Educational continuity during the pandemic: Challenges to pedagogical management in segregated Chilean schools

Abstract

The COVID-19 outbreak has created an uncertain scenario for educational systems, leading many countries to deploy unprecedented remote learning programmes. Chilean schools have not been the exception and have thus developed and put in place several actions to uphold effective pedagogical management (PM) and continuity of learning; however, as we emphasise in this paper, the Chilean educational system is highly segregated. PM encompasses actions and decisions aimed at safeguarding quality education by focusing on four domains: technological, curricular, methodological and assessment. This descriptive and exploratory quantitative study seeks to explore the challenges facing PM, as perceived by actors working in Chile's three different administrative and financial school governance systems in the framework of remote education during the COVID-19 pandemic. Our findings highlight the disparities among actors belonging to the three types of administrative and financial governance systems regarding the perceived challenges facing PM. Thus, publicly funded schools face greater challenges in practically all four PM domains as compared to private schools. The main differences among schools revolve around the technological and assessment domains. While the technological domain is more of a concern for public schools, the assessment domain presents more challenges for private schools. Beyond the schools´ administrative and financial governance system, an important finding was the scant importance attached to the curriculum as a challenging issue as well as an excessive focus on the methodological domain, indicative of a prevailing logic of efficiency as applied to the learning process.

¿Cómo impactan las variables no-cognitivas el aprendizaje de los adolescentes en matemáticas en postpandemia ?

“…Dichas dimensiones no cognitivas han mostrado su significación para el aprendizaje y el desarrollo durante el periodo de pandemia. Liu et al (2022) concluyen que: "La escuela post pandemia debe recalibrar estas prioridades" (p. 95) mientras que Cuellar et al (2021) señalan la necesidad de enfocar esta escuela postpandemia en temas de competencias (cognitivas y nocognitivas) y no tanto en temas de tecnología, currículo o evaluación.…”

“…Además, considerando que en la mayoría de los sistema educativos latinos se ofrecen tres tipos de regímenes administrativos (instituciones públicas, subvencionadas y privadas), segregadas entre sí (Cuellar et al, 2021) y que "forman alumnos con profundas diferencias en su inteligencia" (Rosas & Santa Cruz, 2013), se puede controlar por las variables del contexto escolar (i.e., pedagogía, clima de aula, características del cuerpo docente etc.) y otras características ambientales (i.e., estrato, capital cultural, características familiares, etc.…”

Gestión e integración de políticas educativas según la percepción de los usuarios de la UGEL - Perú

“…Asimismo, la gestión educativa es un proceso orientado al fortalecimiento de los proyectos educativos de las instituciones, que ayuda a mantener la autonomía institucional en el marco de las políticas públicas, enriqueciendo los procesos pedagógicos con el fin de responder a las necesidades educativas locales y regionales (López, 2017). Sin embargo, la gestión pedagógica implica aspectos del quehacer educativo, y la estructura que se va actualizando en función de las necesidades de formación; a su vez, comprende dimensiones en ámbitos tecnológicos, curricular, metodológicos y de evaluación (Cuellar et al, 2021). Por otro lado, Zamora et al, (2022), señalan que los medios para alcanzar la gestión pedagógica de calidad son las tecnologías de la información, comunicación y el rol del docente.…”

Exploring the mediating role of promoting school physical activity on the relationship between low socioeconomic status and academic achievement and school climate: evidence from 4,990 Chilean schools

“…Although it has experienced significant economic growth in the past decades, inequalities in accessing a quality education among all sectors of the population have not been overcome ( 5 ). Additionally, Chile has one of the highest Gini coefficients among Organization for Economic Co-operation and Development (OECD) countries ( 6 ) and it is well established that the Chilean national educational system is highly segregated ( 7 ). In this respect, SES segregation is a central problem for the country’s educational system.…”