2009." The maintenance committee will make an evaluation or diagnosis to determine the most urgent needs, focusing the attention of classrooms and toilets.
New Technologies. The One Laptop per Child program in a computer version - a child will continue in the multi-grade teacher schools and some selected. Technology Resource Centers (TRC) to complement and expand the scope of a Laptop Per Child program, virtual version of a computer per child, are organized in scenarios where ICT resources for use in environments such as the Classroom Educational Innovation, classroom, library and other unconventional spaces such as lecture halls or open spaces of the IE. All software used with the corresponding count license.
before the start of school year or school promotion period the public has the Hall Educational Innovation in the context of ICT, should implement an open virtual page information offer relevant content that presents the virtual page of the National Library. Organizes the operation of the Resource Management Committee directly collected. Develops and approves the Executive Resolution switchboard hours of lectures and distribution of sections, based on the Analytical Budget approved by the UGEL Personal.
See: School Year directive files 2011. MED
Published Educared.
