Abstract:

Education institutions are exposed to various changes, which have revealed shortcomings in the processes of educational direction and management when establishing strategies according to the needs of society and this is mainly due to conceive the use, adoption or adaptation of tools, models and business techniques as instruments that facilitate managerial practice, that although they can be implemented, they do not respond in an integral way to the institutional needs and the actors that converge in it. It is then, where a model of analysis and educational planning must be conceived that facilitates decision-making, the improvement of academic results, the conception of new curricular programs, the structuring and organizational harmonization, the optimization of resources and the synergy of the various departments that the educational centers have.

However, it is necessary to emphasize that the management teams at both school and university level have a set of knowledge, skills and capacities of the educational context that, although they are aligned with the management, pedagogical, human and technological competencies that directors must possess, must be potentiated to achieve an optimal development of institutional strategic thinking and this refers to that, educational directors should have a model that empowers them to analyze various institutional affectations and, in turn, establish plans according to the needs of school actors.

Based on the above, the Educational Analysis and Planning Model is presented as a proposal for improvement as a comprehensive and innovative tool whose general objective is to strengthen the knowledge, capacities and managerial and managerial competencies of educators and continuously establish a set of processes associated with analysis and planning that promote the development of institutional strategic thinking of educators; define management tools aimed at the potentiation of educational planning.

It is then, where this model is composed of 3 key phases that, provide in an organized and systematic way a response to the planning shortcomings that arise in the institutional projections, the first is institutional analysis and it is understood how, the capacity of the educational institution and its areas to determine the current situation and possible effects of the operation and contemplates 4 elements such as the institutional culture, institutional diagnosis, institutional vision and strategic crossing. The second is institutional planning, which refers to the capacity for educational foresight and includes the strategic framework, educational planning, economic projection, monitoring, accompaniment and measurement and the institutional compendium.

Finally, the Institutional Dossier phase is established, which specifically explains affectations, priorities and institutional capacities to comply with the projected strategies. This dossier must be understood as an institutional document and therefore, it must be designed according to the institutional image of the educational center and in addition, it must be carried out with a terminology that can be understood by all the school actors that converge both in the microenvironment and macroenvironment of the institution.

Keywords:

Direction, management.