An assessment of the Colombian government's commitment to the goal of universal primary education
Notice bibliographique
Résumé
Universal primary education is the goal of many developing countries. It is a high priority in the educational planning of Colombia. The law in Colombia states that five years of 'educación primaría' is free and compulsory. Since 1955, Colombia has investigated the problems and legislated reforms to make this law an actual fact. In Latin America, reform laws and planning studies very often remain just that: the implementation of the reforms is delayed or forgotten in the maze of planning boards and government offices. This thesis examines the reforms passed by the Colombian government in the period 1955 to 1965, and assesses their implementation in public primary education. The problems that were encountered in the attempts to achieve the goal of universal primary education are studied, and the effects of the continued emphasis on the expansion of primary education are discussed in the conclusion. The information for the study was derived primarily from secondary sources, as the original Ministry of Education reports were not available. The Colombian government and United Nations statistics were used to make conclusions about the 1965 situation of primary education. The most recent comprehensive statistics were from the 1965 census. A general view of Colombia was gained from a short stay (one month) in 1970, and, a discussion with a Colombian, who visited Canada in 1972, helped to give some insight into the country's educational problems. Universal primary education was still an ideal in Colombia in 1965. Many of the reforms, because of governmental bureaucracy and the economic situation were only partially implemented. There was a percentage increase in enrollment statistics and the government demonstrated its commitment to the goal by increasing the educational budget. Generally, the targets set by the government were too optimistic; the ideals expressed in political statements were far from reality. The thesis concludes that there are two options for the educational planners of Colombia: the first, to continue to aim for the goal of universal primary education, devoting a large percentage of the budget to the primary sector, with little hope of achieving this goal in the immediate future, and the second, to distribute the money available throughout the education system to enable a greater segment of the population to obtain secondary education and thus increase the middle class, but, at the same time, accepting the fact that a proportion of the population would remain illiterate.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,001 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,001 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».