School education in Colombia

Abstract

This work is published under the responsibility of the Secretary-General of the OECD. The opinions expressed and arguments employed herein do not necessarily reflect the official views of OECD member countries.This document, as well as any data and any map included herein, are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area. The statistical data for Israel are supplied by and under the responsibility of the relevant Israeli authorities. The use of such data by the OECD is without prejudice to the status of the Golan Heights, East Jerusalem and Israeli settlements in the West Bank under the terms of international law.Corrigenda to OECD publications may be found on line at: www.oecd.org/publishing/corrigenda. © OECD 2018You can copy, download or print OECD content for your own use, and you can include excerpts from OECD publications, databases and multimedia products in your own documents, presentations, blogs, websites and teaching materials, provided that suitable acknowledgement of OECD as source and copyright owner is given. All requests for public or commercial use and translation rights should be submitted to rights@oecd.org. Requests for permission to photocopy portions of this material for public or commercial use shall be addressed directly to the Copyright Clearance Center (CCC) at info@copyright.com or the Centre français d'exploitation du droit de copie (CFC) at contact@cfcopies.com. The "School Resources Review" aims to help countries make resource decisions that support quality, equity and efficiency in school education. The Review provides countryspecific and comparative analysis on the use of financial, physical and human resources in school systems. It offers policy advice on how to govern, distribute and manage resources so that they contribute to achieving countries' educational objectives.Colombia was one of the countries which opted to participate with an in-depth country review. Country reviews provide detailed descriptions of national policies, a critical analysis of country-specific strengths and challenges and tailored policy advice for improving the use of school resources. This particular review aims to i) provide insights and advice to Colombian authorities; ii) help other countries understand Colombian policies and practices; and iii) provide input for thematic work of the project.The report was co-authored by Thomas Radinger (OECD Secretariat), also co-ordinator of the review; Alfonso Echazarra (OECD Secretariat); Gabriela Guerrero (GRADE Peru), expert on school provision; and Juan Pablo Valenzuela (Universidad de Chile), expert on school finance. Annex B provides biographies of the team of authors.The conclusions of the report were informed by a visit to Colombia to carry out interviews with a range of authorities and stakeholders and to visit school communities in different parts of the country. The visit of the review team to Colombia took place in Dece...

100 YEARS OF VITAMIN D: Dietary intake and main food sources of vitamin D and calcium in Colombian urban adults

“…Colombia has been classified as one of the countries with the highest income inequality in the world ( 33 ). Due to the structure of the educational system, this difference in income is at least partially paralleled by differences in educational attainment ( 34 ), favoring the wealthiest or more educated individuals in many health-related outcomes. Examples of this include mortality from cardiovascular diseases ( 35 ), cancer ( 36 ), and diabetes ( 37 ).…”