In educational institutions, planning requires a deep reflection on the educational objectives, the desired student profile, and the school’s future vision. The process should consider previous results and challenges, based on an objective evaluation of relevant data, such as school dropout, repetition and coexistence rates, relationships with families, teacher training needs, and standardized test results. This information guides decision-making and is integrated into each phase of planning to ensure that the educational community’s goals are met.

Based on the experience of projects such as Ola Escolar, Transformative Headmaster Leaders (Rectores Líderes Transformadores) and Learning Communities (Comunidades de Aprendizaje), Fundación Empresarios por la Educación defines decent learning environments as an integration of physical spaces, pedagogical processes, coexistence processes, and collaboration with other sectors and stakeholders. This approach enhances learning opportunities for all students and ensures the fulfillment of the right to education.

A network is a set of interactions between peers of directors and educational leaders who share a common purpose. Networks are created to achieve common goals, solve problems, perform tasks, and learn about specific topics. They are energized by the exchange of knowledge, experiences, and initiatives, and are built through collaboration between participants.

The impact of planning processes magnifies with the collaboration and support of colleagues, organizations, and external stakeholders. Building these alliances requires a regional vision that motivates others to work together to improve conditions of inequality and promote transformational actions.

Creating and executing an institutional educational project requires the active collaboration of the entire educational community. The concept of an educational community is based on the school’s vision and the relationships established among its members. Students, parents, legal representatives, alumni, teachers, administrative staff, psychosocial support staff, and directors form a social fabric that works together toward the common goal of improving educational and institutional quality.

Creating and executing an institutional educational project requires the active collaboration of the entire educational community. The concept of an educational community is based on the school’s vision and the relationships established among its members. Students, parents, legal representatives, alumni, teachers, administrative staff, psychosocial support staff, and directors form a social fabric that works together toward the common goal of improving educational and institutional quality.