CEAD JOSE ACEVEDO Y GÓMEZ DEVELOPMENT OF COLOMBIAN EDUCATION IN THE 21st CENTURY Linda Yiseth Paredes Peralta Antonio Ordoñez Álvaro Rodríguez Colombian Education Collaborative Work - Phase 2 Bogotá, D.C. July - 2015
1. CEAD JOSE ACEVEDO Y GMEZ DEVELOPMENT OF COLOMBIAN EDUCATION
IN THE 21st CENTURY Linda Yiseth Paredes Peralta Antonio Ordoez
lvaro Rodrguez Colombian Education Collaborative Work - Phase 2
Bogot, D.C. July - 2015
2. Major reforms and changes made in the education system at
the beginning of the 21st century.
3. 1.1 Legal Framework Of Education 1The Political Constitution
Of 1991 2General Law Of Education 115 Of 1994 3Law 30 Of 1992 For
Higher Education It states that education is a right of the
individual and a public service, which has a social function, and
whose responsibility relies on the State, society and family. In
Colombia, education is compulsory for ages from 5 to 15, (preschool
and basic education) The Statutory Law (based on the principles of
the Constitution related to the right to education) is the one that
points the general rules to regulate the public service of
education which includes the set of legal norms, curricula, formal
education, non-formal and informal, educational institutions,
social institutions with educational, cultural and recreational
functions, human resources, technology, methodology, materials,
administrative and financial, articulated in processes and
structures for achieving the outcomes of education. It organizes
the public service of higher education, ensuring university
autonomy and the financing for delivering educational services and
provides mechanisms for regulation, control and monitoring directed
to ensure the quality of service.
4. The supplementary decrees of the General Law of Education
regulate pedagogical and organizational aspects: the delivery of
educational services, organization of formal education, the
Institutional Educational Project, school governance and the
institutional organization, curricular guidelines, evaluation and
promotion, academic calendar, and the exercise of inspection and
monitoring of education. These rules are applied to: the public
service of formal education provided by the State, private,
community character, supportive, cooperative or nonprofit
educational institutions. The General Law of Education defines
three types of education: *Formal -organized by levels, cycles and
degrees- (Pre-school, Basic education, Mean education, Higher
education) *Non-formal complements, updates and delivers knowledge
and train, in academic or workable aspects. *Informal is all
knowledge freely and spontaneously acquired. 1.2 Structure,
organization and management of the education system.
5. Education Decennial Plan: A planning tool for the
organization of service delivery. The Ministry of National
Education, in coordination with territorial entities, will prepare
at least every ten years an educational plan which will have an
indicative character, it will be evaluated, reviewed permanently
and considered in the national and territorial development plans.
The first Decennial Plan (1996 2005) considered as the main purpose
the peaceful coexistence and interaction with the world. The
current 2006-2016 Ten-Year Education National Plan is defined as a
social pact for the right to education and its purpose is to become
the route and horizon for the education development of the country.
1.2 Structure, organization and management of the education
system.
6. 1.3.1 REFORMS IN CURRICULUM, EVALUATION AND PROMOTION OF
LEARNERS AND INSTITUTIONAL ASSESSMENT. According to analysis of the
quality of education on the organization, equity, coverage, the
curriculum, and promoting students Decree 230 of 2002 provides
guidelines for educational institutions meet certain parameters in
favor of education, such as: inspection and monitoring, criteria
establishment for assessing school performance of students and to
promote them to higher levels, and the Law 715 of 2001 about
Resources and Competencies, curricular and pedagogical standards,
without affecting the autonomy of the schools. FI-GQ-GCMU-004-015
V. 001-17-04-2013
7. 1.3.2 EVALUATION OF INSTITUTIONS, STUDENTS, TEACHERS AND
MANAGEMENT TEACHERS In the evaluation of Institutions It seeks to
analyze compliance with the institutional Educational Project, to
thereby power by analyzing the results during a school year, to
design and implement the improvement plan, about the evaluation of
students, teachers and principals, this are very important, since
this allow verify that all these are fulfilling their functions,
that these are suitable, and that everyone is working together
towards meeting the needs of students. 1.4.1 OCCUPATIONAL
COMPETENCIES IN EDUCATIONAL INSTITUTIONS OF MEAN EDUCATION. The
Ministry of Education through joint policies of educational
programs, seek that the education have the basic competencies, that
can meet the needs of an entire country, and that the job skills
formation should be consistent with the development plans and the
demand of the productive sector just as it does the SENA.
FI-GQ-GCMU-004-015 V. 001-17-04-2013
8. 1.4.2 INSTITUTIONAL MODERNIZATION OF THE EDUCATION SECTOR,
1.4.3 REFORM FOR THE ALLOCATION OF FINANCIAL RESOURCES OF STATE
EDUCATION AS AN INSTRUMENT OF EQUITY The nation is making efforts
to overcome various limitations of education and obtain better
results in terms of quality and coverage, among them we are:
Institutional modernization of the Ministry, in 2003 two vice
ministries were created; one for the pre-school, basic and mean
education, and the other for higher education. ICFES, which became
the evaluator entity of quality of education in general. It was
then created CONACES, as the body responsible for assessing
compliance with the requirements and the creation of academic
programs. To improve the quality of education since 2004 the
allocation of financial resources per student is, according to the
distribution of the population by rural and urban areas, the costs
of teachers, enrollment by level and basic needs, this aid
management and managerial autonomy of local authorities towards
providing a better education. FI-GQ-GCMU-004-015 V.
001-17-04-2013
9. Quantitative and qualitative main achievements of Colombian
educational system.
10. Demographics Illiteracy Access to education and equity In
the last three decades the Colombian population has had two
fundamental changes: the decline of their growth and the
urbanization. The demographic transition has been rapid, although
the growth rate declined from 20 per thousand in the period 1985 to
1990 to 17 per thousand in the period 2000 to 2005 and is estimated
at 13.8 per thousand in 2015. According to 1993 census, illiteracy
over 15 in Colombia was 9.9%, with significant differences between
urban and rural areas. The rural rate reached 20.3% and the urban
5.7%, so that illiteracy is mainly a rural phenomenon and for
people over forty. In 1985 the illiteracy rate among women was
12.8% and 12% for men, while in the year 2001 was 7.5% in both
males and women; currently there are no gender differences in
literacy. The Sector Plan "The Educational Revolution 2002-2006,"
notes that in 2002, about 10 million students attended preschool,
elementary, secondary and mean school. In terms of basic and mean
education, gross coverage in 2002 reached 82%, while net coverage
was 78%. Only 18% of students are enrolled in University, technical
and technological education. In terms of administrative structure,
it is clear that the system of quality assurance of higher
education is fragmented. There is a lack of coordination between
the component entities, duplication of functions is presented, and
there is no comprehensive information system.
11. Quality of higher education
12. FI-GQ-GCMU-004-015 V. 001-17-04-2013 3.1 Mandatory
Accreditation The system has as its starting point a mandatory
accreditation through of compliance with minimum quality,
established through regulations. 3.2 Voluntary Accreditation It is
temporary accreditation that higher education institutions
voluntarily request. They require a rigorous revision process and
open their doors to outside professionals to check if they meet
quality requirements and carry out their objective. 3.3 Testing
quality of higher education SABER PRO The test of all students in
their final year of higher education, which will serve to guide
institutions in upgrading their educational projects.
13. FI-GQ-GCMU-004-015 V. 001-17-04-2013 3.4 Labor market
observatory The observatory allows tracking graduates of higher
education institutions and analysis of relevant labor market. This
system allows to assess the relevance of higher education to meet
the needs of development of the country. 3.5 Political dialogue,
networks of association and civil society participation in the
process of educational change With the Constitution of 1991, the
country is committed to a process of decentralization, which opens
new possibilities to democracy, participation and full citizenship.
By bringing decision making to citizens, this can impact on the
quality and timeliness of social services.
14. Education in our country is a right and that the government
has been implementing strategies to expand coverage consider that
further effort is required, but I see right now access to higher
education: undergraduate, postgraduate and doctoral is limited
therefore requires more management, financing and opportunities for
those who belong to the middle and low socioeconomic status, due to
private universities are most students attend, displayed otherwise
in public institutions, in addition, they have drawbacks of public
order and strikes that reach the semester studies loss. On the
other hand, teachers who assume this arduous and commendable work,
knowledge mediators, are poorly recognized and respected, labeling
on most occasions as caregivers or babysitters, so it is urgent
awareness and change of interpretation especially by the parents
and / or guardians because education is a process that requires the
support and supervision from them with the assistance of
professionals in education. CRITICAL REFLECTION
15. Gutirrez Jairo, Moreno Liliana (2015) Didactic Material
School of Education. Retrieved June 24, 2015 from
http://campus07.unad.edu.co/ecedu01/mod/url/view.php?id=5543
REFERENCES