{"id":7102,"date":"2025-03-03T08:00:00","date_gmt":"2025-03-03T13:00:00","guid":{"rendered":"https:\/\/rectoria.\/?p=7102"},"modified":"2025-04-07T17:41:57","modified_gmt":"2025-04-07T22:41:57","slug":"the-upn-committed-to-building-the-new-ten-year-education-plan","status":"publish","type":"post","link":"https:\/\/rectoria.\/en\/the-upn-committed-to-building-the-new-ten-year-education-plan\/","title":{"rendered":"The UPN, committed to building the new Ten-Year Education Plan"},"content":{"rendered":"
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In Colombia, the Ten-Year Education Plan (PDE, by its original acronym), whose first precedent was the period 1996-2005, is a planning tool that has existed for decades, projected to outline the prospects of public education policy, aiming to outperform government programs. \u00a0 \u00a0 \u00a0 <\/p>\n\n<\/div>\n\n\n

Such a first PDE proposed to: I) make education a national objective and a matter of concern for all; II) recognize education as the axis of human, social, political, economic and cultural development of the nation; III) develop knowledge, science, technique and technology; IV) organically align the institutions of the education sector and the educational activities of other state entities and civil society into a single system; and V) guarantee the validity of the right to education. \u00a0 At that time, the goal was that by 2005, \u201c[…] 8.5 percent of GDP would be allocated to education, of which 6.5 percent would come from the public sector and 2.0 percent from the private sector […]\u201d<\/em> (MEN, 2000). However, the proposal was watered down and the opportunity to promote and strengthen the right to education was lost.<\/p>\n\n\n\n

The PDE 2016-2026 is currently being completed. Its focus has been marked by the interest of private groups in the education sector, which sought to forge a model in which education would be dependent on big capital and multilateral organizations. For example, it states that \u201c[…] By 2026, education should be free and of high quality at all levels, from initial to tertiary […]\u201d<\/em> However, it has been a decade marked by the deepening of the financial crisis and the withering of public higher education; the preference for subsidies over demand, which has diverted substantial resources from public higher education to private institutions; the division of secondary education against higher education and the strengthening of technical and technological training (as skilled labor). \u00a0 Therefore, we urgently request that the creation of the new PDE be reoriented to become a reference in public education policy at the service of social change in our territories, educational institutions, and life projects. Thus, we want the design of a robust, sustainable, relevant, and coherent system that supports and is based on the principles of social justice, equity, and peace. \u00a0 In that regard, the PDE 2026-2036 may allow recognizing some issues to guarantee its traceability in the short, medium, and long term in order to: \u00a0<\/p>\n\n\n\n