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| education system in colombia: Reviews of National Policies for Education Organisation for Economic Co-operation and Development, 1984 A team of examiners from the Organisation for Economic Cooperation and Development (OECD) reviews Portugal's education system in a three-part report. Part One begins with the consequences of the 1974 revolution, Portugal's economic problems, its impending attachment to the European Economic Community, and rising public expectations about education. It continues with criticism of the Ministry of Education, which is overstaffed and has duplicate functions. The examiners propose reduction of branches and suggest the establishment of a national education advisory council and closer relations with other government agencies. A high priority for the compulsory school-level education (four primary and two preparatory grades) is improvement of standards in rural areas. Accepting the future extension of compulsory schooling from 6 to 9 years, the examiners counsel step-by-step reform of the school structure and curriculum. Education of 16-to-19 year olds is a problematic issue since upper-secondary schools are not providing adequate vocational courses. The examiners feel a solution is for Portugal to adopt a comprehensive education and training policy for that age group implemented jointly by the Ministries of Education and Labor. Part Two of the report includes a record of the review meeting between the OECD examiners and the Minister of Education and his delegates and addresses five areas of concern. The third part is a summary of the Ministry of Education's Backgroud Report of the education system in Portugal. (MD) |
| education system in colombia: Changing the Educational System André Benoît, 1974 Monograph on educational policy-making in developing countries, based on a case study of the educational system of Colombia - includes theoretical considerations, etc. Bibliography pp. 271 to 285, references and statistical tables. |
| education system in colombia: OECD Reviews of School Resources: Colombia 2018 Radinger Thomas, Echazarra Alfonso, Guerrero Gabriela, Valenzuela Juan Pablo, 2018-07-18 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. |
| education system in colombia: Colombia, a Study of the Educational System of Colombia and a Guide to the Academic Placement of Students from Colombia in Educational Institutions of the United States Stanley Wellington, 1984 The educational system of Colombia is described, and placement recommendations concerning Colombian students who want to study in the United States are presented. After describing preschool and primary education, secondary school and nonformal/vocational education are described. Attention is directed to current secondary school curricula and the current grading system, as well as curricula and grading prior to 1974. Undergraduate admissions, credits, transfer practices, grading/examinations, and degrees and diplomas are discussed. The following levels of college studies are examined: intermediate professional studies, technological studies, university studies, specialist programs, master's programs, and doctoral programs. Guidelines and placement recommendations are presented as they pertain to Colombian degrees and diplomas, military and police training, and transfer of credits from Colombian institutions. A list of higher education institutions that offer different levels of programs is appended. The list provides: the name of the institution; addresses and telephone (when available); 1981-1982 enrollment figures; the date of founding; the length of the programs; and the diploma, degree, or title awarded. Also appended are a list of courses for different programs of study and a list of secondary school courses by grade. (SW) |
| education system in colombia: Tertiary Education in Colombia World Bank, 2003 |
| education system in colombia: Reviews of National Policies for Education Reviews of National Policies for Education: Tertiary Education in Colombia 2012 OECD, International Bank for Reconstruction and Development, The World Bank, 2013-02-11 This review examines challenges being faced by the tertiary education system in Colombia including improving equity and expanding enrolment, increasing quality and relevance, and making governance and financing more responsive. |
| education system in colombia: The Education Systems of the Americas Sieglinde Jornitz, Marcelo Parreira do Amaral, 2020 This handbook focuses on and compares the education systems in the three Americas: North, Central and South America, and includes a chapter on most countries in the region. The chapters follow a common structure and include schematic diagrams of the structure of mainstream education from pre-primary to tertiary level. Each chapter starts with a description of the historical and social foundations of the education system from the post-World War II period up to today, including political, economic and cultural contexts and conditions. By highlighting important dates and structural decisions, the current education system can be understood as resulting from past developments. The first part ends with a description of the transitions to the labour market that are offered, and the way in which these are organized in the education system described. The second part consists of an overview of the institutional and organizational principles as well as the structure of education from pre-primary to tertiary level. It includes a focus on legislative bases and financial provisions for the education system and a description of the structure by using the ISCED-classification. It further includes information of the supply of human resources such as teachers and other educators. The third and final part of the handbook discusses selected educational trends and aspects. In this context, three topics are of particular interest: dealing with inequality, ICT and digitization activities, and STEM-related policies and programmes. |
| education system in colombia: Welfare, Poverty and Development in Latin America Christopher Abel, Colin M. Lewis, 1993-06-14 The book analyzes the social consequences of recent development strategies in Latin America. The volume introduces readers to official strategies, private initiatives and individual responses to issues of welfare and poverty during the twentieth century. These issues are addressed from several disciplines. A substantial introduction is followed by a wide range of case-studies, including Pinochet's Chile, the Haiti of the Duvaliers and Nicaragua under the somocistas and sandinistas, as well as Brazil, Mexico, the Argentine, Cuba and Colombia. |
| education system in colombia: Colombia, a Study of the Educational System of Colombia and a Guide to the Academic Placement of Students from Colombia in Educational Institutions of the United States Stanley Wellington, 1984 The educational system of Colombia is described, and placement recommendations concerning Colombian students who want to study in the United States are presented. After describing preschool and primary education, secondary school and nonformal/vocational education are described. Attention is directed to current secondary school curricula and the current grading system, as well as curricula and grading prior to 1974. Undergraduate admissions, credits, transfer practices, grading/examinations, and degrees and diplomas are discussed. The following levels of college studies are examined: intermediate professional studies, technological studies, university studies, specialist programs, master's programs, and doctoral programs. Guidelines and placement recommendations are presented as they pertain to Colombian degrees and diplomas, military and police training, and transfer of credits from Colombian institutions. A list of higher education institutions that offer different levels of programs is appended. The list provides: the name of the institution; addresses and telephone (when available); 1981-1982 enrollment figures; the date of founding; the length of the programs; and the diploma, degree, or title awarded. Also appended are a list of courses for different programs of study and a list of secondary school courses by grade. (SW) |
| education system in colombia: Introduction to Colombia Gilad James, PhD, Colombia is a country located in South America, bordered by Venezuela, Brazil, Peru, Ecuador, and Panama. It has a diverse landscape that includes the Andes mountains, the Amazon rainforest, and the Caribbean coast. The country's official language is Spanish, and its population is diverse, with indigenous peoples, Afro-Colombians, and people of European descent making up significant portions. Despite its natural beauty and rich heritage, Colombia has faced challenges in the past, including a long-standing armed conflict involving illegal armed groups, drug trafficking, and corruption. However, in recent years, Colombia has made significant progress in improving security and economic stability. The country has also become a tourism hotspot, with millions of visitors each year drawn to its unique culture, outstanding music scene, and stunning landscapes. Today, Colombia is regarded as one of the most exciting and promising destinations in Latin America. |
| education system in colombia: Empowering Teachers to Build a Better World Fernando M. Reimers, 2020-03-23 This open access book presents a comparative study on how large-scale professional development programs for teachers are designed and implemented. Around the world, governments and educators are recognizing the need to educate students in a broad range of higher order cognitive skills and socio-emotional competencies, and providing effective opportunities for teachers to develop the expertise needed to teach these skills is a crucial aspect of effective implementation of curricula which include those goals. This study examines how large-scale efforts to empower teachers for deeper instruction have been designed, how they have been implemented, and their outcomes. To do so, it investigates six programs from England, Colombia, Mexico, India, and the United States. Though all six are intended to broaden and deepen students’ curricular aspirations, each takes this expansion of curricular goals in a different direction. The ambitious education reforms studied here explicitly focus on building teachers’ capacity to teach on a broader set of goals. Through a discerning analysis of program documents, evaluations, and interviews with senior leaders and participants in the programs, the book identifies the various theories of action used in these programs, examines how they were implemented, and discusses what they achieved. As such, it offers an indispensable resource for education leaders interested in designing and implementing professional development programs for teachers that are aligned with ambitious instructional goals. |
| education system in colombia: Language Teacher Education for a Global Society B. Kumaravadivelu, 2012-05-22 This book introduces a state-of-the-art model for second/foreign language language teacher education ─ Knowing, Analyzing, Recognizing, Doing, and Seeing (KARDS). Its goal is to develop prospective and practicing teachers into strategic thinkers, exploratory researchers, and transformative teachers. |
| education system in colombia: University and School Collaborations During a Pandemic Fernando M. Reimers, Francisco J. Marmolejo, 2022 Based on twenty case studies of universities worldwide, and on a survey administered to leaders in 101 universities, this open access book shows that, amidst the significant challenges caused by the COVID-19 pandemic, universities found ways to engage with schools to support them in sustaining educational opportunity. In doing so, they generated considerable innovation, which reinforced the integration of the research and outreach functions of the university. The evidence suggests that universities are indeed open systems, in interaction with their environment, able to discover changes that can influence them and to change in response to those changes. They are also able, in the success of their efforts to mitigate the educational impact of the pandemic, to create better futures, as the result of the innovations they can generate. This challenges the view of universities as ivory towers being isolated from the surrounding environment and detached from local problems. As they reached out to schools, universities not only generated clear and valuable innovations to sustain educational opportunity and to improve it, this process also contributed to transform internal university processes in ways that enhanced their own ability to deliver on the third mission of outreach |
| education system in colombia: International Handbook on the Economics of Education Geraint Johnes, Jill Johnes, 2007 This major Handbook comprehensively surveys the rapidly growing field of the economics of education. It is unique in that it comprises original contributions on an exceptional range of topics from a review of human capital, signalling and screening models, to consideration of issues such as educational externalities and economic growth, funding models, determinants of educational success, the educational production function, educational standards and efficiency measurement. Labour market issues such as the market for teachers and the transition of students from school to work are also explored.The International Handbook on the Economics of Education will be warmly welcomed by academic economists, educational researchers and practitioners in educational management as well as policymakers. Comprising specially commissioned articles, the Handbook will become indispensable reference for this ever topical field of study. |
| education system in colombia: Educational Reform and Administrative Development: The Cases of Colombia and Venezuela E. Mark Hanson, 1986 |
| education system in colombia: , |
| education system in colombia: Research on Teaching and Learning English in Under-Resourced Contexts Kathleen M. Bailey, Donna Christian, 2021-03-28 This book is the eighth volume in the Global Research on Teaching and Learning English series, co-published with The International Research Foundation for English Language Education (TIRF). It brings together the latest developments in research on teaching English in under-resourced contexts across the world, offering a window into the complex challenges that these communities face. Recommendations from research and experience in well-resourced contexts are frequently not relevant or feasible in different circumstances. Contributors explore local and regional assets and challenges to provide a deeper understanding of the difficult issues that language learners and teachers must confront, and they provide insights to meet those challenges. With chapters written by TIRF Doctoral Dissertation Grant awardees, the volume addresses the crucial and growing need for research-based conversations on the contexts, environments, and challenges of teaching English in areas of the world with limited resources, literacy levels, or other constraints. The volume includes sections on policy connections, teacher preparation, and practice insights. It is a useful resource for graduate students and teacher educators in language education, ESL/EFL education, and international education, and an enlightening reference for all readers with an interest in language education around the world. |
| education system in colombia: Colombia Today , 1993 |
| education system in colombia: Reviews of National Policies for Education Education in Colombia OECD, 2016-04-21 How can Colombia improve both the quality and equity of its education system while also addressing efficiency challenges? |
| education system in colombia: Colombia Marcelo Giugale, O. Lafourcade, Connie Luff, 2003 Recent political changes in Colombia have opened up possibilities to think beyond the long-standing conflict and violence to promote a development agenda, based upon economic growth, social welfare and environmental protection. This publication contains various policy papers which seek to contribute to the national debate on options to address these development challenges. The book is intended to provide the incoming Colombian presidential administration with a comprehensive policy discussion regarding the country's development agenda. |
| education system in colombia: Introduction to Croatia Gilad James, PhD, Croatia is a country in southeastern Europe, bordered by Slovenia to the northwest, Hungary to the northeast, Serbia to the east, Bosnia and Herzegovina to the southeast, Montenegro to the southeast, and the Adriatic Sea to the southwest. The country is also known as Hrvatska in Croatian, and its capital and largest city is Zagreb. Croatia has a population of approximately 4.05 million people, with the majority of residents identifying as ethnic Croats. Croatia has a rich cultural history that dates back to prehistoric times. Its strategic location between Central Europe and the Mediterranean has made it an important crossroads for various civilizations, including the Illyrians, Romans, Byzantines, Ottomans, and Austro-Hungarians. Croatia gained its independence from Yugoslavia in 1991 and has since become a member of the European Union, NATO, and the United Nations. The country is known for its stunning coastline, beautiful national parks, and rich culinary traditions, and it has become an increasingly popular tourist destination in recent years. |
| education system in colombia: School Systems, Parent Behavior, and Academic Achievement Emma Sorbring, Jennifer E. Lansford, 2019-09-17 This volume takes an international and multidisciplinary approach to understanding students’ academic achievement. It does so by integrating educational literature with developmental psychology and family studies perspectives. Each of the nine chapters focuses on a particular country: China, Colombia, Italy, Jordan, Kenya, the Philippines, Sweden, Thailand, or the United States. It describes the country as a cultural context, examines the current school system and parenting in light of the school system, and provides empirical evidence from that country regarding links between parenting and students’ academic achievement. The book highlights similarities and differences in education and parenting across these nine countries - all varying widely in socioeconomic and cultural factors that affect schools and families. The volume contributes to greater understanding of links between parenting and academic performance in different cultural groups. It sheds light on how school systems and parenting are embedded in larger cultural settings that have implications for students’ educational experiences and academic achievement. As two of the most important contexts in which children and adolescents spend time, understanding how schools and families jointly contribute to academic achievement holds promise for advancing the international agenda of promoting quality education for all. |
| education system in colombia: Resources in Education , 1985 |
| education system in colombia: Education, Policy, and Social Change Daniel A. Morales Gomez, Carlos Alberto Torres, 1992-09-17 The purpose of this contributed volume is to examine the links among research, policy, and change in education in Latin America in the context of the relationships between the economy, politics, and the state in the 1980s. The case analyses will discuss the challenges these societies face in education in their progression towards the twenty-first century. In its various sections, the book addresses the following questions: How did education respond during the 1980s to the major sociopolitical and economic changes that affected these countries? How did the changes in the 1980s affect the relationships between education, society, and the state, and what lessons can be learned from the interaction between research and policy that may help in understanding the developmental role of education in the 1990s? And is educational research and policy helping to improve the social condition of minorities in Latin America? This volume will be of interest to scholars and policymakers in Latin American studies, educational research, education policy, and educational planning. |
| education system in colombia: Language Education in Multilingual Colombia Norbella Miranda, Anne-Marie de Mejía, Silvia Valencia Giraldo, 2022-08-04 This collection brings together cutting-edge research and theoretical discussions on the linguistic, cultural, and political forces that shape multilingual Colombia, highlighting the country’s unique sociolinguistic landscape and offering new insights into multilingualism in the Global South. The volume outlines the changing dynamics of multilingualism in Colombia, where Spanish, Spanish-based and English-based Creoles, the linguistic and cultural heritages of Indigenous communities and migrant groups, and the prevalence of English in language education policy intersect. The chapters explore the implications of policy making on language policy discourse and especially on language teacher education for those working on the margins in urban and rural areas. They also explore existing understandings of interculturality and the work of academics and local communities in minority language revitalization efforts. Problematizing essentialized views of language and culture and raising awareness around the complex relationship between language, identity, and interculturality in the Global South, this book will be of interest to scholars in multilingualism, sociolinguistics, language education, teacher education, and applied linguistics. |
| education system in colombia: Improving Consistency in Performance Measurement System Design Robinson Salazar Rua, 2023-03-10 This book analyzes behavioral distortions in public schools and delineates outcome-based performance measurement systems that can prevent and mitigate them. An instrumental view of dynamic performance management (DPM) is used to support the endeavor by identifying how performance drivers affect end results of outcome and output, how end results affect strategic resources, and how strategic resources and benchmarks define the dynamics of performance drivers. This approach is also used to promote a shift from an output-oriented to an outcome-oriented view in performance management, with the aim of achieving sustainable results in the long term. The book also includes a comprehensive literature review at the end of each chapter, intended to strengthen readers’ knowledge and encourage further research. Given its scope, the book will appeal to graduate students in public management, researchers in performance management, system dynamics, and education, and decision-makers in public schools. |
| education system in colombia: The Report: Colombia 2016 Oxford Business Group, 2016-02-25 With oil accounting for roughly half of Colombia’s total exports, Latin America’s fourth-largest economy is feeling the effects of lower international oil prices. The negative impact of lower prices was nonetheless offset by positive performances by the retail, agriculture and financial services sectors, ensuring continued growth in 2015. Higher growth is expected in 2016 and beyond, driven in part by a raft of transport infrastructure investments, known as the fourth generation road concession programme. On the political front, the prospect of the signing of a peace accord between the government of Juan Manuel Santos Calderón and the leaders of the FARC promises to make 2016 a memorable year for Colombia. According to the National Planning Department, the peace settlement could bolster economic growth by up to 1.9 percentage points, lower security costs and signal the opening up of previously closed areas of the country to development. |
| education system in colombia: Colombia Michael J. LaRosa, Germán R. Mejía, 2023 Updated to include the historic 2022 presidential election, this deeply informed and accessible book traces the history of Colombia thematically over the past two centuries. LaRosa and Mejía move beyond the common perception of a failed state to explore the rich heritage and dynamism that have characterized Colombia past and present. |
| education system in colombia: Changing the Educational System Andre Benoit, 1974 |
| education system in colombia: The Report: Colombia 2014 Oxford Business Group, 2013-08-25 Indeed, the sound performance of the construction sector, strong investment in public works, restored consumer confidence and a recovery in the hydrocarbons industry enabled Colombia’s economy to regain dynamism and end 2013 with growth of 4.7%. Attracting a record $16.36bn in foreign direct investment in 2013, an 8.2% rise on the previous year, the Andean economy assured its spot among the region’s top investment targets. As in previous years, hydrocarbons attracted the lion’s share of FDI to the country, accounting for 81.6% of the total. While GDP grew by just 2.9% in the first quarter of 2014, the central bank forecasts growth of 4.3% for the year. With the possibility of a peace deal with the Revolutionary Armed Forces of Colombia (FARC), the next few years could see economic performance enhanced by improved agricultural and energy outputs, as well as increased FDI inflows. |
| education system in colombia: Area Handbook for Colombia Howard I. Blutstein, 1977 Manual descriptivo de la República de Colombia. |
| education system in colombia: Mathematics Teacher Preparation in Central America and the Caribbean Angel Ruiz, 2016-12-01 This Open Access book is an excellent synthesis of the initial and continuing preparation for Mathematics Teaching in Colombia, Costa Rica, Dominican Republic and Venezuela, from which comparative analyses can be made that show similarities and differences, and highlight various perspectives. In August 2012, a workshop of the Capacity and Networking Project (CANP) of the International Commission on Mathematical Instruction (ICMI) was held in Costa Rica. This CANP brought together for two weeks a group of 66 Mathematics educators, mathematicians, university administrators, and elementary and secondary teachers from Colombia, Venezuela, the Dominican Republic, Panamá and Costa Rica. The goal was to promote progress in Mathematics Education in the region; as such it was a unique experience in the region. One of the most important results of this event was the creation of the Mathematics Education Network of Central America and the Caribbean (REDUMATE). It was organized by persons associated with the Mathematics Education Reform Project in Costa Rica (responsible for the most outstanding and innovative curriculum reform in Latin America) and the Inter-American Committee on Mathematics Education (IACME), which is an official regional multinational organization affiliate of ICMI. This book brings to the international Educational Community an important collection of experiences and ideas in the Mathematics Education of four countries of a region within the heart of the American continent, a region that has been many times forgotten. The dissemination of these results can promote the search for international collaborative actions in a wider scale. |
| education system in colombia: OECD Economic Surveys: Colombia 2017 OECD, 2017-05-25 Growth has been among the strongest in the region, reflecting the flexible exchange rate and inflation targeting monetary policy, and fiscal rules. The strong growth and welfare programmes to the most vulnerable groups have substantially reduced poverty. |
| education system in colombia: Learning Analytics: Fundaments, Applications, and Trends Alejandro Peña-Ayala, 2017-02-17 This book provides a conceptual and empirical perspective on learning analytics, its goal being to disseminate the core concepts, research, and outcomes of this emergent field. Divided into nine chapters, it offers reviews oriented on selected topics, recent advances, and innovative applications. It presents the broad learning analytics landscape and in-depth studies on higher education, adaptive assessment, teaching and learning. In addition, it discusses valuable approaches to coping with personalization and huge data, as well as conceptual topics and specialized applications that have shaped the current state of the art. By identifying fundamentals, highlighting applications, and pointing out current trends, the book offers an essential overview of learning analytics to enhance learning achievement in diverse educational settings. As such, it represents a valuable resource for researchers, practitioners, and students interested in updating their knowledge and finding inspirations for their future work. |
| education system in colombia: Multilingualism and Bilingualism Sammy Beban Chumbow, 2018-05-30 Research in the area of bilingualism and multilingualism invariably produces fascinating insights. In the Europe of yesteryears, the paradigm of one nation one language was dominant and fashionable as a nation-building ideology that multilingualism was considered a curse, a demon that had to be exorcised. Today, the avalanche of empirical evidence of research findings has established multilingualism and pluralism as an ideal for national development. The nine chapters of this book provide further elucidations of the issue of benefits of bilingualism and multilingualism and also provide original research findings on developments in the areas of psychological dimensions of bilingualism and bilingualism in information retrieval systems. The book by its illuminating description and insightful analysis of issues of bilingualism will be of significant interest to scholars, researchers, and all concerned with bilingualism and multilingualism from whatever perspective. |
| education system in colombia: Compendium of the Colombian Educational System Rodolfo Low-Maus, 1971 Analyse du système éducatif colombien dans son contexte historique, géographique. Statistiques jusqu'en 1970. |
| education system in colombia: Labor Law and Practice in Colombia Gustav Adolph Sallas, 1972 |
| education system in colombia: Institutional Reforms Alberto Alesina, 2005 Experts analyze Colombia's recent institutional reforms and socioeconomic problems from the perspective of political economics and offer policy recommendations. |
| education system in colombia: (Un)Equal Pathways to Higher Education Andrea Cuenca Hernández, 2021-03-04 Inequality of educational opportunities (IEO) is a recurring topic in both public debate and academic research. This book contributes to the contemporary discussion on IEO with a focus on individual trajectories over the life course. It provides empirical evidence on the magnitude and the mechanisms of IEO in Colombia, a country with extreme, persistent levels of social inequality. Using national administrative databases, the author examines the effect of social origin on academic and labor market outcomes among university graduates. Drawing on a comprehensive theoretical approach to stratification and higher education, this volume discusses how the interaction between family background and segmentation of educational institutions might influence individuals’ outcomes. As such, it will appeal to scholars, policy makers, and practitioners with interests in education, social inequality, social policy, higher education research, and international/comparative education. |
| education system in colombia: Nurturing Social and Emotional Learning Across the Globe Findings from the OECD Survey on Social and Emotional Skills 2023 OECD, 2024-10-24 The OECD’s Survey on Social and Emotional Skills (SSES) 2023 represents the largest global initiative to gather comparable data on the development of social and emotional skills - including creativity, empathy, achievement motivation, responsibility and collaboration skills - among 10- and 15-year-old students. The report - Nurturing Social and Emotional Learning Across the Globe - reveals striking disparities both within and between participating countries and subnational entities in how these critical skills are fostered in schools, homes and society. These findings offer insights into the relationship between educational environments and student outcomes, highlighting the urgent need for improvements. Key recommendations focus on enhancing school policies and practices (e.g. teachers’ feedback, training, preparedness and attitudes; teaching of these skills across subjects offline, digitally and remotely; and extra-curricular activities), improving school climates (e.g. student belonging; relationships; and handling of bullying and stress), and advancing gender equality (e.g. challenging stereotypes; and ensuring equitable access to careers and parental support for skill development). This report serves as a vital resource for policymakers and practitioners seeking to improve social-emotional learning worldwide. |
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