OECD Reviews of School Resources: Colombia 2018

image of OECD Reviews of School Resources: Colombia 2018

This country review report offers an independent analysis of major issues facing the use of school resources in Colombia from an international perspective. It provides a description of national policies, an analysis of strengths and challenges, and a proposal of possible future approaches. The analysis focuses on the funding of school education, the provision of school education and the development of the teaching profession. Rural education represents a transversal theme of the report within the context of Colombia's peace agreement and objectives to close rural-urban gaps in social and economic development.

Issues covered include the level of spending, sources of funding and funding mechanisms; the organisation of the school network, including the funding of private provision; school governance, leadership and community participation; the organisation of teaching and learning, including learning standards, educational materials, student assessment, and instruction time; teacher learning in pre-service and in-service education; and teacher recruitment and career progression.

The report covers all levels of compulsory education as well as transitions from early childhood education and care to school education and from school education to the labour market and tertiary education.



The funding of school education in Colombia

This chapter analyses how the school system is funded in Colombia. It presents a description of the level of expenditure on education, the sources of funding, and the specific funding mechanisms, including the Sistema General de Participaciones. While focusing on school education, the distribution of funding across different levels is also considered, including for early childhood education and care and tertiary education. The chapter analyses strengths and challenges with a particular focus on the extent to which the current funding approach helps address inequities between territories, schools and students. Finally, recommendations are presented, highlighting the need to reconcile the allocation of resources with set objectives, the need for a gradual approach in policy, and the importance of investing in greater local capacity.


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