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How can we promote quality education in Latin America in a sustainable manner? If we assume, based on the results of various investigations, that the best pathway towards quality education is to promote the autonomy of schools because this increases their efficiency and improves managers and teachers’ job performance, then we must rephrase the question: How can we promote professional autonomy and the sustainable improvement of all schools in Latin America? Given that schools are grouped and organized under particular educational systems, one way to promote their autonomy is to change the institutional architecture of the educational systems to which they belong.
The phrase institutional architecture has only recently emerged within specialized literature. It is very useful for this type of analysis as it allows us to assess the relationship between schools and the administrative unit that governs them, especially in terms of the technical support, control, and evaluations that these schools receive.