Educational quality in rural areas during times of conflict in Colombia [Calidad educativa en las zonas rurales en época de conflicto en Colombia]
DOI:
https://doi.org/10.62574/st4g5b92Keywords:
rural education, rural extension, community educationAbstract
Rural education in Colombia faces structural challenges exacerbated by decades of armed conflict and centralist policies that ignore territorial particularities, generating persistent educational gaps in the most vulnerable communities. This research aimed to build a territorialised educational management model that strengthens educational quality in rural areas affected by conflict. A socio-critical approach was used with 37 participants from the municipality of Tierralta, Córdoba, including school principals, teachers, students and public officials. The results revealed disconnects between national policies and territorial realities, a lack of monitoring mechanisms, but also valuable experiences of community participation and alignment between technical agricultural education and local vocations. A model based on two dimensions was proposed: participatory-community and pedagogical-curricular, with sustainability mechanisms that position communities as protagonists of their educational processes, demonstrating that quality rural education is a smart investment for building prosperous and peaceful territories.
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