The problem and its causes

The

Problem

causes

and its

Geraldine Molina Rodríguez

INDEX

Characterization

Problem statement

Causes

Consequences

Problem tree

Characterization

Education

Urban enrollment

75.6%

Preschool

Primary school

7,405,053 students

8.7%.

Rural enrollment

41.8%

24.4%

Enrolled in the educational system

2,392,624 students

Teachers

126.135

20 students

DANE 2021

Division educational sites nationwide

Urban education

Rural education

Official sector

Non-official sector

42,755

76,060

22,015

96,800

Table 1. Educational centers

Table 2. Division by zone.

Problem statement

School dropout in rural areas of Colombia.

Why does it impact at a social level?

The extent that the evolutionary process of the society will not take place and will not be equitable

Search for equity to mitigate or eradicate different consequences

Education is a fundamental right for all

Dropouts

Males

Females

Dropouts

Rural areas

42.446

332.067

30.657

73.103

Table 1. Dropouts

Table 2. Division by gender.

Causes

TIC implementation

"only 22.7% of rural educational centers have the internet, while 90.8% of urban centers have this technological possibility".

Teacher training and willingness

"According to the opinion of rural teachers, the type of teaching provided by higher education institutions at undergraduate and graduate level, does not take into account the particularity of the area and, in that sense, they are disjointed from the needs that teachers in the Colombian countryside have."

Suarez (2022)

Corruption with education goods

Adequate infrastructure and accessibility to the institutions

Presence of COVID 19

"The Social Pulse Survey (DANE - EPS) allows to identify that in 87.4% of households educational or learning activities continued since the schools/colleges were closed due to the pandemic and in 4.5% these educational activities did not continue. According to the SIMAT enrollment system the report of withdrawals as of August is 102,880 girls and boys, which represents 1.1% of the enrollment.".

Family conditions

Ministerio de Educación. (s. f.).

• The level of education by the parents
• Their context

Consequences

Corruption with education goods

Teacher training and willingness

• Can be no training process guided
• There would be no interest in attending.

• little investment equals little sustainable development.
• No resources equals no safe conditions for learners
• No resources equals no students, no stakeholders, no conditions for students.

TIC implementation

• Generates little inclusion
• It does not allow the evolution and development of the formative process in a broad manner.
• Does not allow tools to broaden learning.

Adequate infrastructure and accessibility to the institutions

Presence of COVID 19

• Immediate desertion
• Illiteracy

• No interest in going to school.
• Does not promise stability in education.
• Does not generate comprehensive security and tempts against the life of students.

Family conditions

• Generates child labor.
• Lack of information about the large social context.

United way Colombia. (2022). Deserción escolar: desafío de la educación en Colombia. https://unitedwaycolombia.org/2022/07/12/desercion-escolar-desafio-de-la-educacion-en-colombia/

Problem tree

Consequences

Problem

Causes

References

• DANE. (2022). Educación formal EDUC. Educación formal. https://www.dane.gov.co/index.php/estadisticas-por-tema/educacion/poblacion-escolarizada/educacion-formal#informacion-2021-por-departamento
• DANE. (2020). Anexos. https://docs.google.com/spreadsheets/d/1q4zx6wL3L8DVsO9rplz29JoAy-seEYMQ/edit?usp=share_link&ouid=116590828186740947048&rtpof=true&sd=true
• DANE. (2021).Anexos. https://docs.google.com/spreadsheets/d/1YnlmG6J-aoR8YAQNT9H7xWEo7nFhOfL7/edit?usp=share_link&ouid=116590828186740947048&rtpof=true&sd=true
• Echeverri, E. (2022). La Educación Rural en Colombia se enfrenta a deserción escolar, falta de recursos y corrupción. Educación. https://www.semana.com/educacion/articulo/la-educacion-rural-en-colombia-se-enfrenta-a-desercion-escolar-falta-de-recursos-y-corrupcion/202242/
• Gonzales Rodríguez, D. R. (2017). Corrupción en Colombia: ¿Qué se puede hacer desde la Educación? Facultad de Educación Universidad de Antioquia. file:///C:/Users/molin/Downloads/Dialnet-CorrupcionEnColombia-7558504.pdf
• Ministerio de Educación. (s. f.). Trabajamos en equipo por prevenir y mitigar los impactos del COVID- 19 en la deserción en educación Preescolar, Básica, Media y Superior. https://www.mineducacion.gov.co/1759/w3-printer-401634.html#:~:text=La%20Encuesta%20Pulso%20Social%20(DANE,no%20continuaron%20estas%20actividades%20educativas.
• Suarez, M. (2022). La educación rural, un gran desafío para Colombia. Tips y orientaciones. https://www.colombiaaprende.edu.co/agenda/tips-y-orientaciones/la-educacion-rural-un-gran-desafio-para-colombia
• Parra Triana, A., Mateus Arbeláez J. & Mora Cubillos, Z. (2018). Educación rural en Colombia: el país olvidado, antecedentes y perspectivas en el marco del posconflicto. Nodos y nudos, 6(45 pp. 52-65). https://revistas.pedagogica.edu.co/index.php/NYN/article/view/8320/7531
• United way Colombia. (2022). Deserción escolar: desafío de la educación en Colombia. https://unitedwaycolombia.org/2022/07/12/desercion-escolar-desafio-de-la-educacion-en-colombia/
• W Radio. (s. f.). Escuelas rurales en el aire (corrupción en la infraestructura educativa del país). https://www.wradio.com.co/noticias/actualidad/escuelas-rurales-en-el-aire-corrupcion-en-la-infraestructura-educativa-del-pais/20190509/nota/3900646.aspx