La organización y gestión de centros educativos, ¿una apuesta pendiente?

The present contribution considers the impact that the successive educational reforms carried out in Spain have had on organizational and institutional management processes. Once the meaning of both terms and their relationship with education policy and administration have been clarified, the reality of institutional autonomy as an entry condition and of the process conditioning factors (institutional projects, school management and permanent improvement) is analyzed. It is concluded that the levels of real autonomy have been decreasing and that the process conditions have been limited by the previous reason and by the constant change of regulations and lurching in their orientation. The organization thus continues to be a pending bet and management is limited only and exclusively to compliance with external regulations.