Abstract
The decisions made by the educational managers during the health crisis were decisive in order to conclude the 2019-2020 and 2020-2021 school years with the least possible impact on the students. During almost two years of confinement, strategies had to be implemented to try to maintain the interest of students and avoid, as much as possible, school dropout. To achieve this, each institution sought the best alternatives using the human, material and technological resources available to them. This article describes the best practices of four public technological baccalaureate institutions, two urban and two rural. From a qualitative approach, the testimony of administrative personnel and teachers who agreed to be interviewed is analyzed. The data are part of a broader study in which 37 students, 27 teachers and 9 administrative staff participated and shared their experiences. From a phenomenological perspective and through the analysis of the discourse of the interviews conducted, it was possible to know the main challenges they faced, the strategies to face them and the actions that were effective and could be considered as part of the risk management of organizations. This phase of the study identifies the good practices implemented at the institutional level that had the expected results based on the objectives established during their design.