Políticas públicas y educación superior: análisis conceptual del contexto colombiano

Abstract

El objetivo de este artículo es analizar desde una perspectiva crítica las políticas públicas en educación superior en el contexto colombiano. Se trata de un estudio apoyado en el paradigma histórico hermenéutico y el enfoque cualitativo. La investigación es de nivel descriptiva y para el desarrollo del objetivo se ha hecho un rastreo de información documental y legal que se analiza desde una postura crítica. En primer lugar, se hace un acercamiento al concepto de políticas públicas y a las políticas educativas de educación superior en América Latina, para luego abordar el contexto colombiano a partir de la Política Pública en Educación Superior presentada en el año 2014 por parte del Concejo Nacional de Educación Superior. Se concluye que la política pública para la educación superior en Colombia está caracterizada por ser sectorial y excluir de su diseño la participación de la sociedad civil, los grupos de interés y actores beneficiarios.

Rural higher education in Colombia: An analysis of public policy evolution

“…Although some progress in the development of this type of policy is recognized, Avendaño Castro et al (2017)'s study shows that the National Education Plans—despite their good intentions to incorporate strategies for rural areas—have lacked clear strategies, making compliance with them impossible. Some strategies have also been ineffective, such as CERES.…”

“…This regulatory framework and the General Education Law were the basis for the 10-year education plans, the first long-term policy involving all levels of training (Avendaño Castro et al, 2017).…”

“…The formal origins of Colombia's higher education public policy date from the mid‐20th century. Yet, the system was configured previously, so the foundations of the policy are set in the 16th, 17th, and 18th centuries, with the founding of the first university cloisters led by religious orders (Avendaño Castro et al, 2017; Rodríguez et al, 2009). The first years of the nascent republic saw the founding of the central and public universities, whose main purpose was to train professionals for the construction of the state (Melo‐Becerra et al, 2017).…”

“…This scenario would change in 1991, with the National Constituent Assembly. This new political charter established several provisions not covered in its predecessor, such as the dual nature of the right to education, the freedom of education, and the role of inspection and monitoring by the state to ensure the quality of education and university autonomy (Avendaño Castro et al, 2017; Melo‐Becerra et al, 2017). Despite being enshrined in the constitution, these changes in higher education policy were not immediate until Law 30 of 1992 (Congress of the Republic of Colombia, 1992), which put into motion the principles manifested in the constitution.…”

“…The first one refers to the presentation of the higher education policy, which covers some elements of its implementation in the countryside. An example is the study by Avendaño Castro et al (2017) that focuses on describing the general evolution of the policies, the emergence of 10‐year education plans, and their minimal effect on rural areas. The second one describes the education policies in rural areas from the basic primary to the higher level, characterized by offering a holistic vision of the education system in these areas without providing details on certain aspects (Arias Gaviria, 2017).…”