Reflections on Public Management and Budget Control with Artificial Intelligence for Population Well-being
[e-2604]: https://doi.org/10.5281/zenodo.20806243
DOI:
https://doi.org/10.5281/zenodo.20806243Keywords:
Public management, budgeting, artificial intelligence, digital governance, social welfare.Abstract
Objective: To analyze how public-administrative management, budget control, and artificial intelligence can be articulated to strengthen efficiency, transparency, and population well-being. Methodology: A documentary-reflective review was conducted of indexed academic literature, regulatory documents, and institutional reports published between 2000 and 2024, with emphasis on public administration, digital governance, and resource management. Results: The reviewed evidence shows that artificial intelligence can support planning, resource allocation, risk detection, target tracking, and accountability in state entities. Its use promotes more timely decisions, reduces information asymmetries, and improves spending traceability. Likewise, budget control supported by data analytics makes it possible to identify inefficiencies, prevent deviations, and direct investment toward social priorities. Conclusions: The integration of public management, budgeting, and artificial intelligence should not be understood as a replacement for human judgment, but as support to enhance state capacity. However, its adoption requires ethical governance, interoperability, public servant training, and clear data-protection rules. In Latin American contexts, where institutional gaps persist, this articulation can become a concrete route to improve public policy quality and consolidate a more efficient, transparent, and citizen-oriented State. Moreover, it helps strengthen intersectoral coordination, standardize processes, prioritize vulnerable territories, and generate early alerts to correct management failures before they affect the population, thereby consolidating a more intelligent, responsible, sustainable, inclusive, and human public administration
References
Acemoglu, D., & Robinson, J. A. (2012). Why nations fail: The origins of power, prosperity, and poverty (Por qué fracasan los países: Los orígenes del poder, la prosperidad y la pobreza). Crown Business. https://penguinrandomhousehighereducation.com/book/?isbn=9780307719218
Benjumea, H., Núñez, N., & Zárate, N. (2015). La gestión directiva en las instituciones educativas del sector oficial (School leadership management in public-sector educational institutions: emerging and complex configurations) [Tesis de maestría]. Universidad de La Salle. https://ciencia.lasalle.edu.co/maest_docencia/100/
Bromley Chávez, Y. M. (2017). Acompañamiento pedagógico y reflexión crítica docente en las instituciones educativas del nivel primaria, tercer ciclo, UGEL N.° 05, El Agustino, Lima 2017 (Pedagogical support and teacher critical reflection in primary-level educational institutions, third cycle, UGEL No. 05, El Agustino, Lima 2017) [Tesis de maestría]. Universidad César Vallejo. https://hdl.handle.net/20.500.12692/5849
Dunleavy, P., Margetts, H., Bastow, S., & Tinkler, J. (2006). New public management is dead: Long live digital-era governance (La nueva gestión pública ha muerto: larga vida a la gobernanza de la era digital). Journal of Public Administration Research and Theory, 16(3), 467–494. https://doi.org/10.1093/jopart/mui057
Frigerio, G., Poggi, M., Tiramonti, G., & Aguerrondo, I. (1992). Las instituciones educativas: Cara y ceca (Educational institutions: Face and reverse). Troquel. https://www.worldcat.org/search?q=ti%3A%22Las+instituciones+educativas%3A+Cara+y+ceca%22+au%3AFrigerio
Hood, C. (1995). The “new public management” in the 1980s: Variations on a theme (La “nueva gestión pública” en los años 80: variaciones sobre un tema). Accounting, Organizations and Society, 20(2–3), 93–109. https://doi.org/10.1016/0361-3682(93)E0001-W
Lapsley, I., & Wright, E. (2004). The diffusion of management accounting innovations in the public sector: A research agenda (La difusión de innovaciones en contabilidad de gestión en el sector público: una agenda de investigación). Management Accounting Research, 15(3), 355–374. https://doi.org/10.1016/j.mar.2003.12.007
Mayer-Schönberger, V., & Cukier, K. (2013). Big data: A revolution that will transform how we live, work, and think (Big data: Una revolución que transformará cómo vivimos, trabajamos y pensamos). Houghton Mifflin Harcourt. https://books.google.com/books?id=uy4lh-WEhhIC
Ministerio de Educación del Perú [MINEDU]. (2014). Marco de Buen Desempeño del Directivo. Directivos construyendo escuela (Framework for Good Principal Performance. School leaders building school). Ministerio de Educación del Perú. http://www.minedu.gob.pe/n/xtras/marco_buen_desempeno_directivo.pdf
Murillo, F. J., & Román, M. (2013). La distribución del tiempo de los directores de escuelas de educación primaria en América Latina y su incidencia en el desempeño de los estudiantes (The distribution of time among primary school principals in Latin America and its impact on student performance). Revista de Educación, 361, 141–170. https://goo.su/uzevS4
Nguyen, T., Holmes, W., Anastopoulou, S., & Ruginianu, M. (2023). Transforming public sector management through AI: A systematic review (Transformación de la gestión del sector público mediante inteligencia artificial: una revisión sistemática). Government Information Quarterly, 40(2), Article 101823. https://doi.org/10.1016/j.giq.2023.101823
OCDE. (2020). OECD digital government index 2019: Results and key findings (Índice de gobierno digital de la OCDE 2019: resultados y hallazgos clave). OECD Publishing. https://doi.org/10.1787/4de9f5bb-en
Selwyn, N. (2019). Should robots replace teachers? AI and the future of education (¿Deberían los robots reemplazar a los docentes? La IA y el futuro de la educación). Polity Press. https://www.politybooks.com/bookdetail?book_slug=should-robots-replace-teachers--9781509536382
UNICEF. (2004). ¿Quién dijo que no se puede? Escuelas efectivas en sectores de pobreza (Who said it cannot be done? Effective schools in poverty contexts). UNICEF Chile. https://www.unicef.org/lac/media/2176/file
UNESCO. (2021). Recommendation on the ethics of artificial intelligence (Recomendación sobre la ética de la inteligencia artificial). UNESCO. https://www.unesco.org/en/legal-affairs/recommendation-ethics-artificial-intelligence
Villanueva, E., & Aguirre, M. (2022). Inteligencia artificial y administración pública: Retos para la gobernanza democrática en América Latina (Artificial intelligence and public administration: Challenges for democratic governance in Latin America). Revista Latinoamericana de Administración Pública, 14(1), 45–68. https://goo.su/ZxZBG98
Zhao, Y. (2018). What works may hurt: Side effects in education (Lo que funciona puede perjudicar: efectos secundarios en educación). Teachers College Press. https://www.tcpress.com/what-works-may-hurt%E2%80%94side-effects-in-education-9780807759059
Downloads
Published
Versions
- 2026-06-23 (2)
- 2026-06-23 (1)
How to Cite
Issue
Section
License
Copyright (c) 2021 GESTIONES

This work is licensed under a Creative Commons Attribution 4.0 International License.

