Figure 1.--Here we see Colombian chool children participating in a patriotic ceremony with the national flag. Note the required school uniforms. The snapshot is undated, but looks like about 1980 to us.

Colombia has an educational model similar into that of its South American neighbors. The system is divided into the standard primary and secondary sections. The modern system establishing the Ministry of Education was created by law (1886). Education was given considerable priority with a subsequent law mandating that at least 10 percnt of the ntional budget should be used to support the education system. The language of instruction is Spanish, although there are a few private schools with instruction in English and other languages, mostly for forigners resident in the country. Textbooks are not provided free by the schools and must be purchased by the parents from local book stores. Many schools have 'method' books. They are used for about 3 years. Books are available in local bookstores. Uniforms are required at both the primary and secondary level. As in other countries, the primary reason is so lower income children do not feel out of place with better dressed children from higher income families. The primary section (educación básica primaria) is for children age 6-12 years, meaning 6 differnt grades. Attendance at state primary schools is free of tuition charges. Government statistics reveal that some 87 percent of children attend primary school, and that nearly 90 percent of these children complete the primary progrm. The Ministry of Education intituted a new regulation that up to 5 percent of the children at a school could skip a year (2002). This appears to have been an effort to reduce costs. The secondary section (educación secundaria) is for children age 12-16 years, meaning 4 different grades. The first 2 years is a fairly standard program for all the children. The final 2 yearsis more varied with the children making course choices related to a planned career choice. Attendance lvels are more limited than primary schools. Many children do not go on to university, priumarily because of limited family income.

History

The modern system establishing the Ministry of Education was created by law (1886). Education was given considerable priority with a subsequent law mandating that at least 10 percnt of the ntional budget should be used to support the education system. The country's education ssstem has expanded exponentially since the 1960s. This in part reflects the country's economic success, despite a festering threat of a drug-funded Communist insurgency. Colombia is not a Tiger economy, but comapred to its neigbors (Venezuela and Ecuadoir) which have taken left-wing paths. As a result comapred to these two countries, Colombia has achieved considerable success. Between 1966 and 1986 the Ministry of Education's (MOE's) funding increased five-fold. As a result, primary school enrollment more than doubled, secondary school enrollment grew six-fold, and university enrollment increased an impresive fifteen times. Colombia increased its education budget 5.75 percent (2015). This was in line with President Juan Manuel Santos’ effot to make Colombia Latin America’s most highly educated country by 2025.

Stucture

There are prechool, but they are private, fee-paying schools. When we first looked at Colombian education, er noted as an educational model similar into that of its South American neighbors. The system is divided into the standard primary and secondary sections. The primary section (educación básica primaria) is for children age 6-12 years, meaning 6 differnt grades. Attendance at state primary schools is now free of tuition charges. The secondary section (educación secundaria) was for children age 12-16 years, meaning 4 different grades. The first 2 years is a fairly standard program for all the children. The final 2 yearsis more varied with the children making course choices related to a planned career choice. We now find an 11 year system. There are now 5 years of primary education, 4 years of lower secondary education and 2 years of upper secondary education. There are a range of tracks at the upper-secondary level, including: technology, industrial, business, agriculture, social wlfare, and two teaching tracks. There are a range of tertiary studies. Students needed to qualify for higher education studies. Regardless of rack, students need to pass a state exam (Examen de Estado). It is an achievement and competency test that is prepared by the Instituto Colombiano para la Evaluación de la Educación (ICFES). The exam is held administered twice a year. Each teritary school has its own admission system. Colombia's universu\ity system is similar to that of gthe United States: three levels of university studies: profesional (professional/undergraduate), maestría/magister (master’s degree), and doctor (doctoral/PhD). There are also non-university tertiary studies, técnico (technician) and tecnólogo (technologist), offered at technical institutions as well as university level institutions.

Attendance

Government statistics reveal that some 87 percent of children attend primary school, and that nearly 90 percent of these children complete the primary progrm. The Ministry of Education (MOE) intituted a new regulation allowing up to 5 percent of the children at a school could skip a year (2002). This appears to have been an effort to reduce costs. Attendance lvels at secondary are more limited than primary schools. Many children do not go on to university, primarily because of limited family income. Despite the remarable progress since the 1960s, access to education and education quality are not available to all Colombian children. There are substanial differebces differed significantly across regions and social classes, especially after the primary level. The Goverment has launched initiatives to address these disparities. The Government launched a comprehensive education improvement program -- Revolución Educativa (2002). The goal was a major shift in education policy to improve quality and increasing coverage. Another important change was a ruling by the Colombian Constitutional Court requiring public primary schools to operates with out requiring parents to pay any fees (2010). This mandate was extended to public secondary schools (2012). Reports from Colombia show that the country is making progress in expanding both educational achievement and access. And this j\has been especially successful among low-income Colombians.

Language

The language of instruction is Spanish, although there are a few private schools with instruction in English and other languages, mostly for forigners resident in the country. There are small number of indigenous non Spanish speakers in the Oriente (Amazonian east). Economic ties with the United States have expanded over time. Colombia's major export market is the united States and that trade is very important to the economy. As a result the MOE has moved toward bilingualism. The MOE launched the National Bilingual Program (2004). They added English as a foreign language to the overall education program. The goal id to increase academic and labor mobility so that student can take advantages of available opprtunities and to improve the country’s global competitiveness. English as a result is now part of the MOE curriculum and bilingualism is a criteria for accreditation of higher education programs.

Books

Textbooks are not provided free by the schools and must be purchased by the parents from local book stores. Many schools have 'method' books. They are used for about 3 years. Books are available in local bookstores.

Uniforms

Some pre-schools had smocks as a type of uniform. We are not sure bhow common that is. Uniforms are required at all Colobian schools, including private schools. This includes both the primary and secondary schoolsl. As in other countries, the primary reason is so lower income children do not feel out of place with better dressed children from higher income families. This varies somewhat at primary and secobary schools. The prinary uniforns tend to be more simple, often just T-shirts and pants (either short or long pants) for the boys and and the same for the girls who can wear skirts or pants as they prefer. This is adequate in coastal areas, but in the sierra sweaters or light jackets may be needed. Secondary uniforms include consist two sets, one for everyday wear and a sports one for physical education. The everyday uniforms for girls generally include a knee-length skirt, and a white blouse with a t-shirt. Depending on the school, knee socks or white calf-length socks are worn. Boys wear dark-coloured long trousers and a short or long-sleeved shirts. The shoes for both girls and boys are black lace-up shoes (sometimes the shoes may be dark blue or wine-coloured, depending on the school uniform colors). The shirts usually have the school's logo at the left side. The sports uniform includes sweat pants, a collared T-shirt, and white neakers. The designs and the colors of the uniforms vary depebding the school's colors and choices. Uually it is the principal who decides.

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