El papel de las ONG en el liderazgo educativo: estudio de caso de una ONG en Colombia

Hans Walter Cabra Hernández

doi:10.22235/pe.v17i1.3734

Authors

Hans Walter Cabra Hernández Universidad Antonio Nariño https://orcid.org/0000-0002-4780-1185

DOI:

https://doi.org/10.22235/pe.v17i1.3734

Keywords:

leadership, non-governmental organization, extracurricular education, educational innovation

Abstract

The lack of tools available to teachers to promote innovation in the classroom constitutes one of the major challenges in the educational sector. Traditionally, it has been thought that the public sector is responsible for leading innovation processes and strengthening educational quality. However, research in the field of educational leadership suggests that actors such as non-governmental organizations (NGOs) and think tanks are beginning to emerge as leaders in the sector. This is a case study of the NGO Course Council, operating in Chile, which in 2018 implemented a pilot project for curricular innovation in Colombia. Using a qualitative approach, this study aims to understand the role of this NGO in the development of educational leadership processes in two educational centers in Colombia. Data collection involved conducting focus groups with teachers and program directors of the foundation. Findings suggest the need to promote a bottom-up transformative leadership approach that allows for the participation of more actors in curricular innovation processes.

Consejo de Curso is a nongovernmental organization, based in Chile, and since 2014 has been working on the implementation of out of school education programs to close learning gaps. In 2018, Consejo de Curso implemented a pilot study in Colombia to assess the effectiveness of a new curriculum. The results from the intervention were used to make adjustments to the Spanish and Social Studies courses in the schools that participated in the pilot project. This study, qualitative in nature, aimed at understanding the role that nongovernmental organizations such as Consejo de Curso play in fostering educational leadership in Colombia. By conducting semi-structured interviews with the teachers and with the program directors in Colombia as well as by employing thematic analysis techniques, this study suggests the implementation of bottom-up transformational leadership strategies to incentivize participation of multiple actors.

Downloads

Download data is not yet available.

References

Amanchukwu, R., Stanley, G., & Ololubeet, N. (2015). A review of leadership theories, principles and styles and their relevance to educational management. Management, 5(1), 6-14. https://doi.org/10.1108/10878571311290016

Anderson, M. (2017). Transformational leadership in education: A review of existing literature. International Social Science Review, 93(1), 1-13. https://www.jstor.org/stable/90012919

Aula 42. (2023a). ¿Qué es Aula 42? https://aula42.org/que-es-aula42.html

Aula 42. (2023b). El aprendizaje basado en proyectos. https://aula42.org/abp.html

Avolio, B., Walumbwa, F., & Weber, T. (2009). Leadership: Current theories, research, and future directions. The Annual Review of Psychology, 60, 421-49. https://doi.org/10.1146/annurev.psych.60.110707.163621

Banks, N., & Hulme, D. (2012). The role of NGOs and civil society in development and poverty reduction (Brooks World Poverty Institute Working Paper No. 171). https://doi.org/10.2139/ssrn.2072157

Bass, B. (1985). Leadership and performance beyond expectations. The Free Press.

Berkovich, I. (2016). School leaders and transformational leadership theory: time to part ways? Journal of Educational Administration, 54(5), 609-622. https://doi.org/10.1108/JEA-11-2015-0100

Brophy, M. (2020). The role of NGOs in supporting education in Africa. Journal of International and Comparative Education, 9(1). https://doi.org/10.14425/jice.2020.9.1.0612

Consejo de Curso. (s.f.). Impulsamos la innovación educativa. https://consejodecurso.cl/sobre-nosotros.html

Choi, S. L., Goh, C. F., Adam, M. B. H., & Tan, O. (2016). Transformational leadership, empowerment, and job satisfaction: the mediating role of employee empowerment. Human Resources for Health, 14, Article 73. https://doi.org/10.1186/s12960-016-0171-2

Deserranno, E., Nansamba, A., & Qian, N. (2020). The unintended consequences of NGO-provided aid on government services in Uganda (Working Paper 26928). National Bureau of Economic Research. https://www.nber.org/system/files/working_papers/w26928/w26928.pdf

Entreculturas, & Fe y Alegría. (2017). Educación de calidad, educación comprometida. https://www.entreculturas.org/publicacion/educacion-de-calidad-educacion-comprometida/

Fe y Alegría. (2021). Fe y alegría, movimiento que transforma: Evaluación del impacto de la intervención educativa en primaria y secundaria de Fe y Alegría en Bolivía, Colombia, Guatemala, Perú, Républica Dominicana, y Venezuela (2017-2020). https://impacto.feyalegria.org/informe-global/

Goleman, D. (2020). Leadership that gets results. Harvard Business Review. https://med.stanford.edu/content/dam/sm/CME/documents/Goleman-20--20Leadership-20That-20Gets-20Results-20093019-20-1-.pdf

Grey, J. (2018). Leadership coaching and mentoring: A research-based model for stronger partnerships. International Journal of Education Policy & Leadership, 13(12), 1-17. https://files.eric.ed.gov/fulltext/EJ1200706.pdf

Gurr, D. (2023). A think-piece on leadership and education. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000384529

Hashimy, S., Jahromi, A., Hamza, M., Naaz, I., & Basavarajappa, H. T. (2023). Nurturing leadership and capacity building for success: Empowering growth. International Journal of Rehabilitation and Special Education, 3(2), 33-46. https://acspublisher.com/journals/index.php/ijrse/article/view/6117

Hernández-Sampieri, R., & Mendoza, C. (2018). Metodología de la investigación: Las rutas cuantitativa, cualitativa y mixta. Mc Graw Hill Education.

Kendi, I. (2019). How to be an antiracist (1.ª Ed). One World.

Khan, H., Rehmat, M., Butt, T., Farooqi, S., & Asim, J. (2020). Impact of transformational leadership on work performance, burnout and social loafing: A mediation model. Future Business Journal, 6(40). https://doi.org/10.1186/s43093-020-00043-8

Kumar, A. (2019). Cultures of learning in developing education systems: Government and NGO classrooms in India. International Journal of Educational Research, 95, 76-89. https://doi.org/10.1016/j.ijer.2019.02.009

Lakomski, G., & Evers, C. (2020). Theories of educational leadership. Oxford University Press.

Lester, A., Chow, J., & Melton, T. (2020). Quality is critical for meaningful synthesis of afterschool program effects: A systematic review and meta-analysis. Journal of Youth and Adolescence, 49, 369-382. https://doi.org/10.1007/s10964-019-01188-8

Lewis, D., Kanji, N., & Themudo, N. (2020). Non-governmental organizations and development (2.ª ed). Routledge.

Leithwood, K. (2005). Educational leadership: A review of the research. The Mid-Atlantic Regional Educational Laboratory at Temple University Center for Research in Human Development and Education. https://files.eric.ed.gov/fulltext/ED508502.pdf

Lopez, A. (2020). Decolonizing educational leadership: Exploring alternative approaches to leading schools. Palgrave Macmillan. https://link.springer.com/book/10.1007/978-3-030-62380-7

Mahalinga, M. S. A., & Suar, D. (2011). Leadership, LMX, commitment and NGO effectiveness: Transformational leadership, leader-member exchange, organizational commitment, organizational effectiveness, and programme utcomes in Non-Governmental Organizations. International Journal of Rural Management, 6(1), 117-150. https://doi.org/10.1177/097300521100600106

Nowell, L., Norris, J., White, D., & Moules, N. (2017). Thematic analysis: Striving to meet the trustworthiness criteria. International Journal of Qualitative Methods, 16, 1-13. https://journals.sagepub.com/doi/pdf/10.1177/1609406917733847

Organisation for Economic Co-operation and Development. (2021). Beyond academic learning: First results from the survey of social and emotional skills. OECD Publishing, Paris. https://doi.org/10.1787/92a11084-en

Paolini, A. (2020). Social emotional learning: Key to career readiness. Anatolian Journal of Education, 5(1), 125-134. https://files.eric.ed.gov/fulltext/EJ1249147.pdf

Perdrial, J. N., Kincaid, D. W., Wheaton, D., Seybold, E. C., Stewart, B., Walls, L., Blouin, M., Toolin, R., Chorover, J., & Lewis, C. (2020). Equity, diversity, and community as the basis for critical zone science and education. Earth´s Future, 11, e2022EF002812. https://doi.org/10.1029/2022EF002812

Pont, B., Nusche, D., & Moorman, H. (2008). Improving school leadership. Volume 1: Policy and practice. OECD. https://www.oecd.org/education/school/Improving-school-leadership.pdf

Prieto, M. (2022). Paso a paso en el diseño de un estudio mediante grupos focales. Atem Primaria, 29(6), 366-373. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7668831/pdf/main.pdf

Rafferty, A., & Griffin, M. (2004). Dimensions of transformational leadership: Conceptual and empirical extensions. The Leadership Quarterly, 15(3), 329-354. https://doi.org/10.1016/j.leaqua.2004.02.009

Reims, F. (1997). The role of NGOs in promoting educational innovation. A Case Study in Latin America. En J. Lynch, C. Modgil, & S. Modgil (Eds.), Education and Development. Tradition and Innovation (pp. 33-44). Casell. https://citeseerx.ist.psu.edu/document?repid=rep1&type=pdf&doi=b24791127e34747ae91bdf45b7782f72bb48efee

Reza, F. (2022). The role of NGOs in promoting education: Successes and challenges. International Journal of Education, Learning, and Development, 10(1), 24-43. https://www.eajournals.org/wp-content/uploads/The-Role-of-NGOs-in-Promoting-Education.pdf

Rose, P. (2009). NGO provision of basic education: alternative of complementary service delivery to support access to the excluded? Compare, 39(2), 219-233. https://doi.org/10.1080/03057920902750475

Saldaña, J. (2015). The coding manual for qualitative researchers (3.ª ed.). Sage.

Sen, A. (1983). Poor, relatively speaking. Oxford Economic Papers, 35(2), 153-169. https://www.jstor.org/stable/2662642

Sen, A. (1984). The living standard. Oxford Economic Papers, 36, 74-90. https://www.jstor.org/stable/2662838

Sen, A. (1993). Capability and well-being. En M. Nussbaum & A. Sen (Eds.), The quality of life (pp. 30-53). Clarendon Press; Oxford University Press. https://doi.org/10.1093/0198287976.003.0003

Sezer, Ş., & Uzun, T. (2020). The relationship between school principals’ social-emotional education leadership and teachers’ organizational trust and job performance. International Journal of Leadership in Education, 26(6), 1062-1081. https://doi.org/10.1080/13603124.2020.1849812

Shanker, M., & Sayeed, O. (2012). Role of transformational leaders as change agents: Leveraging effects on organizational climate. Indian Journal of Industrial Relations, 47(3), 470-484. https://www.jstor.org/stable/23267338

Schneider, J. (2017). Beyond test scores: A better way to measure school quality. Harvard University Press.

Steer, L., Gillard, J., Gustafsson-Wright, E., & Latham, M. (2015). Non-state actors in education in developing countries: A framing paper for discussion. Brookings Institute. https://www.brookings.edu/wp-content/uploads/2016/06/102215-Non-State-Actors-in-Education-Framing-paper-Final.pdf

The Economist. (2016). How to make a good teacher. The Economist.

Ulleberg, I. (2009). The role and impact of NGOs in capacity development: From replacing the state to reinvigorating education. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000186980

Walls, L. (2022). A critical race theory analysis of the draw-a-scientist test: are they really that white? Cultural Studies of Science Education, 17, 141-168. https://doi.org/10.1007/s11422-022-10107-6

World Bank. (2018). World Development Report 2018: Learning to Realize Education's Promise. World Bank Group. https://doi.org/10.1596/978-1-4648-1096-1

World Bank. (2022). Poverty and shared prosperity 2022: Correcting course. World Bank. https://openknowledge.worldbank.org/server/api/core/bitstreams/b96b361a-a806-5567-8e8a-b14392e11fa0/content

Zavala, M., & Castañeda, S. (2014). Fenomenología de agencia y educación. Notas para el análisis del concepto de agencia humana y sus proyecciones en el ámbito educativo. Magister, 26(2), 98-104. https://doi.org/10.1016/S0212-6796(14)70024-6