CURRENT EDUCATIONAL POLICIES AND THEIR IMPACT ON THE PROCESS

OF TEACHING AND LEARNING GUATEMALAN

According to Monzón, 1995, educational policy is understood as a set of precepts.

mandatory through which a legal basis of law is established, for
carry out the tasks of education.

According to Lemus, 1975“Educational policies constitute a particularization of

state policies and, therefore, refer to the systematic set of
conceptions, plans, programs, laws and permitted or prohibited actions that
they formulate and carry out under the guidance of the block in power through the
technical bodies designated to achieve educational objectives in a society
dada

What differentiates educational policies from other state policies is not the fact
that some express power relationships and others do not, but the particular scope where
these relationships are expressed as is Education.

Learning is conceived as a process of knowledge construction.

mediated by different perspectives, tools, knowledge, and skills provided
by the participants in social interaction events within a community of
learning. From this sociocultural perspective, knowledge is related to
way in which human beings create explanations about reality
personal, social, natural, and symbolic, based on the characteristics of the environment, the
opportunities and social and educational practices, as well as their level of development
evolutionary. In the educational field, conditions are created and actions are encouraged,
experiences and interactions where participants share their beliefs,
knowledge, values and attitudes around a situation, from which it is
skills are developed and results or products are obtained. These situations of
learning occurs in a particular context, where processes are generated of
participation guided by the interaction of others.
Education as an expression of human development is a long-term goal.
Their personal and collective impacts are not immediately perceived, but
with the observation of the positive social changes it generates in people and
in society or, conversely, of the negative effects that it promotes
educational exclusion. Therefore, the Political Constitution of the Republic of Guatemala
promulgated in 1985 established free education up to the basic level cycle
medium. The National Education Council, established under the protection of Article 12 of the
National Education Law, Decree No. 12-91 of the Congress of the Republic of
Guatemala presents to the different sectors and to the general population, the
Educational policies that must be administered to the country.

These policies are the result of a work set made by the

representatives of each of the institutions and organizations that make up the
National Education Council. Work that has been based on what
exposed in the Educational Reform Design of 1998, which contains policies and
strategies to address the educational challenges of the country and that after more than
Ten years remain in force; the different proposals for educational policies
formulated by various national and international institutions such as the Goals
of the Millennium and the Goals 20-21, aims to make a proposal that in a way
effective, in the medium and long term, responds to the characteristics and needs of the
Country, they are of national interest and applicable to the public and private sector.
They aim to guide the present and future lines of work.
achievement of objectives aimed at the integral development of the person through
of a National Education System that is quality, inclusive, effective, and respectful of
the diversity of the country and that contributes to the strengthening of education
Guatemalan citizenship. Decentralized management, the effective and honest use of the
public resources and accountability to society are fundamental for the
logro de estas políticas.

These policies have been enhanced thanks also to the parents who have
raised their demands for school attention for their children. The organizations
indigenous people who have
potentialize cultural specificities and identified aspirations that favor
harmonious and supportive interethnic relations. The productive sectors indicate
as a weakness the low qualification of young people and adults participating in the market
of work. The media repeatedly emphasize the need for
improving educational quality. For all of them, it is urgent, valuable, and important that the
the country is engaged in an educational reform process. Such a justified expectation does not

It may remain unanswered.

It can be observed how human development is linked to education, which

in addition to contributing to reducing poverty, as mentioned before,
also contributes to strengthening the institutions of civil society. Education
tends to be a mirror of society, for that reason it is influenced by a series of
outstanding factors such as the community culture, the demographics of the families, the
political conditions, the demands of the economy, the ideas about educability of
people, learning theories, the availability and use of technologies
and the resources that society is willing to allocate to this task.

Within this context, the members of the National Education Council,

aware of the challenges and the demand for quality education, taking on the
responsibility that the Law demands from them, the decision is made to formulate a series
of educational policies that respond in the medium and long term to the challenges
educational initiatives proposed and in the near future become state policies
that transcend governments.

Among the eight proposed policies, one of them is the policy of

quality, being aware that quality is not an isolated policy, but that, when
When we talk about quality, we refer to the entire Educational System, which encompasses everything from

development of the basic competencies of each subject up to the infrastructure.

Understanding educational quality as: the backbone of the educational process,
a permanent challenge in the classroom, taking into account the particularities
nationals and avoids exclusion, and that there is no quality without equity.
The policies proposed to achieve a viable Quality System
Policy, technical, and financial are: of quality; of coverage; of equity; of education
bilingual, multicultural and intercultural; management model; strengthening
institutional and decentralization; of human resource development and of increase of
educational investment. They also suggest that a realistic orientation of
The actions should be based on the development of an integrated scheme, where the
access and coverage, as well as quality, are framed within equity and
they constitute the center of the actions. These must be based on actions of a type
administrative, multisectoral participation, support programs, and an adequate
financing and legislation.

The subject of education is the person, and the full perfection of the person requires
take into account all human dimensions since true development is the
of man in his wholeness.
Being understood as a person is a physical, expressive, spiritual, free, intelligent being.
capable of knowing the truth, wanting good, setting their own goals, of
to love and be loved; with rights and duties. "Responsible for their own actions and
depository of a creative will; men and women integrated into the horizon
of their culture and dignified by their behavior families and social.

One of the major shortcomings of classical and modern philosophical anthropology is the
study of affectivity in human action, which has greatly impacted
in education. Personalism, by considering the importance that it has
affectivity in human behavior took a step forward in the integrative vision of
human reality has also provided the theoretical foundations that support the
human rights, among one of its scopes.
Education makes sense when it clearly visualizes where it wants to go and
to whom it is addressed.

Se educa para formar ciudadanos responsables que actúan con ética y justicia;
entrepreneurs; they know, respect, and value their own culture and other cultures;
they maintain positive relationships and in our case, they feel proud to be
Guatemalans. People who think and act wisely in decision making
decisions, commitment, action, and service. They have dialogical capacity and
analytics; they propose alternatives to meet needs and solve problems;
you have the preparation to adequately face the challenges of the world
changing, they are innovative, reflective, responsible, critical, creative, and futuristic.
Individuals prepared to critically analyze the demands of the environment
technological, scientific and humanistic and to respond to them in a timely, effective and
adequately. With critical thinking, capable of living with others and with the
nature and that they can outline a route for improving quality of life,
with the right to be respected and to respect others, recognizing the
individual differences.

Each one is a person who works, participates, recognizes their circumstances and tries.
to positively modify them for him and for others, whom he sees as his
fellow citizens with the same rights, so that it can understand the
importance of the common good and therefore can move away from their personal interests
to make way to find the benefit for all. They dream, set goals, and fight for
reach them.

An education that always recognizes and respects the cultural aspects of the environment
of the people, who have the responsibility to educate, that reflects and responds to the
characteristics, needs, and aspirations of a multicultural, multilingual country
multiethnic, respecting, strengthening, and enriching personal identity and that of
their Peoples, as sustenance of unity in diversity.

For this philosophical framework to be viable, it is necessary to have a System.

Quality intercultural education that has policies, strategies, and programs.
in the medium and long term, that address the major educational challenges that exist today

the country faces issues such as coverage, equity, bilingual education, management model,
decentralization, institutional strengthening, highly skilled human resources
qualified and committed, especially the teachers, and increase in investment
educational, which in turn allows it to establish the competencies that students
they must develop for the formation of the citizen described above.
The National Education System, to ensure its effectiveness, must also have
with an appropriate and ongoing evaluation system that is formative in nature,
to assist in decision-making and to allow at all times to recognize the level
of achievement and the challenges we must face to reorient classroom work.

Education is one of the decisive factors for promoting strengthening of the

cultural identity of each of its four peoples and the affirmation of identity
national
The principles that support and guide the formulation of educational policies are
those indicated in the National Education Law (Legislative Decree No. 12-91) in its
TITLE I. Principles and Aims of Education is based on the following
principles:
It is an inherent right of the human being and an obligation of the State.
2. In the respect or dignity of the human person and effective compliance
of Human Rights.
It places the learner at the center and as the subject of the educational process.

4. It is focused on the comprehensive development and improvement of the human being.

through a permanent, gradual, and progressive process.
5. To be an instrument that contributes to the formation of a just society.
and democratic.
It is defined and carried out in a multilingual, multiethnic, and multicultural environment.
function of the communities that make it up.
7. It is a scientific, humanistic, critical, dynamic, participatory process and
transformer. NATIONAL EDUCATION COUNCIL POLICIES
EDUCATIONAL

In description and analysis, each of them can be expressed for purposes

important for your knowledge and study.

COVERAGE
 Guarantee access, permanence, and effective completion for children and youth.
without discrimination, at all educational levels and school subsystems
extracurricular.

Strategic Objectives
Increase coverage at all educational levels.

Ensure the conditions that allow for permanence and graduation.

students in different education levels.

Expand extracurricular programs for those who have not had access
to the formal education system and can complete primary and secondary levels.

2. QUALITY
Improvement of the quality of the educational process to ensure that all
people are subjects of relevant and appropriate education.

Strategic Objectives
Having designs and curricular instruments that respond to the
characteristics and needs of the population and the advances of science and the
technology.

Provide tools for curriculum development and implementation

Strengthen the evaluation system to ensure educational quality.

3. MANAGEMENT MODEL
 Systematic strengthening of effectiveness and transparency mechanisms
in the national education system.
Strategic Objectives
Systematize the educational information process.

Strengthen the management model to achieve the effectiveness of the process

educational.

Ensure transparency in the management process.

Strengthen quality criteria in the administration of institutions

educational.

Establish a system for renovation, maintenance, and construction of the

physical layout of educational centers. NATIONAL COUNCIL OF
EDUCATION

4. HUMAN RESOURCES
Strengthening of training, evaluation, and management of human resources
National Educational System.
Strategic Objectives
Ensure appropriate training and updating of human resources for
achieve effective performance.

Evaluate the performance of human resources for the purpose of improvement of quality.

3 Implement a system of incentives and benefits for human resources,

linked to performance, training, and conditions.

5. Bilingual, Multicultural and Intercultural Education

Strengthening Multicultural and Intercultural Bilingual Education.
Strategic Objectives
Strengthen bilingual multicultural and intercultural programs for the
harmonious coexistence among peoples and their cultures.

Implement curricular designs according to the characteristics

sociocultural aspects of each town.

Ensure the generalization of Multicultural Bilingual Education.

Intercultural.

Establish the specific classroom technical support system of the

EBMI.

6. Increase in educational investment

Increase the budget allocation to Education until it reaches what
It establishes Article 102 of the National Education Law.
Strategic Objectives
Ensure the sustained growth of the Education budget
correspondence to the increase in school population and improvement
permanent educational system.

Promote equity criteria in the allocation of resources in order to

reduce the gaps.

Allocate resources to regularly implement the provision of materials.

and team.
Equity
Ensure the quality education demanded by the people who make up the
four towns, especially the most vulnerable groups, recognizing their context
and the current world.
Strategic Objectives
Ensure that the National Education System allows access to the
comprehensive education with equity and equal opportunities.

Ensure the essential conditions that guarantee equity and equality

opportunities.

Reduce school failure in the most vulnerable groups.

Implement educational programs that promote educational quality for

vulnerable groups.

8. Institutional strengthening and decentralization

Strengthen the institutional framework of the national educational system and participation from
the local sphere to ensure quality, coverage, and social, cultural relevance
linguistics at all levels with equity, transparency, and a long-term vision.
Strategic Objectives

Strengthen local instances so they can develop the process of

decentralization and participation in administrative and technical decisions.

Promote and strengthen the participation of different social sectors at the level
community, municipal and regional in education.

Strengthen research and evaluation programs of the Educational System

National.

Detailing each of these policies, they are incomprehensible in their context.

developed and the reason for its formation this establishes a living context that
meets favorable expectations for the national educational system and each
element that shapes current education, constituting a significant achievement,
effective and efficient in learning, teaching, and assessment of methodologies
educational. Guatemalan educational policies have experimented with new
strategies to respond to the demands for equity in education. The
bilingual intercultural education and curricular reform are actions that have been
executed, which have transferred managements and are still in effect.

To conclude, it is said that these policy changes are noticeable, the successful cases.
show institutions that manage to weave a strong relationship with parents and with
the community, they take advantage of technology, establish alliances with various sectors and
they understand the challenges of the teaching profession in its broadest sense. That gives them
it allows for the mobilization of resources and generates a coherent movement. Finally, the

history from the perspective of the State highlights some elements that the system
it must group to foster global change: promote decentralization,
stimulate innovation, develop local capacity, and ensure accountability
accounts.
 BIBLIOGRAPHY
Association for Research and Social Studies (ASIES) Agreements of
Firm and Lasting Peace of 1,996. Educational Reform. Chapter
Interculturality. Pages 349-400.

Political Constitution of the Republic of Guatemala. (Library

Presidential for Peace and Economic Culture Fund of Guatemala,
April 2002). Printed by MERCAPRINT, Guatemala. (Fourth section
Education, articles 71-76.

Correa de Molina, Cecilia. Strategic Management and Total Quality

in educational institutions. Editorial Magisterio Bogotá, Colombia.
(1,997)

Lemus, Luis Arturo. Administration, Management, and Supervision of Schools.

Editorial Kapeluz, Buenos Aires, Argentina. (1,975).

National Education Law.

Ministry of Education. Educational Legislation. CENALTEX. (1993).

Ministry of Education of Guatemala. (2004). Educational Policies

2,005 – 2,008.

Monzón García, Samuel Alfredo (1,993). Estado y Políticas Educativas

in Guatemala. University Press, Guatemala.

Political Constitution of the Republic of Guatemala

 National Education Law Decree No. 12-

Guatemala Educational Policies Ministry of Education Approved according to

Ministerial Agreement Number 3409-2011 dated November 30, 2011.

Educational Planning Directorate DIPLAN.