Education in Colombia
In the address by the United Nations Secretary-General Ban Ki-moon he addresses education as “a priority for people around the world” this is because “education empowers people with knowledge, skills and values they need to build a better world” (2012). The Education First Initiative has three priorities which include “putting every child in school, improving the quality of learning and fostering global citizenship” (Ki-moon, 2012). Education in Colombia has made impressive strides in order to improve education and make it more inclusive for its citizens. Colombia has established reforms in order obtain the three priorities outlined by the United Nations. This report will address the proliferation of education in Colombia, the overall quality and accessibility as well as its aim to create global citizenship.
Colombia’s education system is explained in detail in the article titled, Reviews of National Policies for Education: Tertiary Education in Colombia. This source details that education in Colombia was defined by the “Constitution of 1991… as a civic right and a public service, with a social function. It made school compulsory from five until fifteen” (OECD, 2012). The source also states that “Colombian children go to pre-school up to the age of 5; primary education from 6-10 (grades 1-5); lower secondary education from 11-14 (grades 6-9); and upper secondary education from 15-16 (grades 10-11)” (OECD, 2012). Children that attend school either attend public schools or private schools. Public schools are attended by “85% of secondary pupils” and private schools are attended by “15% of secondary pupils” (OECD, 2012). In accordance with the United Nations goal to improve education in 2002 the government of Colombia “committed itself to a major education improvement programme called the Education Revolution (Revolucion Educativa)” (OECD, 2012). With this programme in place Colombia has made progress in achieving improvement in education noticeably in secondary education. The area where Colombia falls behind in improving education “tends to be associated with rural rather than urban areas” (OECD, 2012). Primary education in Colombia is portrayed in figure two which exemplifies the completion of primary education. The World Inequality Database on Education compares the year 2000 to the year 2011 and the disparities between the rural and urban areas which shows completion rates have improved (WIDE). Therefore accessibly to education in rural areas throughout Colombia is an aspect of education in Colombia that still needs further improvement.
The 48th International Conference on Education addressed Inclusive Education in Colombia. The workshop was in accordance with the Ministerio de Educacion Nacional Republica de Colombia. In the presentation the inclusion of indigenous communities is presented through various statistics. In figure one the indigenous enrollment is presented with a graph that illustrates enrollment in 2007 and 2008. The estimated gross enrollment goes from 78.40% to 81.62% which is a high projection since Colombia has many indigenous communities (Velez). The strategies proposed in order to have enrollment of indigenous communities increase include “[achieving] access and permanence of all students in the education system” (Velez). To increase enrollment Colombia must “organize a pertinent Educational offer... enhance education management… [and] improve the teaching and learning environment” (Velez). With these strategies that promote inclusion Colombia is aiming to comply with the United Nations goal of extending education to all children and Colombia is also making an effort on improving learning. Colombia is extending education to many groups such as the indigenous communities, students with special needs and students in rural areas. The estimated projections in this presentation outline that Colombia is making vast improvements in extending education to its population.
Colombia has made impressive improvements in education and has even influenced other countries to use their innovative techniques. In the article titled, From Colombia to Vietnam: The Success of an Innovative School Model, produced by the Global Partnership for Education states that the Escuela Nueva model has tremendously benefitted both Colombia and Vietnam. The Escuela Nueva model is further explained in the article produced by the Fundacion Escuela Nueva Volvamos a la Gente (FEN). The Escuela Nueva model “is an educational model designed in Colombia… to improve quality, relevance and effectiveness of our schools in the country” (FEN). Today the model is “globally recognized and proven social innovation that improves the quality of education. It benefits children, teachers, administrators, families and the community through four interrelated components: the curriculum and classroom, community, training and management” (FEN). This model directly correlates to the goals that the United Nation has outlined in the Global Education First Initiative and mainly targets improving the quality of learning and fostering global citizenship. Through this model students have been prompted to “actively learn, participate, and collaborate… It is a flexible educational model tailored to meet the needs of each individual child” (FEN). The Escuela Nueva model has tremendously benefitted Colombia because it addresses the three principles that are outlined by the United Nations by improved learning with “a new role for the teacher; from transmitter of facts to facilitator of learning” and placing “an emphasis on developing democratic values and encouraging civic participation” (FEN). The model also promotes “equal opportunities for boys and girls to participate” as well as “teamwork and cooperation” (FEN). This model allows for learning to improve and also allows children to gain a sense of becoming socially embedded which fosters global citizenship.
Colombia has shown significant improvement in education and abides to the priorities of the United Nations. The overall status of education in Colombia is favorable and the strategies in place will continue to show significant improvement. Colombia aims to give every child an education by becoming more inclusive in education and meeting the needs of the indigenous communities and students in rural areas. Colombia has also implemented successful measures which ensure that the education that students are receiving is of high quality and they have teachers who are qualified. The programs in Colombia have also allowed learning to foster global citizenship by transforming classrooms into spaces of collaboration. Colombia has to work on some aspects of their education system but it has also made impressive changes in education that are admirable.
Colombia’s education system is explained in detail in the article titled, Reviews of National Policies for Education: Tertiary Education in Colombia. This source details that education in Colombia was defined by the “Constitution of 1991… as a civic right and a public service, with a social function. It made school compulsory from five until fifteen” (OECD, 2012). The source also states that “Colombian children go to pre-school up to the age of 5; primary education from 6-10 (grades 1-5); lower secondary education from 11-14 (grades 6-9); and upper secondary education from 15-16 (grades 10-11)” (OECD, 2012). Children that attend school either attend public schools or private schools. Public schools are attended by “85% of secondary pupils” and private schools are attended by “15% of secondary pupils” (OECD, 2012). In accordance with the United Nations goal to improve education in 2002 the government of Colombia “committed itself to a major education improvement programme called the Education Revolution (Revolucion Educativa)” (OECD, 2012). With this programme in place Colombia has made progress in achieving improvement in education noticeably in secondary education. The area where Colombia falls behind in improving education “tends to be associated with rural rather than urban areas” (OECD, 2012). Primary education in Colombia is portrayed in figure two which exemplifies the completion of primary education. The World Inequality Database on Education compares the year 2000 to the year 2011 and the disparities between the rural and urban areas which shows completion rates have improved (WIDE). Therefore accessibly to education in rural areas throughout Colombia is an aspect of education in Colombia that still needs further improvement.
The 48th International Conference on Education addressed Inclusive Education in Colombia. The workshop was in accordance with the Ministerio de Educacion Nacional Republica de Colombia. In the presentation the inclusion of indigenous communities is presented through various statistics. In figure one the indigenous enrollment is presented with a graph that illustrates enrollment in 2007 and 2008. The estimated gross enrollment goes from 78.40% to 81.62% which is a high projection since Colombia has many indigenous communities (Velez). The strategies proposed in order to have enrollment of indigenous communities increase include “[achieving] access and permanence of all students in the education system” (Velez). To increase enrollment Colombia must “organize a pertinent Educational offer... enhance education management… [and] improve the teaching and learning environment” (Velez). With these strategies that promote inclusion Colombia is aiming to comply with the United Nations goal of extending education to all children and Colombia is also making an effort on improving learning. Colombia is extending education to many groups such as the indigenous communities, students with special needs and students in rural areas. The estimated projections in this presentation outline that Colombia is making vast improvements in extending education to its population.
Colombia has made impressive improvements in education and has even influenced other countries to use their innovative techniques. In the article titled, From Colombia to Vietnam: The Success of an Innovative School Model, produced by the Global Partnership for Education states that the Escuela Nueva model has tremendously benefitted both Colombia and Vietnam. The Escuela Nueva model is further explained in the article produced by the Fundacion Escuela Nueva Volvamos a la Gente (FEN). The Escuela Nueva model “is an educational model designed in Colombia… to improve quality, relevance and effectiveness of our schools in the country” (FEN). Today the model is “globally recognized and proven social innovation that improves the quality of education. It benefits children, teachers, administrators, families and the community through four interrelated components: the curriculum and classroom, community, training and management” (FEN). This model directly correlates to the goals that the United Nation has outlined in the Global Education First Initiative and mainly targets improving the quality of learning and fostering global citizenship. Through this model students have been prompted to “actively learn, participate, and collaborate… It is a flexible educational model tailored to meet the needs of each individual child” (FEN). The Escuela Nueva model has tremendously benefitted Colombia because it addresses the three principles that are outlined by the United Nations by improved learning with “a new role for the teacher; from transmitter of facts to facilitator of learning” and placing “an emphasis on developing democratic values and encouraging civic participation” (FEN). The model also promotes “equal opportunities for boys and girls to participate” as well as “teamwork and cooperation” (FEN). This model allows for learning to improve and also allows children to gain a sense of becoming socially embedded which fosters global citizenship.
Colombia has shown significant improvement in education and abides to the priorities of the United Nations. The overall status of education in Colombia is favorable and the strategies in place will continue to show significant improvement. Colombia aims to give every child an education by becoming more inclusive in education and meeting the needs of the indigenous communities and students in rural areas. Colombia has also implemented successful measures which ensure that the education that students are receiving is of high quality and they have teachers who are qualified. The programs in Colombia have also allowed learning to foster global citizenship by transforming classrooms into spaces of collaboration. Colombia has to work on some aspects of their education system but it has also made impressive changes in education that are admirable.
References
Banik, K. (2013, December 30). From Colombia to Vietnam: The Success of an Innovative School Model. Retrieved from https://www.globalpartnership.org/blog/colombia-vietnam-success-innovative-school-model
FEN. What is Escuela Nueva? Retrieved from http://www.escuelanueva.org/portal/en/escuela-nueva-model.html
FEN. Escuela Nueva Model- Components. Retrieved from http://www.escuelanueva.org/portal/en/escuela-nueva-model/components.html
Ki-moon, B. (2012, September). An Initiative of the Secretary-General. Retrieved from http://www.globaleducationfirst.org/289.htm
OECD/International Bank for Reconstruction and Development/The World Bank (2012),
Reviews of National Policies for Education: Tertiary Education in Colombia 2012, OECD Publishing.
http://dx.doi.org/ 10.1787/9789264180697-en
Velez White, C. 48th International Conference on Education Workshop 3 Inclusive Education in Colombia. Retrieved from http://www.ibe.unesco.org/fileadmin/user_upload/Policy_Dialogue/48th_ICE/Presentations/IBE_ICE_Workshop_3B_Presentation_EN_Cecilia_Maria_Velez_White_Nov08.pdf
WIDE. Primary completion rate Retrieved from http://www.education-inequalities.org/indicators/comp_prim/countries/colombia#?dimension=all&group=all&age_group=|comp_prim&year=|2011|2000
Banik, K. (2013, December 30). From Colombia to Vietnam: The Success of an Innovative School Model. Retrieved from https://www.globalpartnership.org/blog/colombia-vietnam-success-innovative-school-model
FEN. What is Escuela Nueva? Retrieved from http://www.escuelanueva.org/portal/en/escuela-nueva-model.html
FEN. Escuela Nueva Model- Components. Retrieved from http://www.escuelanueva.org/portal/en/escuela-nueva-model/components.html
Ki-moon, B. (2012, September). An Initiative of the Secretary-General. Retrieved from http://www.globaleducationfirst.org/289.htm
OECD/International Bank for Reconstruction and Development/The World Bank (2012),
Reviews of National Policies for Education: Tertiary Education in Colombia 2012, OECD Publishing.
http://dx.doi.org/ 10.1787/9789264180697-en
Velez White, C. 48th International Conference on Education Workshop 3 Inclusive Education in Colombia. Retrieved from http://www.ibe.unesco.org/fileadmin/user_upload/Policy_Dialogue/48th_ICE/Presentations/IBE_ICE_Workshop_3B_Presentation_EN_Cecilia_Maria_Velez_White_Nov08.pdf
WIDE. Primary completion rate Retrieved from http://www.education-inequalities.org/indicators/comp_prim/countries/colombia#?dimension=all&group=all&age_group=|comp_prim&year=|2011|2000
Figure 1. Primary Completion Rates in Colombia
This image illustrates the disparities within education in Colombia. The focus is mainly on the discrepancies that exist between education in rural and urban areas. The data compares education in urban and rural areas in 2000 compared to 2011. The gap between education in rural areas and urban areas has improved but education in rural areas still needs improvement. This image also shows primary completion rates of primary education broken up into categories such as gender, urban and rural, region and wealth.
Reference
WIDE. Primary completion rate Retrieved from http://www.education-inequalities.org/indicators/comp_prim/countries/colombia#?dimension=all&group=all&age_group=|comp_prim&year=|2011|2000
This image illustrates the disparities within education in Colombia. The focus is mainly on the discrepancies that exist between education in rural and urban areas. The data compares education in urban and rural areas in 2000 compared to 2011. The gap between education in rural areas and urban areas has improved but education in rural areas still needs improvement. This image also shows primary completion rates of primary education broken up into categories such as gender, urban and rural, region and wealth.
Reference
WIDE. Primary completion rate Retrieved from http://www.education-inequalities.org/indicators/comp_prim/countries/colombia#?dimension=all&group=all&age_group=|comp_prim&year=|2011|2000
Figure 2. Enrollment of Indigenous Communities
This image shows the indigenous communities in Colombia and their enrollment in education. The data refers to the years 2007 and 2008. The increase in enrollment is significant because Colombia has tried to make education more accessible to the indigenous communities in Colombia.
Reference
Velez White, C. 48th International Conference on Education Workshop 3 Inclusive Education in Colombia. Retrieved from http://www.ibe.unesco.org/fileadmin/user_upload/Policy_Dialogue/48th_ICE/Presentations/IBE_ICE_Workshop_3B_Presentation_EN_Cecilia_Maria_Velez_White_Nov08.pdf
This image shows the indigenous communities in Colombia and their enrollment in education. The data refers to the years 2007 and 2008. The increase in enrollment is significant because Colombia has tried to make education more accessible to the indigenous communities in Colombia.
Reference
Velez White, C. 48th International Conference on Education Workshop 3 Inclusive Education in Colombia. Retrieved from http://www.ibe.unesco.org/fileadmin/user_upload/Policy_Dialogue/48th_ICE/Presentations/IBE_ICE_Workshop_3B_Presentation_EN_Cecilia_Maria_Velez_White_Nov08.pdf
GOVERNMENT in COlombia
References
Embassy of Colombia. About Colombia. Retrieved from http://www.colombiaemb.org/overview
Presidencia de la Republica. Retrieved from http://wsp.presidencia.gov.co/En/government/Paginas/President.aspx
Presidencia de la Republica. Retrieved from http://wsp.presidencia.gov.co/En/government/Paginas/VicePresident.aspx
Retrieved from https://www.cia.gov/library/publications/the-world-factbook/geos/co.html
Retrieved from http://countrystudies.us/colombia/79.htm
Embassy of Colombia. About Colombia. Retrieved from http://www.colombiaemb.org/overview
Presidencia de la Republica. Retrieved from http://wsp.presidencia.gov.co/En/government/Paginas/President.aspx
Presidencia de la Republica. Retrieved from http://wsp.presidencia.gov.co/En/government/Paginas/VicePresident.aspx
Retrieved from https://www.cia.gov/library/publications/the-world-factbook/geos/co.html
Retrieved from http://countrystudies.us/colombia/79.htm
Oil PRoduction and Consumption in Colombia
Retrieved from
https://www.cia.gov/library/publications/the-world-factbook/geos/co.html
Oil Production: Colombia produces 914 thousand barrels per day of oil.
Oil Consumption: Colombia consumes 298 thousand barrels per day of oil.
While conducting research about Colombia’s oil production and consumption on the CIA World Factbook it was noted that Colombia is the fourth largest oil producer in Latin America. Colombia has made reforms in their use of natural resources by forming alliances with neighboring countries like Mexico, Peru and Chile in order to promote economic growth. Oil is part of an industry that is significant to Colombia’s economy because it has generated economic growth for the country. The Index Mundi illustrates that in recent years Colombia’s production of oil has increased significantly. The consumption of oil however has been relatively low in comparison to the production. This signifies that oil in the country is allotted for exports to other countries. This helps develop a sense of place because oil consumption in the country is relatively low which indicates that the country is more concerned with exporting and making a profit. This also could signify that living conditions are not has high as in other countries who may consume more oil like the United States for cars and energy. Colombia has been experiencing more urbanization so in the future Colombia could be consuming more oil. In the meantime Colombia is not consuming as much oil as they are producing and this could also correlate with the rural populations that are still prevalent in Colombia. Colombia is using their resources efficiently and has made significant improvements in the oil industry but more reform is needed so that Colombia can generate more economic growth.
After researching oil production and oil consumption in Colombia I was left wondering what countries Colombia exports oil to and what is crude oil?
https://www.cia.gov/library/publications/the-world-factbook/geos/co.html
Oil Production: Colombia produces 914 thousand barrels per day of oil.
Oil Consumption: Colombia consumes 298 thousand barrels per day of oil.
While conducting research about Colombia’s oil production and consumption on the CIA World Factbook it was noted that Colombia is the fourth largest oil producer in Latin America. Colombia has made reforms in their use of natural resources by forming alliances with neighboring countries like Mexico, Peru and Chile in order to promote economic growth. Oil is part of an industry that is significant to Colombia’s economy because it has generated economic growth for the country. The Index Mundi illustrates that in recent years Colombia’s production of oil has increased significantly. The consumption of oil however has been relatively low in comparison to the production. This signifies that oil in the country is allotted for exports to other countries. This helps develop a sense of place because oil consumption in the country is relatively low which indicates that the country is more concerned with exporting and making a profit. This also could signify that living conditions are not has high as in other countries who may consume more oil like the United States for cars and energy. Colombia has been experiencing more urbanization so in the future Colombia could be consuming more oil. In the meantime Colombia is not consuming as much oil as they are producing and this could also correlate with the rural populations that are still prevalent in Colombia. Colombia is using their resources efficiently and has made significant improvements in the oil industry but more reform is needed so that Colombia can generate more economic growth.
After researching oil production and oil consumption in Colombia I was left wondering what countries Colombia exports oil to and what is crude oil?
Colombia's Economic System
Colombia has a free market economy which gives more economic freedom to firms and individuals who establish what will be produced, how it will be produced and where it will be exported to. Colombia has experienced significant economic growth and this has driven Colombia to be “the third largest GDP in South America ($322 billion, 2011 est.)… [and it] is a strong economic force in the region” (Embassy of Colombia). Colombia has experienced such significant economic growth that it “is quickly becoming one of the world’s leading emerging economies” (Embassy of Colombia). This economic growth has been propelled by adequate use of the country’s resources. Colombia exports many of its agricultural products such as coffee, cut flowers, bananas, rice, tobacco, sugarcane, corn and cocoa beans (CIA World Factbook). Alongside of agricultural exports Colombia has many industries such as textiles, oil, gold, emeralds and clothing (CIA World Factbook). Colombia has also experienced a “dramatic increase in oil, gas and coal production in recent years after the implementation of a series of regulatory reforms” (EIA). The exports that Colombia has generated have resulted in GDP growth. One economic indicator that helps understand the economic situation in Colombia is the population living below the poverty which is 32.7% (2012 est.) which shows that a substantial amount of Colombia’s population continue to live below the poverty level despite the economic growth that the country has experienced. This statistic could change because the change in Colombia’s economy has been occurring recently so the living standard for many people could continue to increase in the future. In comparison to Venezuela who has 31.6% of its population living below poverty Colombia has a slightly larger percentage. In comparison to Brazil which has 21.4% of its population living under the poverty line Colombia has a greater percentage. The discrepancies illustrated in Colombia by the population living below the poverty line and the economic growth can illustrate that the revenue is not being given to the citizens who need it most. The labor force in Colombia is 23.75 million (2013 est.) and it is ranked 28th in comparison to the world. This figure seems promising because Colombia ranks relatively high. In comparison to Venezuela which has 14.01 million people in the labor force and ranks 40th Colombia is doing exceptionally well. In comparison to Brazil which has 107.3 million people in the labor force and is ranked 6th in the world Colombia is far behind. The last economic indicator that provides information on Colombia’s economic situation is the unemployment rate which is 9.7% (2013 est.). Venezuela has a 7.3% unemployment rate and Brazil has a 5.7% unemployment rate. In comparison Colombia has a greater unemployment than both countries which shows that despite improvements in the economy many people do not have jobs. The GDP per capita in Colombia is $11,100 (2013 est.). This means that the quality of life in Colombia is decent but not as good as in countries which are well established economically. Venezuela’s GDP per capita is $13,600 and Brazil’s GDP per capita is $12,100 which illustrates that Colombia is still lagging behind other countries in the region. Overall the quality of life in Colombia could improve significantly because many people are unemployed and live under the poverty line. In the future the new economic ties with countries could help it increase its GDP and impulse a better standard of living. Colombia has made impressive improvements in their economy and the economic future of Colombia seems promising for its citizens.
References
(2012). Colombia’s Economy. Retrieved from http://www.colombiaemb.org/node/1328
(2014, January 7). Colombia Overview. Retrieved from http://205.254.135.7/countries/country-data.cfm?fips=CO&trk=m
Retrieved from https://www.cia.gov/library/publications/the-world-factbook/geos/co.html
Retrieved from https://www.cia.gov/library/publications/the-world-factbook/geos/ve.html
Retrieved from https://www.cia.gov/library/publications/the-world-factbook/geos/br.html
References
(2012). Colombia’s Economy. Retrieved from http://www.colombiaemb.org/node/1328
(2014, January 7). Colombia Overview. Retrieved from http://205.254.135.7/countries/country-data.cfm?fips=CO&trk=m
Retrieved from https://www.cia.gov/library/publications/the-world-factbook/geos/co.html
Retrieved from https://www.cia.gov/library/publications/the-world-factbook/geos/ve.html
Retrieved from https://www.cia.gov/library/publications/the-world-factbook/geos/br.html