Educational management and institutional development in Latin America: An analysis from the perspective of modern public administration

Padilla C.J.E.A.; Zubiaur A.M.A.; Ruiz De La Cruz J.R.; Ortiz M.W. · Revista Venezolana de Gerencia (2026) · DOI: 10.52080/rvgluz.31.e15.20

Resumen

This article analyzes the relationship between educational management and institutional development in higher education systems in Latin America from the perspective of modern public administration. Through a quantitative, descriptivecorrelational approach, key indicators of investment, access, equity, and educational outcomes in the region are examined, using data from the World Bank, ECLAC, and UNESCO for the 2020-2025 period. The results reveal significant heterogeneity in educational investment, with a regional average of 3.8% of GDP, and persistent inequality gaps in access to education, such as the 10.5 percentage point difference in school attendance between the highest and lowest income quintiles. Despite a notable increase in higher education enrollment, reaching 33.5 million students in 2021, challenges in management efficiency and the quality of institutional development persist. It is concluded that the adoption of educational management models aligned with the principles of new public management is essential to optimize the use of resources, improve quality, and promote sustainable and equitable institutional development in the region.

Instituciones: Universidad Nacional de Ingeniería; Universidad Nacional de Ucayali