School management strategies to mitigate inequality: Reflections from Colombia
DOI:
https://doi.org/10.15665/qydqt190Keywords:
Vulnerable Groups, Educational Management, Teaching Director, Rural PopulationAbstract
The contributions of school management in educational institutions present a series of unresolved questions, mainly in regions with high levels of social inequality. This research aims to contribute to the recognition of school management as one of the elements inherent to educational quality. The main objective is to analyze some indicators of internal efficiency and institutional resources in the offices that served a socially vulnerable population in Colombia. The research presents a mixed methodology, combining qualitative and quantitative techniques. Data from the 2019 Formal Education Census (EDUC) and information collected from interviews with rectors and professors from some institutions were used. The results make visible educational inequalities in the rural sector, which increase in schools that serve students in vulnerable situations. However, the effort made by some directors and teachers to close the educational gaps is recognized.
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