La reforma educativa y la calidad de la educación en Colombia
Loading...
Date
Journal Title
Journal ISSN
Volume Title
Publisher
Corporación Universitaria Remington
Abstract
Description
Medir la calidad de la educación en las instituciones del territorio nacional, en especial las de carácter público, demuestra una visión desalentadora y lo confirman los resultados obtenidos por los estudiantes en las pruebas internacionales. Uno de los actores más importantes en el proceso educativo es el docente, no se puede afirmar que los resultados con respecto a la calidad educativa en las diferentes regiones, dependan directamente de su labor, sino también de la existencia de agentes externos ligados al proceso educativo que hacen evidente su influencia en estos resultados. La Ley 115 de 1994, en uno de sus artículos, resalta la labor del docente como base para la consecución de la calidad educativa en los estudiantes de las instituciones, pero, con el paso del tiempo, se evidencian aspectos que afectan los resultados de la educación en cuanto a calidad se refiere. Las políticas educativas formuladas por el Gobierno como: promoción automática, cobertura, ingreso a la carrera docente, liderazgo de instituciones, dignidad de los docentes entre otras, son referentes para dar cuenta sobre el porqué no se ha logrado, después de la reforma educativa, apropiar la verdadera calidad académica en las instituciones, sin que sea el docente el directo responsable de las consecuencias.
Upon assessing the quality of education in Colombian institutions, particularly in state-funded institutions, a disheartening perspective arises which is confirmed by the results obtained by students in international tests. One of the most important actors in the educational process is the teacher. However, it cannot be argued that the results regarding the quality of education in the different regions, depend directly on the teacher’s performance. A variety of external agents linked to the education process also prove to influence students’ results. One part of Act 115 of 1994 highlights the role of the teacher as a foundation for achieving educational quality in students. However, over time, different aspects have been observed to influence the quality of education. The educational policies adopted by the Colombian government including automatic promotion, school coverage, entrance to the teaching career path, leadership of institutions, dignity of teachers, among others, can shed light on why, even after an education reform was adopted, proper quality education has not been achieved, without the teacher being directly responsible for the consequences.
Upon assessing the quality of education in Colombian institutions, particularly in state-funded institutions, a disheartening perspective arises which is confirmed by the results obtained by students in international tests. One of the most important actors in the educational process is the teacher. However, it cannot be argued that the results regarding the quality of education in the different regions, depend directly on the teacher’s performance. A variety of external agents linked to the education process also prove to influence students’ results. One part of Act 115 of 1994 highlights the role of the teacher as a foundation for achieving educational quality in students. However, over time, different aspects have been observed to influence the quality of education. The educational policies adopted by the Colombian government including automatic promotion, school coverage, entrance to the teaching career path, leadership of institutions, dignity of teachers, among others, can shed light on why, even after an education reform was adopted, proper quality education has not been achieved, without the teacher being directly responsible for the consequences.
Keywords
quality, Colombia, teacher, education, policies, reform, calidad, Colombia, docente, educación, políticas, reforma.