Clute Institute's video: School Organization: Autonomy For The Unknown Or Hegemony Of The Known

School Organization: Autonomy For The Unknown Or Hegemony Of The Known? ABSTRACT "This paper reflects on the need to improve the administrative framework to allow schools to gain more autonomy so that they can have real and effective flexibility to change structures in order to explore new paths to search success and efficiency. Sharing the opinion of a broad group of researchers, we consider that moving to a more autonomous school structures generates a deeper action in real students’ social and cultural context. The increase of autonomy in schools is related to an improvement in the quality of the teaching-learning process. A higher level of autonomy has consequently an impact on the organization of schools that leads to a better quality and results. In recent years there have been constant apparent efforts by education authorities to improve the situation of educational quality and academic performance. Several plans to improve the quality of teaching or incident plans in education have landed in schools with a palliative function. However, none of these reforms get the expected success if they are not based on the real needs of each school according to their context, social reality and idiosyncrasy. The conclusion of this paper is that the dilemma between autonomy or centralization must be overcome in favor of a higher quality education."