Publication: Análisis
cualitativo
de
la
implantación
del
Marco
Común
de
Evaluación
(CAF
Educación)
en
centros
de
Educación
Primaria
de
la
Región
de
Murcia
Authors
Ayala Ato, Serafín ; Hernández Pina, Fuensanta ; Monroy Hernández, Fuensanta
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Publisher
Universidad de Murcia
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DOI
http://dx.doi.org/10.6018/reifop.22.1.346881
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info:eu-repo/semantics/article
Description
Abstract
Por
el
deseo
de
mejora
de
la
calidad
del
sistema
educativo
no
universitario
es
cada
vez
más
habitual
encontrar
modelos
para
la
gestión
de
la
calidad
total,
provenientes
del
mundo
empresarial,
aplicados
al
ámbito
educativo.
El
Modelo
CAF
Educación
(Common
Assessment
Framework
o
Marco
Común
de
Evaluación),
se
está
implantado
en
los
centros
educativos
de
la
Región
de
Murcia
desde
el
curso
2012/2013.
Sin
embargo,
no
existe
evidencia
sobre
el
estado
de
dicha
implantación
y
la
opinión
de
los
colectivos
implicados.
Los
objetivos
de
este
estudio
fueron:
(1)
identificar
los
motivos
que
llevaron
a
los
CEIP
a
implantar
el
Modelo
CAF
Educación;
(2)
describir
la
forma
en
la
que
se
ha
desarrollado
o
está
desarrollando
la
implantación
del
Modelo
CAF
Educación
en
los
CEIP
de
la
primera
etapa
en
la
CARM;
y
(3)
conocer
las
dificultades
a
las
que
se
han
enfrentado
los
centros
educativos
en
dicha
implementación.
Mediante
un
estudio
descriptivo,
cualitativo,
tipo
encuesta
se
entrevistaron
a
trece
profesionales
de
centros
educativos.
Los
resultados
mostraron
que
la
implantación
está
siendo
costosa.
Los
principales
motivos
para
iniciar
la
andadura
en
el
Modelo
son
la
mejora
de
los
procesos
de
organización
y
la
gestión.
Las
dificultades
más
notorias
atañen
tanto
al
vocabulario
empleado
en
el
Modelo
CAF
como
al
esfuerzo
que
requiere
su
implantación.
For the past decades there has been a growing interest in improving the quality of education at levels other than tertiary. To this end, a number of models or programmes has been developed in order to measure and assess educational quality by means of standardized tests, new methodologies, or institutional evaluation. Total quality management models derived from business are increasingly applied to education, such as the Common Assessment Framework (CAF), which has given way to the so-‐called CAF Education Model in Spain. This Model was introduced in schools in the Region of Murcia (Spain) in 2012-‐2013 and is now fully operational. However, there is not yet a record of how this experience has been. Thus, the aims of this study were (1) to find out about the reasons why schools decided to introduce the CAF Education Model, (2) to describe experiences as to how the Model was implemented, and (3) to identify any difficulties in the implementation process. Thirteen school staff from principals to teachers were interviewed. The results showed that the main reason for introducing the Model was a need for improving school organization and management. The implementation process was a demanding process in terms of time and effort. The Model was primarily implemented by school committees devoted to quality assurance and elected by schools themselves. The main difficulties for participants and those involved in the implementation process were understanding the complex language used in the implementation process, as well as the great efforts required for the Model to be fully operational.
For the past decades there has been a growing interest in improving the quality of education at levels other than tertiary. To this end, a number of models or programmes has been developed in order to measure and assess educational quality by means of standardized tests, new methodologies, or institutional evaluation. Total quality management models derived from business are increasingly applied to education, such as the Common Assessment Framework (CAF), which has given way to the so-‐called CAF Education Model in Spain. This Model was introduced in schools in the Region of Murcia (Spain) in 2012-‐2013 and is now fully operational. However, there is not yet a record of how this experience has been. Thus, the aims of this study were (1) to find out about the reasons why schools decided to introduce the CAF Education Model, (2) to describe experiences as to how the Model was implemented, and (3) to identify any difficulties in the implementation process. Thirteen school staff from principals to teachers were interviewed. The results showed that the main reason for introducing the Model was a need for improving school organization and management. The implementation process was a demanding process in terms of time and effort. The Model was primarily implemented by school committees devoted to quality assurance and elected by schools themselves. The main difficulties for participants and those involved in the implementation process were understanding the complex language used in the implementation process, as well as the great efforts required for the Model to be fully operational.
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