Sharing Experiences in Colombia: Challenges and Opportunities for Access to Quality Educational Options for Youth in the Rural Area of Guasca, Cundinamarca

On May 15, 2024, the INEE Thematic Meet-up titled "Sharing Experiences in Colombia: Challenges and Opportunities for Access to Quality Educational Options for Youth in the Rural Area of Guasca, Cundinamarca" took place at took place at a school managed by the Organización Pro Niñez Indefensa /Organization for the Protection of Defenseless Children (OPNI), an operator of the Instituto Colombiano de Bienestar Familiar/ Colombian Institute of Family Welfare (ICBF). This boarding school provides services to about 50 girls aged 11 to 17 who are in the process of restoring their rights. The process of re-establishing the rights of children and adolescents in Colombia, defined by the Children and Adolescents Code (Law 1098 of 2006), seeks to guarantee their protection and well-being, ensuring the full exercise of their rights. Coordinated by the ICBF, it includes comprehensive health care, education, and psychological support. Furthermore, it promotes family reunification when possible and ensures judicial intervention to protect their rights effectively, restoring their dignity and development opportunities.

A Challenging Context

The girls associated with OPNI often have complex educational trajectories, with histories of school dropout, low performance, overage, or conflictual relationships within the school environment. Despite these challenges, the girls showed remarkable resilience when they joined OPNI and enrolled in a rural school in Guasca that applied a multigrade pedagogical strategy.

Methodology of the Meeting

The meeting was conducted using the Roundtable Learning methodology proposed by Ellen Weber in Roundtable Learning: Building Understanding through Enhanced MI Strategies, aiming to create a discussion scenario where the girls and adolescents could actively express, from their perspective, the challenges and opportunities to access quality educational options in the Colombian context. The girls' interventions, many of which used drawings and posters, provided a profound and moving insight into their reality.

Identified Challenges: Lack of Relevance in Education

The students expressed that traditional school methods often don't fit their needs, leaving them feeling behind and uninterested. They didn't see the curriculum or the educational process as necessary or valuable, leading them to skip or avoid classes altogether. They told their families that what they learned was "useless." This perception was worsened by the belief that informal work or social activities were more "worthwhile" and satisfying. This disconnect from the educational system often led them to drop out.

The perceived lack of relevance of the curriculum also made the girls feel unmotivated and alienated. Education needs to connect with their interests and daily lives, showing them that the time spent in school has tangible and significant benefits. Many girls found more value in informal work that provided income or social activities that gave them immediate and tangible satisfaction.

Abuse and School Violence

The girls also highlighted abuse and school violence, perpetrated not only by students and teachers but also sometimes by family members. Many reported being bullied by their peers due to their physical, economic, or ethnic backgrounds. They criticized teachers for their passive attitudes toward abuse and sometimes even for encouraging it when they consider the students to be ‘difficult’ or ‘problematic’. The girls described negative experiences with teachers who didn't understand their individual needs and characteristics. These teachers used outdated methods and grades, creating fear, annoyance, apathy, and insecurity. These practices worsened the climate of violence and exclusion, undermined the girls' self-esteem and academic performance, and perpetuated a cycle of demotivation and disinterest in education.

Traditional teaching methods applied by these teachers, based on memorization and repetition often ignore girls’ learning and development. Instead of fostering an environment of support and understanding, many teachers criticize and punish mistakes, discouraging active participation and the development of critical and creative skills. Grades are often seen as punishment rather than tools for evaluation and improvement creating a hostile and stressful environment. Fear of low grades can prevent girls from taking academic risks, participating in class, or asking for help when needed. This, combined with the lack of emotional and academic support,  leads to low performance and disengagement from education. To address these issues, it is crucial to train teachers in innovative and student-centered pedagogical methodologies, that recognize and value diverse needs and learning styles. Schools should also implement policies that effectively prevent and address school abuse and violence, ensuring a safe and conducive environment for all girls to learn and develop.

Opportunities

Despite the many challenges, the girls and adolescents also saw opportunities to improve access to quality education. They emphasized the need to redefine education by involving families and the educational sector. They considered it vital to sensitize teachers to the specific needs of students and their social and family contexts so they could adapt their pedagogical approaches. The girls proposed fostering the implementation of pedagogical practices that stimulate and motivate students, providing meaningful learning for new generations. These practices should include practical content and inclusive, participatory, and empathetic methods adapted to students’ needs and skills. They emphasized the need to develop approaches that address the needs of struggling students, promoting a safe and violence-free school environment where all children can grow and develop fully.

Conclusion 

The INEE Thematic Meet-up in Guasca revealed the urgent need to adjust elements in the Colombian educational system to make it more relevant, inclusive, empathetic, and safe. The girls and adolescents’ suggested interventions highlighted a complex situation, with various issues affecting their perception of the relevance of school and education.

To address these challenges, the students suggest it is crucial to implement actions and educational strategies that give meaning to education and transform pedagogical practice and classroom life. By promoting innovative, student-centered methodologies, these actions should help eliminate all forms of school violence or abuse, and foster equitable access to quality education for all Colombian children and adolescents, responding to their needs and preparing them to face future challenges.

Hernando José Macías Álvarez is a teacher and anthropologist with a Master's Degree in Social Studies of Science. He has experience in the formulation of guidelines for Comprehensive School Risk Management and training in Education in Emergencies. He is also the INEE Country Focal Point for Colombia.

The views expressed in this blog are the author's own.