SciELO - Scientific Electronic Library Online

 
vol.23 número82El método transferencial de integración intradisciplinar del contenido biológico, en la carrera AgronomíaLa orientación familiar, su posicionamiento teórico e impacto en la relación escuela-familia-comunidad índice de autoresíndice de materiabúsqueda de artículos
Home Pagelista alfabética de revistas  

Servicios Personalizados

Revista

Articulo

Indicadores

  • No hay articulos citadosCitado por SciELO

Links relacionados

  • No hay articulos similaresSimilares en SciELO

Compartir


EduSol

versión On-line ISSN 1729-8091

EduSol vol.23 no.82 Guantánamo ene.-mar. 2023  Epub 23-Ene-2023

 

Original article

Competencies of the public manager in the educational quality of a Peruvian educational institution

Katy Carmen Mesias Crespin1  * 
http://orcid.org/0000-0003-1256-6792

1Universidad Cesar Vallejo, Perú.

ABSTRACTS

The research addresses the issue of education and competencies in the public sector, with the objective of analyzing the competencies of the public manager in educational quality in a Peruvian management institution, being characterized as basic and with a hermeneutic design; the population consisted of seven managers in the exercise of their functions. A semi-structured interview guide was used, identifying categories and subcategories that were analyzed with the support of Atlas.ti. The results show that the selected institution has suitable personnel and that their competencies are in line with the required educational quality.

Keywords: Public manager competencies; Educational quality; Achievement orientation; Commitment; Integrity

Introduction

Education has always attracted the attention of people and governments, so that from a socio-pedagogical vision explanations and new methods are sought to design forms of development. In this sense, contemporary society considers that the public manager and educational quality occupy a preponderant place for educational success, especially because of the role of the public manager as a subject in charge of developing labor competencies oriented to the development of international and national academic and scientific associations (Castillo, 2019).

Under this perspective, the terminology competencies is used in education in a particular way, being inserted in the educational curriculum of different countries. When talking about competence, there are different concepts, but in the educational field it is studied and discussed as a central aspect for the quality of education and to face the challenges of modern knowledge. It is important to manage and guide the capabilities of the institution, because it enables different visions, improves the practice of knowledge and makes it applicable to different situations (Moon, 2020). In Europe, for example, competency-based management was successfully introduced a few years ago, which is essential for continuing education, because society needs competent citizens (OECD, 2019).

In this sense, the data from the test of the international program for the evaluation of students PISA (2018) evidences the great deficit in the search for educational quality, this is the case of Peru, located among the last nations; in view of this, the Ministry of Education considered as a goal of the National Education Project to 2021 to execute support programs and academic assistance to educators and supervisors through instructional specialists to ensure instructional quality. Notwithstanding, the absence of a determination and assessment as to the profile of government-funded school heads could show its mark on the impacts generated on directors, instructors and understudies, with consent for general trainings being important, since they are required to give scope to the improvement of learning in pupils.

This problem has been exacerbated by the COVID-19 pandemic, due to the mark it has left on society, reaching all continents in a short time and claiming hundreds of thousands of lives, forcing a mandatory confinement that generated chaos in societies and markets, mainly in the educational service, where competency-based management was affected and therefore educational quality (Cuevas, 2020); therefore, it is warned at international level that even if the disease is controlled, the repercussions will continue to affect the population for many years to come: it is seen as an unprecedented global crisis, in the face of which the educational system must modify the strategies of its attention to guarantee the quality of the educational service (Hernández, 2020).

This situation led to formulate the objective of analyzing the competencies of the public manager in the educational quality of a management institution in the province of Ucayali, 2022. To achieve this, a basic work with a hermeneutic design (Chávez, 2017) was carried out in an educational institution in the province of Ucayali, during the school year 2022; selecting as participants seven people who met the following inclusion criteria: (a) managers, area heads or specialists in the exercise of their functions, (b) managers of the initial, primary or secondary levels, (c) managers who accepted (informed consent) to participate in the research. Semi-structured interview guides were used as data collection instruments (Hueso and Cascant, 2017), as a way of being able to recover data inductively (accumulation and emergence), identifying categories and subcategories that allowed the construction of results and conclusions (Hernández, Fernández and Baptista, 2017) with support in the Atlas.ti program.

Development

For Lora-Guzmán, Castilla-Paternina and Góez-Flórez (2020) management models focused on competencies create favorable situations that contribute to the evaluation and growth of personnel, which certifies the validity of the tasks aimed at selecting, training and compensating, reducing personnel turnover, being such performance a competitive advantage that leads to superior results and brand positioning. According to Vivas and Saavedra (2019) every educational institution must apply innovative strategies to raise the level of quality it offers to achieve user satisfaction, reflected in the work environment and in the horizontal and democratic communication between managers, teachers, parents and students. Domingo (2019) adds that part of the competencies of the manager are in appropriating a leadership style, while for Ocampo, Guerra and Bermúdez (2022) quality helps to improve the institution because it is where they learn, develop attitudes, skills and values, together with the management executed by the managers.

As a reference, the Competency Approach Theory developed by De Souza (2018) was considered, a methodology that provides objectives such as the estimation of the preparation effort or the administration by type profiles, which allow creating a versatile culture by compensating the obtaining of skills through different occupations, highlighting Figueroa (2019) that the interest and responsibility of the directive in the development of the model is fundamental, so there must be people prepared in perception methods and specialists in the understanding of the practices and situations under study (Ma, 2017). In relation to management by competencies, Gonzales and Pacheco (2018) perceive the confusing nature of conventional abilities, explaining that there are instrumental abilities that allow ordering, associating, examining and joining data and that the subsequent disposition is the advancement of individual abilities, related to group work and moral responsibility, having sufficient initiative, conscious self-learning, the utilization of development and the ability to address problems despite obstructions.

Mertens' Competence Theory was also considered which states identifying the attributes present in individuals to be chosen, qualities that could anticipate the fulfillment of their job execution, so it argues that performing admirably in the occupation is more connected to the individual's qualities, to their abilities. Despite what is generally expected, there are different abilities that can be cultivated, like information and experience, which can be enhanced in human administration processes (Custodio, 2018). Ducci (2018) states, for his part, that work capacity is strengthened with practice, facilitating the development of productive results achieved with good guidance, experience and training, described as a collective construction of learning. In turn, Punk (2017) argues that competent ability is possessed by those who have the necessary skills and abilities, being able to address competence problems freely and being ready to work in teams.

In policy implementation, these connections think about the human variable as a significant benefit, however, there is vulnerability and instability in the administration framework, regularly having a negative implication in the public scope (Kent, 2020). That is why Gil (2017) specifies that it must be clarified exhaustively and comprehensively to the way in which personnel are coordinated and managed, as well as merge the points of view identified with the arrangement of execution, its valuation and the impacts that these cycles have on the preparation and acknowledgment of workers in the satisfaction of the competencies required for their work. For this reason, competency assessments correspond to a competency profile to perform different professions and achieve better and higher goals in terms of results and progress in the training area (Singh and Singh, 2018).

In this regard, Cassio (2019) adds that management by competencies has the following dimensions: (a) Achievement orientation, it is quick and urgent in the face of key decisions necessary to align all actions with expectations, meet customer needs, surpass competitors or improve the organization; it refers to the ability to act. (b) Commitment, referring to the type of agreement that a person has with others before a fact or situation, understanding that a promise is an obligation to be fulfilled by the person who has it, which can be seen as the goal to fulfill of one or more people; while (c) integrity, is the state of the individual that receives all the parts, including not only physical things, but also values and beliefs; in other words, people have integrity when they act in accordance with the ideas they express.

On the other hand, when talking about the quality of education, this is generally understood as the particularities of a product or service related to its potential to compensate for a particular need. It is a relative and at the same time multidimensional conception, which refers to efficiency and relates it to a certain ideology or pedagogical trend that includes methodologies and didactics, but which must be seen as a permanent process that responds to the needs of a society. In short, this quality is the result of a comparison of what a good or service should be and its peculiarities with respect to what is expected by the user. And as expressed by Ishikawa's Quality Theory, quality surveillance leads to the development, work, design and maintenance of an adequate product, considering that man, when valued and motivated, improves his productivity (Criado, 2019).

In training, as already enunciated, quality is a multidimensional and vague idea with diverse implications and translations, characterized by different origins or methods of valuing or viewing it (Cuadrado, 2019). Whenever an attempt is made to contextualize quality in a research cycle of results, constant improvement, one can speak of effectiveness (Gómez, 2019). Thus, quality in schooling portrays the innate property or set of properties about the value of a person or thing, characteristic or trait related to the greatness of the proposed systems to deliver resources and products that meet their users. In other words, quality can represent characteristics and consequences of administrative cycles, as indicated by the level of fulfillment of goals, so it is to be expected to attend a need and an acceptable responsibility as a characteristic of the formative routine (Blanco and Astorga, 2018).

Under this framework, the quality of education is an expression or concept of training activity, whose purpose is the pursuit of greatness for one person rather than seriousness for another. However, in the information-oriented society and the era of globalization, there is a tendency to achieve both educational and institutional goals by assuming that one is at the forefront of progress in the educational cycle. Domingo (2019), Sanchez and Martinez (2020) consider it important to achieve an undeniable degree of instructional quality by considering occasions, socio-instructional developments, internal and external cycles and the attributes of individuals' practices within it; in any case, the likelihood of achieving significant degrees of educational quality is considered (UNESCO, 2017).

Consequently, quality in schooling is characterized as the articulation or consequences of certain lines of contemplating the importance of training that familiarize serious intricacies with what we might want as instructive quality. Furthermore, in the event that training is an experiential modality of man, with the contact of other individuals it humanizes, then, at that point, it highlights the significance of instructive quality, which then be solid and dependable. This will allow people their personal improvement, consequently cultivating resilience and respect among coordinating people in a similar society (Mendizábal, 2020).

The reasons and positions of this are more than determinants of molders and social education and have emerged as essential elements for people, wherever they are, the everyday materials of the social order and deep environment (Peniche, 2018). The quality of education should also be an activity that provides security and familiarity to customers, as long as the motivation is the careful arrangement of students who are prepared to have all the emotional diversity defined in this field. Thus, Castillo (2019) proposes the following dimensions of educational quality: (a) working conditions, which is the environment and infrastructure in which the educational process takes place; (b) teachers' academic level, which refers to the level of updating and training of teachers in terms of their pedagogical practice; and (c) educational articulation, which refers to the joint work carried out by educational authorities, teachers, students and parents for a common goal (Cueva, 2020).

The following are the findings of the research, derived from the information gathered from the interviews conducted and with the support of the Atlas.ti program (Figure 1). In relation to the first category, public manager competencies, the subcategories achievement orientation, commitment and integrity were investigated, following the theoretical proposal of Cassio (2019). In this sense, achievement orientation was observed through the selective codes: evaluation of teaching performance, continuous learning and cooperative work.

For the first code, the evaluation of teaching performance, it was possible to detect that the aspects of updating staff training concern the manager of the selected institution, despite the short time he has been in this entity, he has ensured that they receive the required technical assistance and training, both virtually and in person, including the specialists working in it. When considering in the work the manager's competencies, the exposition of De Souza (2018) is certified when pointing out that the theory on the approach to this thematic offers objective devices, exemplified in the estimation of the effort for updating and management by profiles, elements that are complemented with the idea of Figueroa (2019), who highlights that the responsibility for achieving the proposed goals lies with the manager or manager.

Source: Self - elaboration

Figure 1 Competencies of the public manager and their components. 

On the other hand, the people interviewed expressed their agreement with the way in which personnel evaluation is carried out, emphasizing that the regulations established by the Ministry of Education and the public career law are followed, adding that at the time of data collection they were simultaneously undergoing an application process to choose those who will work in the institution in the near future (year 2023). This verified the approach of Lora-Guzman et al. (2020), who state that competency-based management models create favorable situations that favor the evaluation and growth of personnel, turning staff performance into a competitive advantage and better results.

Regarding the second code, continuous learning, the information obtained shows that the manager's training is taken into account and that the evaluation is carried out according to the functions of the position held, and they agree with the frequency of the manager's participation in the aforementioned courses, because this strengthens his or her competencies. Regarding this last aspect, they added that these courses are offered under the promotion of the ministry, and that there are also options organized by the Regional Education Directorate, this year focused on early childhood development and carried out through a non-governmental organization basically aimed at specialists. These results verify the contribution of Criado (2019) by taking up the Ishikawa theory that links the achievement of goals with the motivation that the manager can achieve in his staff by valuing them and stimulating their improvements in the institution where they work according to governmental guidelines.

The third code to analyze the achievement orientation, collaborative work, the interviewees reported that everyone participates in a collaborative and complementary way in contributions according to their knowledge and strengths depending on the needs that arise in the institution and in response to requests from the manager. This confirms the approach of Gonzales and Pacheco (2018), when they recommend taking into account the individual skills of the staff that facilitate teamwork and the fulfillment of responsibilities, stimulating initiative and their ability to address problematic situations. For the commitment element, the following selective codes were stated: compliance with agreements and group collaboration, communication and teamwork and delegated functions, cooperative work. Thus, with respect to compliance with agreements and group collaboration, managers expressed that commitments and agreements are respected, highlighting, as previously mentioned, the strengths of each staff member.

However, they specify that in spite of the good coexistence, vigilance should be maintained on the fulfillment of the agreements, to avoid that they remain in the minutes and pending to be carried out due to the number of tasks to be fulfilled, which should also be replicated at the level of the specialists who visit the institutions. This result ratifies the approach of Bogar (2018), in whose contribution he highlights the importance of institutions identifying the demands or needs present and offering solutions taking into account the expectations of their users. Regarding communication and teamwork, the interviewees responded that there is regular communication with the work teams, which is processed through each leadership. In the meetings that are held, they receive guidance to comply with the established goals and respect is shown for each opinion that is issued, on which agreements are reached. This coincides with Gil (2017), when stating that managers must coordinate and manage the staff, as well as unite their points of view in favor of achieving actions aimed at achieving the goals of the institution.

Regarding the delegated functions, cooperative work, the opinions were positive, since they characterize delegation as a way of participation that benefits the work teams, being frequent its application to move forward as these work groups are strengthened. To this is added the feeling of confidence to fulfill the assigned tasks, adding that the manager in this sense is doing well, using this distribution of responsibilities in all areas of the institution. Thus, the position of Singh and Singh (2018) is ratified, explaining how competency-based assessments constitute display evaluations in line with the required profile.

For integrity, meanwhile, the selective codes were: trust and commitment, empathy, democratic leadership with participation, agreements and trust. For the first of these, the information obtained was that the personnel strive to perform their functions in the best possible way, showing their responsibility to the institution and to the manager, without waiting to be told or reiterated what they should do. This coincides with Ocampo et al. (2022), who state that quality contributes to improving institutional performance and can go hand in hand with the achievement of the management's goals.

Regarding empathy, including in the term internal users the directors, teachers, assistants and visitors of the institution, the comments collected were positive, characterizing them as a form of collaboration that facilitates the participation of all in the care provided as an entity. Concerning the capabilities, they agree that they do what should be done, with good will and pleasure, since the staff is the key human capital to achieve the goals of an institution. They also agree with Mendizábal (2020), when he describes quality as a multicultural work trait that brings meaning to the work environment while cooperating with the solidity and reliability of the activities that are developed.

Likewise, with respect to democratic leadership with participation, the managers pointed out that previously the visits of the directors were sporadic, but currently they have a new management whose interest is to observe how they develop in each area, to guide them to improve and to listen to what is thought or what can be contributed to achieve the goals. This aspect verifies the contribution of Domingo (2019), when stating that the leadership of a manager is expressed in respect, motivation and the ability to establish interpersonal relationships; while the second of these researchers explains that the measurement or evaluation of staff competencies includes knowledge of their profiles and institutional regulations to make decisions related to pedagogical processes; being important to have prepared people (Ma, 2017).

With respect to agreements and trust, the answers indicate that the manifest concern of the new management and its constant work is to move forward, being of interest to add that, according to the people interviewed, it helps greatly that she is a professional with experience in each of the positions of this type of institution, because it favors the implementation of empathy, cooperation and teamwork. A good atmosphere of coexistence has been created since her arrival, starting each day with a greeting to whoever is arriving as a welcome to the entity, thus verifying the position of Bogar (2018) when he speaks of creating practical situations and experimental environments, which should not only be applied to students, but also expand them to the staff.

In relation to the innovative proposals during the last year for some interviewees there is not much precision, considering not being able to issue an opinion yet given the short time of the manager in his position, although they emphasize the importance of returning to the presentiality after the period of recollection that was experienced during the pandemic and the labor duality with virtuality. However, and although it is not something innovative, for others the holding of meetings is considered something positive and they believe that the new director is thinking about the possibility of innovating. This element is also related to Bogar's (2018) study, when mentioning that every educational institution must incorporate innovative strategies to increase the quality of the service it offers and achieve user satisfaction, which is reflected in the work environment and in democratic and horizontal communication, an aspect that is indeed present in the selected institution, even though the interviewees preferred not to go into details about the presence or not of innovation.

Considering the second category, educational quality, the subcategories working conditions, teaching academic level and educational articulation were investigated (Figure 2), following the proposal of Castillo (2019) and Cueva (2020). Working conditions were observed through the selective codes safety and trust, maintenance and management, joint collaboration and managing for pedagogy. Thus, about the first of these codes, the interviewees highlighted their daily experience, being received at the entrance of the institution with kindness by the principal, a detail that makes them happy at the beginning of the day and motivates them to do their best in their activities and that is consistent with what Cuadrado (2019) characterizes as multidimensional quality.

Source: Self- elaboration.

Figure 2 Educational quality and its components. 

Referring to the second code, maintenance and management, the opinions coincide in that the problem that affects most is produced by an external element, the rains, due to the flooding that it causes, however, when this happens the action is quick to overcome the inconvenience. The same happens with the report of broken equipment; they receive a prompt response when these failures occur. In terms of joint collaboration, the coincidence of responses indicates that face-to-face contact facilitates the processes, giving the opportunity to approach the manager and request information on their requests, an action described as "seeing what is being done as they go along".

This aspect coincides with Gómez (2019), when he states that quality can be contextualized and valued when seeking to improve a given situation. Next, in relation to managing for pedagogy, the interviewees expressed that this issue is of concern, especially because of the consequences caused by the pandemic, the limitations that in some cases there were with virtual classes, family situations that put some students at risk, so with the manager they meet to discuss and discuss the pedagogical aspects that should be emphasized to meet the needs that the children have.

Sánchez and Martínez (2020) link the term educational quality with the modality of the formative process, related to the planning of the pedagogical process of teaching and learning. The academic teaching level, in turn, was detected from the selective codes: evaluative criteria by competence and efficiency in educational work. To the first of these, the interviewees responded that the institutional control sheet includes the pedagogical work, as well as the maintenance of the school premises, while with regard to the criteria used, the guideline followed is the ministerial regulation, taking into account what can and should be done. This result coincides with the perspective of Punk (2017), for whom competent ability can be expressed in the skills required to work with vocation.

Moving on to inquire about the second code, efficiency in educational work, it was observed that the evaluation of efficiency is fulfilled through training and updating processes as means of reinforcing the competencies of each professional working in the institution. In this way, the working capacity is strengthened with practice, which must be linked to a commensurate orientation, experience and training, as explained by Ducci (2018), thus contributing to a collective learning construction. Regarding the way of sharing results and making decisions, the procedure is carried out during the year through visits, monitoring the execution of activities and their systematization, in order to know the results achieved, being able to estimate how much is being achieved and how much needs further support to overcome its difficulties.

The above makes possible to be aware of the reality that is lived and to make decisions, including reflections to teachers and managers that guide them to achieve their goals. This process coincides with the perspective of Custodio (2018) when he takes up Mertens' theory of competence and emphasizes the need to identify the attributes of personnel as qualities that make it possible to anticipate the fulfillment of work activities. For its part, educational articulation was observed through selective codes: shared experiences with a view to excellence, sharing of realities empathically and lack of coordination for networking. When asked about the evaluation of previous stages, the interviewees stated that they had limitations to give their opinion, due to the fact that the new management has only been in charge for a short time, preferring not to answer.

In relation to the way of sharing in the entity, they reiterated that during the meetings, what has been done is taken into account, according to the decisions that have been taken when the visits and monitoring are carried out, an action that allows detecting the progress. With this information, the manager is summoned to present the results in order to reach a consensus and correct any difficulties in achieving the goals set. For those interviewed, consensus is the way forward. According to Kent (2020), although institutional management involves the implementation of government policies, the human element must be seen as a significant benefit, whose support makes a great difference when seeking to achieve effective management.

About sharing realities empathically, what was previously expressed was ratified, in reference to the meetings where the points of interest are presented according to the visits and monitoring in order to make them known and reach a consensus that makes it possible to move forward and maintain teamwork. With respect to the empathic experiences of the manager, they were catalogued as healthy and motivating, given the interest and concern that the new management has towards the personnel of the institution, together with its habit of receiving them at the entrance of the institution. This verifies the approach of Blanco and Astorga (2018) when describing educational quality with the valuation of people, presenting characteristics of management related to their levels of compliance with the proposed activities and that are part of a routine.

To conclude the interview, we worked with the lack of coordination for networking. The opinions collected show that this work is considered acceptable because the teachers work together, explaining that the formation of a network is a district matter, since the responsibility for its coordination and its relationship with the pedagogical work of each institution falls at this level. In other words, it is a work of specialists, so they agree on how they are organized, reaffirming that it is a district task, in accordance with the documentation to be handled and the ministerial requirements, adding that this way of working is done in order to achieve the goals of the educational entities in the pedagogical aspect. These elements are related to the basic aspects to maintain order mentioned by Peniche (2018), especially because educational quality must also offer security to its users, while meeting the requirements of UNESCO (2017) linked to the era of globalization.

Conclusions

Once the research is completed, the conclusions are presented, taking into account the objective proposed and achieved, showing that in the selected institution there is a trained manager concerned about the quality of the educational service offered to the community. In relation to the achievement orientation in the educational quality of a management institution in the province of Ucayali, 2022, it is concluded that the evaluation of teaching performance is governed by the regulations established at the ministerial level and is carried out with the recommended periodicity, for which the profile of the personnel is taken into account, either to ratify them in their position or to accept their application for new academic periods. It was also determined that planning is carried out to maintain continuity in the learning of personnel in the different areas that make up the institution and collaborative work is encouraged in a respectful manner.

Similarly, regarding the commitment to educational quality in times of pandemic, it was determined that the agreements reached through consensual meetings are fulfilled and group collaboration is developed through the formation of work teams; likewise, a broad and horizontal communication process is practiced, where the manager requests and accepts proposals that contribute to improve its management, which are evidenced by the delegation of functions. Finally, in reference to the integrity in the educational quality of a management institution in the province of Ucayali, 2022, it was found that the personnel make their best effort to efficiently fulfill their functions, as a sign of their commitment to the institution where they work; likewise, the empathy element is manifested and there is a democratic leadership with participation developed through agreements and an atmosphere of trust and motivation.

Referencias bibliográficas

Blanco, L. y Astorga, L. (2018). La calidad en la formación atiende una necesidad. México: Limusa. [ Links ]

Cassio, J. (2019). New models of public management: management technologies, organizational culture and leadership after the paradigmatic Bing Bang. Power and People, 50. [ Links ]

Castillo, J. C. (2019). El papel de las competencias laborales en el ámbito educativo: una perspectiva de reflexión e importancia. Daena: International Journal of good Conscience, 14(1), 30-51. [ Links ]

Chávez, R. (2017). Introducción a la Metodología de la Investigación.Ecuador: Universidad Técnica de Machala. [ Links ]

Criado, S. (2019). El fomento del empleo decente y sostenible en cooperativas y sociedades laborales. REVESCO, Revista de Estudios Cooperativos, 132, 77-96. [ Links ]

Cuadrado, E. (2019). Calidad y educación dos variables a estudiar. México: Mc Graw Hill. [ Links ]

Cueva, M. (2020). La calidad educativa en el Perú. Perú: Estilos. [ Links ]

Cuevas, G. (2020). La educación en tiempos de COVID. Revista de Pedagogía, 40. [ Links ]

Custodio, E. (2018). Mertens, una idea que revolucionó la educación. Innovaciones educativas, 20. [ Links ]

De Souza, J. (2018). Teoría del Enfoque por Competencias. México : McGraw-Hill. [ Links ]

Domingo Segovia, J. (2019). Una dirección escolar con capacidad de liderazgo pedagógico.Revista mexicana de investigación educativa,24(82), 897-911. [ Links ]

Ducci, M. (2018). Job competence., USA: Cuality. [ Links ]

Figueroa, L. (2019). Analizando la Teoría del Enfoque por Competencias . Educación y Formación, 30. [ Links ]

Gil, E. (2017). La evaluación de las capacidades de trabajo. Perú: Santillana. [ Links ]

Gómez, N. A. (2019). Actores de la calidad educativa desde una perspectiva multidimensional: análisis en siete regiones de Colombia. Plumilla Educativa, 23(1), 121-139. [ Links ]

Gonzales, C., & Pacheco, F. (2018). Políticas públicas de tecnologías de la información y comunicación para la internacionalización de las empresas peruanas de software: estudio de caso. Revista peruan de Investigación, 55. [ Links ]

Hernández, L. (2020). Evaluación y certificación de las competencias laborales acorde al Sistema Nacional de Salud.Perú: Santillana . [ Links ]

Hernández, R., Fernández, C. y Batista, L. (2017). Metodología de la Investigación. México: Mc Graw Hill . [ Links ]

Hueso, A., & Cascant, J. (2017). Metodología y técnicas cuantitativas de investigación.España: Editorial Universidad Politécnica de Valencia. [ Links ]

Kent, J. (2020). Validity of delone and Mclean’s model of information systems success at the website level of analysis. USA: Book. [ Links ]

Lora-Guzmán, H. S., Castilla-Paternina, S. y Góez-Flórez, M. (2020). La gestión por competencias como estrategia para el mejoramiento de la eficiencia y la eficacia organizacional. Saber, ciencia y Libertad, 15(1), 83-94. Doi: 10.18041/2382-3240/saber.2020v15n1.6291 [ Links ]

Ma, L. (2017). Performance management and citizen satisfaction with the government: Evidence from Chinese municipalities. Public Administration, 95, 39-59. doi: 10.1111/padm.12275 [ Links ]

Mendizábal, C. G. (2020). Sociedad y superación personal. Revista Peruana de Investigación, 10. [ Links ]

Moon, P. (2020). Educational quality in America during the pandemic. Scientific Innovations, 80. [ Links ]

Ocampo, A. M., Guerra, Y. & Bermúdez, J. (2022). Medición en la calidad en los servicios educativos de la Institución Universitaria Escolme: caso de estudio programas de mercadeo. Revista CIES, 13(1), 121-132. [ Links ]

OCDE. (2019). Formación profesional. Glosario de términos escogidos.Suiza: OCDE. [ Links ]

PISA. (2018). Programa Internacional de Evaluación de los Alumnos.Suiza: OCDE. [ Links ]

Peniche, P. (2018). Modelos educativos. México : McGraw-Hill. [ Links ]

Punk, C. (2017). The transmission of competences in the training and improvement of professionals.España: Cedefop. [ Links ]

Sánchez, M. & Martínez, M. (2020). Evaluación del y para el aprendizaje: instrumentos y estrategias. México: UNAM. [ Links ]

Singh, V. y Singh, G. (2018). Citizen centric assessment framework for e-governance services quality. International Journal of Business. doi: 10.1504/ijbis.2018.088568 [ Links ]

UNESCO. (2017). Evaluación de la calidad educativa. Educación, 88. [ Links ]

Vivas, A. D. & Saavedra, P. A. (2018). Comunicación interna en la calidad de la gestión administrativa Liceo Técnico Amelia Courbis, Talca. Revista Scientific, 4, 116-135. doi: 10.29394/Scientific.issn.2542-2987.2019.4.E.7.116-135 [ Links ]

Received: March 15, 2022; Accepted: July 10, 2022

* Author for correspondence: kamesiasc@ucvvirtual.edu.pe

Creative Commons License Este es un artículo publicado en acceso abierto bajo una licencia Creative Commons