Education in Colombia

,

doi:10.1787/9789264250604-en

Cited by 63 publications

(4 citation statements)

References 1 publication

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“…Four developing countries was chosen, namely Azerbaijan, Colombia, Indonesia and South Africa. These four countries were chosen because of the availability of data and they were native countries of the authors (Martens, 2010).…”

Section: Methodsmentioning

confidence: 99%

Rural Teacher Salary Impact Rural Students Drop Out in Developing Country

Yang

Prastowo

Khumalo

et al. 2019

Journal of Educational Sciences.

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Student dropout in rural area is one of the education problems that being faced by many countries. In this qualitative study, we used global and national documentation to explore and describe in-depth impact of rural teacher salary on rural student dropout in selected four developing countries, namely Azerbaijan, Colombia, Indonesia and South Africa. The data was obtained from the published data of each countries. The result shows that South African rural teachers get the highest salary of USD 2,524, followed by Colombia with USD 626,58, Azerbaijan USD 175 and Indonesia USD. 182.24. The Lowest percentage of rural student dropout in primary level is South Africa and Colombia (3% respectively), Junior High School level is Azerbaijan (8%) and for Senior High School is South Africa (27%). In conclusion it shows that rural teacher salary has negative impact on rural student dropout, but this impact will be more influential by support from many other factors. It is suggested that developing countries should increase rural teachers’ salary as the solution to decrease rural student dropout.

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Section: Methodsmentioning

confidence: 99%

Rural Teacher Salary Impact Rural Students Drop Out in Developing Country

Yang

Prastowo

Khumalo

et al. 2019

Journal of Educational Sciences.

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“…Since 2010-2011, the Ministry of Higher Education and Scientific research (MOHESR) in Iraq has also allowed technical teachers to accumulate 50 to 100 development-credit hours per year by engaging actively in conferences, seminars, academics, researches, and publications. Moreover, these teachers must present a seminar and prepare lectures about a foreign science article every six months (MOHESR, 2010). The support for vocational teachers in Kurdistan appears to be highly envied by countries like Columbia where the teachers in most cases attempt to apply for education abroad or to self-finance their education.…”

Section: Teacher Educationmentioning

confidence: 99%

An International Comparison of Educational Systems: the Columbian, Iraqi and Kurdish cases

Mohammed¹,

Casas²,

Saleh

et al. 2021

CEJER

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As developing countries aim to improve their education to address the challenges of globalisation's economic and social demands, comparative education can provide references for reforms and changes. Through studying the educational systems of other countries, we can discover which reforms are possible and desirable. This article attempts to demonstrate some specific aspects of the educational systems of Columbia, Iraq and Iraqi Kurdistan and to compare them. It shows the decentralisation process and challenges of the systems. It also reveals the structure of education of the three systems and their differences related to duration and organisation of primary and secondary schools. Following that, the curriculum provision and their orientations are explained. Finally, the article also tries to find the differences in teacher training in terms of duration and training types, occurring before / during service. The obtained results show that the decentralisation process and its challenges are very similar in these educational systems while there are differences in the duration, structure, and curriculum subjects.

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“…According to the Organisation for Economic Co-Operation and Development(OECD, 2016), Colombia is a large, populous country in Latin America that is plagued by poverty and inequality. Across socioeconomic status levels, these factors contribute to inequities in access to and quality of education, as well as school life expectancy.…”

mentioning

confidence: 99%

A Need-Supportive Intervention Delivered to English Language Teachers in Colombia: A Pilot Investigation Based on Self-Determination Theory

Niemiec¹,

Muñoz²

2019

PSYCH

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Teachers can be trained to support the basic psychological needs of their students. An important question is whether teachers in economically disadvantaged countries (Colombia, for example) who learn about the principles of need support can facilitate the process of internalization in their students. Using self-determination theory, in the present research we describe several outcomes associated with a pilot study of an intervention that was delivered to English language teachers in and around Medellín, Colombia. Results of this pilot investigation suggested that the students of teachers who were trained to adopt a need-supportive approach to education, relative to students of teachers in a control condition, reported higher levels of autonomy support from their English teacher and autonomous self-regulation for their English studies. Students' experiences of need satisfaction in English class statistically mediated some of the association between autonomous self-regulation for English studies and well-being in English class. These findings provide some initial evidence that English language teachers in economically disadvantaged countries such as Colombia who learn about the principles of need support can modify their pedagogic practice in a way that promotes autonomous (optimal) motivation in their students, with associated benefits for need satisfaction and well-being.

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Education in Colombia

Cited by 63 publications

References 1 publication

Rural Teacher Salary Impact Rural Students Drop Out in Developing Country

Rural Teacher Salary Impact Rural Students Drop Out in Developing Country

An International Comparison of Educational Systems: the Columbian, Iraqi and Kurdish cases

A Need-Supportive Intervention Delivered to English Language Teachers in Colombia: A Pilot Investigation Based on Self-Determination Theory

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