In order to determine that an educational model is of quality and transformative, the contribution of numerous elements and factors is always necessary that, all united and with common purposes, interact and advance something as important as education in the countries. always thinking about its relevance in the social and economic advancement of any developed or developing country.
The contributions of international organizations, such as the UN, UNESCO, OECD, OEI, etc., are key to being able to have international and universal references on realities and trends at an international level. The guidelines of the governments in each country, the actions of the different educational administrations, national, regional and local, are other keys to the adequate and sustainable development of education in the countries. The organizational and management approaches in educational institutions are also key to the quality of the systems; be the educational centers at any level, from preschool and infant education, basic and secondary education, high school, vocational training or even at the university, where teacher training is key.
The internal, autonomous and decentralized decisions on the organization, management and operation, both in the pedagogical and organizational spheres, configure a model of educational offer that will determine the achievements of the educational communities. Shared leadership styles, comprehensive planning, pedagogical and organizational autonomy, work climate, culture of organizations, school inclusion, quality and improvement projects, are increasingly shared paths in the offer of educational services in all countries that care for education.
These and other fundamental topics are included in this publication, with the contributions of numerous prestigious authors from countries other than Latin America, finding very good analysis, reflections and proposals on aspects as relevant as literacy policies, instruments of action in public policies, school and family, situation of students/students and teachers in the educational context, trends and educational models according to the countries, innovation as an educational and action challenge, care for the elderly from an educational perspective, decentralized management and autonomy, evaluation of educational institutions and processes, pedagogical evaluation and evaluative practice, teaching practices and teacher professional development, management programs, processes and results, participatory management in educational institutions, educational attention and learning in the stages prior to compulsory education children, key programs such as reading, psycho-pedagogical proposals, technology at the service of educational practice, teacher training at all levels, critical thinking in the programs, proposals and practices on a school of all and for all, the inclusive school and attention to diversity, curricular proposals for special educational needs, work on sexuality in education and school, initial and ongoing training of teachers as a key differentiating element of achievements in education.