Antony Ariel Caisa Ronda, Ángel Alberto Villarroel Maya
Objective: The study analyzed the organizational climate factors in a municipal decentralized autonomous government in the province of Cotopaxi. The purpose was to identify the dimensions rated highest and lowest by public servants and to generate relevant input for decision-making in leadership and human talent management. Methodology: A quantitative, non-experimental, descriptive study was conducted. Data collection was carried out using a structured questionnaire with a five-point Likert-type scale, administered to public servants of the municipal GAD. The reliability of the instrument was assessed using Cronbach’s alpha coefficient, yielding a value of 0.983, and data processing was performed with SPSS software, using benchmarks for interpreting the results. Results: The findings revealed that the organizational climate was predominantly perceived as low (44.40%), while the leadership (66.90%), commitment (64.50%), and work environment (63.80%) dimensions reached intermediate levels of acceptance. Strengths related to trust in leadership, initiative, and openness to change were identified; however, weaknesses persisted in work organization, recognition, professional development, equity, and resource availability. Conclusions: It was concluded that the organizational climate exhibits significant gaps that limit the consolidation of a favorable work environment. The results provide empirical evidence for the design of institutional policies aimed at strengthening leadership, recognizing performance, fostering professional development, and providing resources. Furthermore, they open future lines of research focused on the comparative analysis of organizational climate in various public management contexts.
This study examines budget management in the Decentralized Autonomous Governments (GADs) at the parish level, emphasizing the importance of transparency in public resource administration as a mechanism to promote accountability and prevent corruption. The main objective was to apply budgetary indicators to the Tacamoros Parish GAD, located in Sozoranga, Loja Province, during the fiscal periods 2021–2022, in order to evaluate the efficiency and effectiveness of budget allocations. A quantitative and descriptive approach was adopted, employing data collection and analysis tools based on the guidelines of the Organic Code of Territorial Organization, Autonomy, and Decentralization (COOTAD) and the Organic Code of Planning and Public Finance (COPFP). The results reveal that the budget cycle achieved a confidence level of 82.93%, with an associated risk of 17.07%. Likewise, revenue execution compared to the programmed figures reached 49.13% in 2021 and 69.15% in 2022, while expenditure execution was 59.47% in 2021 and 50.33% in 2022. The study concludes that strengthening long-term strategic planning and promoting greater financial autonomy in parish-level GADs are essential to ensure more efficient budget management for the benefit of the community.
Carmen María Fernández García, Mercedes Inda, María Paulina Viñuela Hernández
Abstract This chapter uses a three-stage process of documentary analysis to illustrate how teaching effectiveness is assessed and studied in Spain. We begin by presenting the Spanish legal context, giving a historical overview of the most important education legislation. This is important, as there have been several reforms over recent years, and because of the decentralized model in Spain, which means that competencies and responsibilities are split between the Ministry of Education, Culture, and Sport and the regional administrations in the autonomous communities. The second part focuses on educational innovations and effective teaching behaviors resulting from policy changes and the traditional and dominant paradigms in the Spanish educational landscape. We use the six teaching effectiveness domains from the ICALT project as a reference: safe learning climate, efficient classroom management, clarity of instruction, activating teaching, teaching-learning strategies, and differentiation. The third part describes empirical research undertaken in three autonomous communities in Spain to assess teaching quality. We look at organizational, human, and curricular factors which can help in interpreting teaching standards and their impact on student engagement. Finally, the conclusions from the research are considered and discussed in terms of potential policy recommendations and practical decisions at both regional and national levels about teachers’ initial training, continued training, and professional development.

 El objetivo del presente artículo fue realizar un diagnóstico de los factores organizacionales presentes en el Gobierno Autónomo Descentralizado Municipal del cantón Manta, para la implementación del Plan de Fortalecimiento Institucional. La investigación es de alcance descriptivo y se aplicó un cuestionario de 15 preguntas cerradas-dicotómicas a una muestra estratificada de un total de 96 encuestados. El 95 % manifestó no conocer en detalle lo que es un Plan de Fortalecimiento Institucional, aun así, lo consideran relevante como herramienta de Gestión Estratégica. El 31% menciona que no existe una adecuada comunicación entre las autoridades, servidores y trabajadores públicos, asimismo el 43 % considera que no hay una gestión eficiente. Entre las recomendaciones se destacan elaborar un código de ética, automatizar los procesos, capacitación, definir los estándares de calidad, crear indicadores e instrumentos para el monitoreo y mejora continua. Asimismo, crear espacios para un mayor acercamiento servidores y ciudadanos.
 
 Palabras clave: Planificación, Fortalecimiento, Gobierno, Política pública y regulación
 
 ABSTRACT
 The objective of this article was to make a diagnosis of the organizational factors present in the autonomous decentralized municipal government of the Manta canton, for the implementation of the Institutional Strengthening Plan. The research is descriptive in scope and a questionnaire of 15 closed-dichotomous questions was applied to a stratified sample of a total of 96 respondents. 95% said they did not know in detail what an Institutional Strengthening Plan is, even though they consider it relevant as a Strategic Management tool. 31% mentions that there is no adequate communication between authorities, servants and public workers, and 43% consider that there is no efficient management. Among the recommendations, it is important to elaborate a code of ethics, automate processes, training, define quality standards, create indicators and instruments for monitoring and continuous improvement. Also create spaces for a closer approach to servers and citizens.
 
 Key words: Planning, Strengthening, Government, Public policy and regulation
Liseth Carolina Pineda Garcia, Edgar David Tenjo Macias
The main objective of this review article is to carry out a bibliographical study on the Decentralization of education and its impact on coverage and quality, with a comparative view between Colombia and some countries of the region. From the above, the following question was asked. Did decentralization allow progress in coverage and quality of education for some countries in our region? Due to the importance of education in the growth of the country and the region, it is important to carry out a study in which it can be verified whether or not the decentralization of education contributed to the coverage and quality of education. Therefore, a reading and analysis of the process of decentralization of the following countries were carried out: Mexico, Brazil, Argentina, Venezuela, Chile, Uruguay and Colombia. Regarding the selection of the countries, this one was realized on the main characteristic that belongs to the Latin American region and that they have had similar political, social and economic processes. According to the information found and the analysis of the scientific articles on the topic of decentralization of education, the countries mentioned above were taken as sample in this article, in which the process of decentralization of education within each one was studied and How it was financed, with the above variables could be identified if said process contributed or not to the quality and coverage of education in the same region. In the case of Colombia, articles were included that included information on the quality and coverage of education in the last 20 years, where decentralization has been a State policy on this subject. In this way, it was identified that in all Latin America after the second half of the last century, administrative, political and fiscal organization processes began in each of the countries. One of the decisions was the beginning of the decentralization of power to get the state to reach each of the civilian populations and thus have greater access, efficiency, coverage and quality in education. In this case, education in these countries has permeated the process.
The growing economic inability in Latin-American states to finance public universities, has positioned public funding as a common theme in almost all targeted reforms of higher education. Insufficient public resources are compromising the effectiveness of academic management in public universities, without knowing the key economic issues for strengthening public sector policies. This essay is intended to: propose a new system of criteria for funding of higher education; based on the analysis of the Venezuelan experience in allocations of public resources used to finance higher education institutions during the 2000-2015 period. It is a documentary research. The proposal contains seven (7) integrating elements that would lead to the establishment of a funding policy for higher education. Finally, it is suggested that the State exceeds the old negotiated "incremental “schemes, "rigid" budget formulas and deferred funding allocations, which fail to identify basic needs and costs associated to the academic management of higher education institutions, in terms of promoting efficiency, equity and decentralization in public funding for the Venezuelan higher education system.
This research analyzes the effects of educational governance on the quality of basic education in two Latin American countries. Educational governance is operationalized using four factors: decentralization, accountability, provision and financing, and incentives. Through the use of a mixed-methods approach—using statistical techniques and 60 semi-structured interviews with different key players in the education field—the study illuminates some mechanisms through which governance influences quality. The main findings are that, contra some assertions made by policy makers, institutional arrangements matter in a non-unidirectional way. However, the research shows that educational governance is not the main explanatory variable when explaining the quality of basic education. These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.
Los estudios comparativos han sido el objetivo de los gobiernos y de\nlas organizaciones multilaterales, adquiriendo cada vez más relieve en el\nactual proceso de globalización. En la evaluación de las políticas, especialmente\nlas educativas, la comparación se utiliza para delimitar los parámetros\nde calidad y los modelos de eficiencia. Este artículo tiene como objetivo\npresentar un estudio de las políticas en materia de formación y\ndesarrollo profesional para profesores de enseñanza secundaria de España\ny Brasil, con las categorías de análisis de la descentralización, la financiación, la evaluación y \ncambios del perfil del profesor, bajo la influencia\nde los procesos de globalización y reforma del Estado en la educación,\ncon el fin de identificar las tendencias en curso.
espanolEn este articulo analizamos los retos a los que se enfrenta el sistema de gobierno de las universidades publicas espanolas. Para ello tomamos el concepto de «dilemas de gobierno» utilizado por Larsen et al. (2009) y por Lazerson (2010). Concretamente se abordan los dilemas entre: la democracia representativa y la eficacia organizacional, los modelos de estructuras integradas y matriciales; las influencias externas o internas en la toma de decisiones y, entre la centralizacion y la descentralizacion en el contexto de la autonomia universitaria. Optamos por una metodologia cualitativa en la que aplicamos entrevistas y grupo focal de discusion. Las entrevistas se realizaron a veintitres informantes de cuatro universidades publicas espanolas triangulandose tres perfiles diferenciados de informantes: academicos que ejercen funciones de direccion; expertos analistas del gobierno y gestion de la educacion superior y personal de administracion y apoyo al academico-gestor. Tras ellas organizamos un grupo focal de discusion con expertos. Los resultados obtenidos indican que los expertos defienden una mayor autonomia para los directivos y un menor control por parte de organos colegiados de representacion estamental. Por otro lado, la estructura matricial se aplica sabiendo que el profesorado asume temporalmente tareas de direccion y gestion, lo que puede confundir los limites entre ambos focos organizativos. El profesorado que ejerce en la actualidad funciones directivas considera que el modelo vigente es el mas adecuado a las particularidades del sistema universitario espanol y, aunque se reconocen ciertas disfunciones en el modelo de representacion estamental, lo defienden ante un posible modelo de profesionalizacion externa. Concluimos que el modelo de analisis basado en los cuatro dilemas es capaz de reflejar los principales retos que debe asumir la universidad espanola en la actualidad. EnglishThe present paper aims at analyzing those challenges that public Spanish universities face nowadays. Hence, we will deal with the concept of «dilemma in governance» as used by Larsen et al. (2009) as well as by Lazerson (2010). The present paper breaks down into four: dilemma between representative democracy and organizational effectiveness, dilemma between integrated management structures and dual management structures; dilemma between external and internal influence in institutional decision making; dilemma between centralization and decentralization in more autonomous universities. The research has been conducted by means of qualitative methods: survey and focus-group. The survey has targeted 23 respondents, selected from four public Spanish universities, made up of: university managers; governmental and higher educational management experts; administrative personnel and counselors. After this phase, a focus-group with experts was conducted. The results obtained show that experts prefer autonomy of regulations and less control from the state representatives. Moreover, the model applies taking into account the fact that didactic activity temporarily implies counseling and managerial tasks which may create confusion between the two organizational focuses. The didactic activity that nowadays carries out managerial functions views the current model as the most appropriate to higher educational Spanish system and, despite several drawbacks in the model, it is still observed by representatives. Finally the results show that representatives of the centralized bodies are reluctant to share and disseminate power among peripheral organizational structures such as departments and faculties for whom autonomy is still debatable. Summarizing we can consider that the four dilemmas reflect the current challenges that Spanish universities have to face.
The author studies Chile's educational reforms in the eighties, and assesses their successes and failures in terms of quality of teaching. The reforms rested principally on two aspects: decentralized administration (municipal authorities assuming responsibility) and the application of market economic mechanisms for financing schools. Chile's democratic government subsequently added a number of measures that the reforms lacked, such as increasing outlay to the sector and improving educational quality in subsidized schools. However, the success of these reforms is still uncertain.
E VERYONE knows that administration is the maintaining of an organization at an acceptable level of effectiveness. A single head, working co-operatively with the staff members, assigns duties, supervises the performance of them, and evaluates the outcome. In a community, however, and I shall speak of a university frequently as a community, there are a number of organizations performing often identical, sometimes dissimilar, and sometimes inappropriate services to students. That is, specialized functions or services have grown up in separate organizations. This leads to decentralization of administration, with various organizations functioning not as part of a team or as part of a concerted and comprehensive plan, but often independently and quite frequently competitively. Any situation involving decentralization of functions automatically necessitates the establishment of a corrective which we call co-ordination. Co-ordination is, therefore, an administrative means of avoiding friction, duplication, competition, and other undesirable practices among autonomous independent organizations which operate in the same general field of endeavor. It should be noticed that it is only when there is duplication or conflict in the same general field of endeavor that co-ordination is a necessity. Obviously there is no need for co-ordination when two independent, autonomous organizations operate in fields which are unrelated. Co-ordination is an effective means of developing co-operative relationships which bring about a dovetailing of partial and specialized services into a total program or pattern of services. It is also a means of bringing about a desirable degree of coherence within a decentralized system of organizations. Co-ordination is not a static form of administrative structure. It is rather a function and a dynamic process constantly changing because of at least four factors. First, the workers' personalities, interests, understandings, and motivations change from period to period. Second, there are shifts and changes in the community with respect to the demands made upon the organizations in a particular field of endeavor. Third, the needs of individual clients change as they themselves progress from one age period to another, from one economic status to another, from one physiological status to another, and from one psychological status to another. Fourth, in any field of social endeavor the products of research and systematized experiences constantly feed into the professional practices and services, thereby changing the conceptions of the basic nature of the