EL ASESORAMIENTO TÉCNICO-EDUCATIVO DE LA INSPECCIÓN COMO FACTOR DE MEJORA DE LA CALIDAD DE LA EDUCACIÓN.

Abstract

The close relationship between the functions of educational supervision, evaluation and advisory (normatively assigned to the Inspectorate) makes it possible to structure the skeleton that supports the optimization of the functioning and results of the educational system. Thus, from an institutional point of view, the advisory work of the inspectorate can integrate and facilitate actions aimed at improving quality.

On the other hand, the success of the advisory action depends substantially on the relationship that the inspector establishes with the agents of change. In contemporary systems, this relationship moves away from expert advice to a supportive relationship and is sustained by the exercise of conscious leadership on the part of the inspector, who has to approach change processes from an eminently human perspective.

This research justifies a model of inspector counselling from a contextual-collaborative approach and vindicates the role of the inspector as a leader of processes that improve the quality of the schools and the effectiveness of the system, without betraying the idiosyncrasy of his/her function by including elements of other functions such as supervision and control.