Analysis and evolution of the ICT educational program in Colombia
Daza Gomez, Miguel Felipe
MetadataShow full item record
This Master’s report represents the culmination of a study; wherein I set out to evaluate the evolution of the Information and Communication education policies in Colombia. I conducted the original self-study with a historical analysis of the technical policies in Colombia since 1930, tracing the connection between policymaking and the implementation of national educative programs. Based on primary sources from the Ministry of Education, Ministry of Information Technologies and Communications, Colombian National Development Plans, and the Decennial Plan of Education, I was able to identify changes in the Colombian legislation regarding the development of ICT education policies. The Colombian development of ICT education policies is an interesting case, as since in 1991 the educative system is decentralized meaning that municipal governments should be accountable of the adoption and integration of educative policies created by the Ministry of Education in Bogotá. The regional adoption of national policies is done through the strategic coordination between the Ministry of Education and the Regional Education Secretaries. This Master’s report presents a historical analysis that describes the socio-economic impact of ICT on the development of a knowledge-based society that supports economic growth in innovation and research. Continuously, is a historical description of the Colombian educative system, analyzing decisions made by policymakers to modernize the ICT infrastructure and teacher training in public schools to increase the quality of Colombian public education through the use of technology. The implementation of technology in public schools has been supported by the conjunct efforts of the Ministry of Education and Ministry of Information Technologies and Communication through the program “Computadores para Educar” (Computers to Educate). The program Computers to Educate had facilitated computers, tablets and teacher training to public schools across Colombia. An alliance between public and private sector had facilitated the creation of open-source content in the five Innovation Centers around the country, who creates the content for the national portal “Colombia Aprende”. This national portal facilitates content on science, language, math, and other areas to teachers and students. Colombian Policymakers had also utilized UNESCO ICT Competency Framework for Teachers to create an own competency framework for Colombian teachers.