Proliferación de programas educativos y ausencia de prioridades: un análisis crítico de la gestión del sistema educativo dominicano

The management of the Dominican educational system has, in recent decades, been marked by the continuous incorporation of programs, projects, and initiatives aimed at improving quality, equity, and educational modernization. However, the proliferation of these programs—often driven by each change in administrative leadership and lacking adequate coordination or prioritization—has generated an institutional overload in schools. This essay critically analyzes this dynamic and its implications for school organization and teaching practices at the pre-university level. Based on an analytical review of specialized literature and educational management approaches, it is evident that the accumulation of programs increases administrative complexity, fragments pedagogical efforts, and hinders the identification of truly priority actions. Furthermore, it highlights that the lack of continuity and systematic evaluation limits the impact of these initiatives on learning outcomes and weakens the coherence of the educational system. Finally, the essay emphasizes the need to strengthen strategic planning, ensure the continuity of effective policies, and implement evidence-based evaluation as fundamental conditions for a more coherent, sustainable, and quality-oriented educational management system.