Standard Regulatory Models And Main Authority

Standard regulatory models and main authority

Introduction

The regulatory model is one that is centered under a main authority, known as director or rector, in which an internal and external normative character is established, presenting as a consequence a closed organization and the change, therefore, any reform or modification that They carry out, must be submitted or proposed by the State, who established the Ministry of Education for its regulation. It is noteworthy that there is no arbitrary autonomy, in which decisions can be made that adapt to their context or other organizational aspects. 

Developing

This model watches over compliance with laws, norms or statutes in the correct provision of the educational service; getting students, teachers and administrative body, enjoy the same rights and guarantees established by law, to achieve the visionary objectives (which are long term) of the institution oriented to quantitative growth based on educational reforms established in the sake to expand its coverage, making effective the legally established.

Therefore, it can be said that this model is characterized by the following:

• The fulfillment of work is the focus of its nature.
• The works are assigned according to the position you work
• Jobs are permanent.
• It is natural that the work is developed by orders given
• Each decision is given by the director/rector or whoever acts as authority
• All the allocation of the works are executed within the Jordanian of Labor.

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• Standards are the center of institutional control and management
• The State is the one who takes the initiatives for the design, planning or development of the activities.

Strategic-participatory model

This model allows the articulation of all educational actors, establishing a system open to projects and programs that contribute to the improvement of education, amalgamating institutional resources in harmony to its integral development, therefore it resorts to innovation to facilitate each process, in The feasibility of institutional contexts. 

It is worth mentioning that although there are norms that govern it (being normal in every educational organization), these facilitate the planning and execution of all educational activities, enabling the administrators of the institution, to create strategies in which the educational community interacts, in Are you to promote teamwork in which each of them collaborate responsibly, to develop a social dynamic focused on equality, quality and law.

conclusion

This model allows a democratic participation in which pro -development and innovation strategies are created, for the benefit of the actors present in educational contexts, it also provides the opportunity to generate inter -institutional proposals to strengthen from administrative – academic exchanges, determining an empowerment of the identity of the institution.