Primary school and teacher training in Colombia.

Autor/inn/en	Plested-Alvarez, María Cecilia; Seifert, Anja
Titel	Primary school and teacher training in Colombia.
Quelle	Aus: Schlesier, Juliane (Hrsg.); Frey, Anne (Hrsg.); Hoya, Fabian (Hrsg.); Parade, Ralf (Hrsg.); Rank, Astrid (Hrsg.): Foundations of learning. Unveiling the mosaic of primary education systems worldwide. Bad Heilbrunn: Verlag Julius Klinkhardt (2026) S. 97-121 PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext kostenfreie Datei (3) Link als defekt meldenVerfügbarkeit
Reihe	Grundschule International / Primary Education International
Sprache	englisch
Dokumenttyp	online; Sammelwerksbeitrag
ISBN	978-3-7815-2777-5; 978-3-7815-6239-4
DOI	10.25656/01:35795 10.35468/6239-03
URN	urn:nbn:de:0111-pedocs-357956
Schlagwörter	Bildungssystem; Kinderrechtskonvention; Grundschule; Primarbereich; Lehrerbildung; Ungleichheit; Inklusion; Kolumbien
Abstract	As in other Latin American countries, educational inequality in Colombia is a component of broader social inequality. Despite recent progress, disparities persist between urban and rural schools in terms of infrastructure, teaching quality and shortages of teachers in rural areas. This article critically analyses the structure of the Colombian primary school system and the training of its teachers. Primary school comprises five years and forms part of an eleven-year compulsory education system. According to the Law of the Republic of Colombia, a single school system for primary and secondary education has been established, allowing both state and private schools, colleges and universities to operate. Private institutions can choose their own methodology and infrastructure, provided they respect the minimum standards established in this Law. Recent education reforms have focused on improving equality of opportunity for ethnic minorities, people with disabilities, and multilingualism, with the aim of eliminating educational inequalities. In 2015, the Law on the Chair of Peace in primary and secondary schools was approved, assigning teachers the task of promoting the concept of coexistence. Primary school teachers are part of the system and have the opportunity to pursue higher education studies. In conclusion, further research into these topics is still necessary. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2026/4