The Participation of the Association of Parents, Guardians, and Friends of the School as a Strategy to Improve the Quality of Education at the Domitila Grullón School in Jima Arriba, La Vega, Educational District 06-05

Abstract

After presenting and analyzing the results of the study on the participation of the Parent, Guardian, and School Friends Association (APMAE) as a strategy for improving the quality of education at the Domitila Grullón School in Jima Arriba, La Vega, Educational District 06-05, the following conclusions were drawn: most of the teachers surveyed stated that, in the management of the center, the APMAE is considered a support unit. It was determined that the APMAE feels satisfied with its work. It was found that the center has an influence on the community and on families. Links between the school and the community were detected. Students likewise stated that, in the management of the center, the APMAE was considered one of the support units. It was determined that the APMAE feels satisfied in its work, and that the center has an influence on the community and family. Among the APMAE members surveyed, a very high percentage indicated that, in the management of the center, the APMAE is considered a support unit, contributing to the work climate, APMAE satisfaction, the center's influence on the community, and establishing a school-community link. Regarding curricular development, most of the teachers surveyed acknowledge that the APMAE, together with other stakeholders, formulates and develops projects. The APMAE participates in annual planning, promotes the study of the curriculum together with stakeholders, and ensures training in collaboration with the APMAE. According to students, it was strongly confirmed that the APMAE, together with other stakeholders, formulates and develops projects. It was confirmed that school work is coordinated with the community, and that the APMAE promotes the sharing of educational experiences. Regarding the APMAE, it was found that 78% of respondents indicated that the APMAE, together with other stakeholders, formulates and develops projects; that the APMAE participates in annual planning; that the curriculum is adapted to the needs of the center, the community, and stakeholders; that it ensures APMAE training; that it promotes sharing of educational experience with the APMAE; and that multidisciplinary support teams are formed. Regarding the administrative system, most of the teachers surveyed stated that there is a clear understanding of how it is managed. It was found that decision-making is attributed to the APMAE, that the APMAE has the financial capacity to carry out its own decisions, and that the APMAE manages the school's financial resources. Regarding students, most stated that there is a clear understanding of how it is managed, that decision-making is attributed to the APMAE, and that the functions of the APMAE are well established.

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