The representative of the Development Bank of Latin America and the Caribbean for Colombia (CAF), Rodrigo Julián Peñailillo Briceño, pointed out at the eleventh version of the CLE, in his conference ‘Building resilient educational systems’, the need and importance for Colombia to invest in educational infrastructure.
According to the National Competitiveness Report and a report from the Universidad Javeriana, there are several educational gaps in the country, especially in rural areas.
Peñailillo noted: “It is impossible to ignore the fact that 79% of rural schools do not have internet access. In addition, 59% do not have computer labs and 18% do not even have electricity. This highlights one of the main educational challenges in Colombia: infrastructure.”
According to the expert, poor conditions and inadequate educational spaces influence the performance and academic results of students, creating a learning gap. “This means that four out of five children will not be able to understand a simple text,” said the Chilean, referring to the lack of optimal infrastructure, low internet access in various areas of the country and a lack of classrooms or technological resources.
Peñailillo Briceño, who has held senior positions in public administration in Chile, also stressed —with figures from the CAF— that education in Colombia faces a series of significant challenges. For example, in most of the country’s educational institutions, 55% do not have drinking water, 78% do not have gas service, 60% do not have internet, 46% have bathroom fixtures in poor condition, 61% do not have a garbage collection service and 85% do not have access for people with reduced mobility.
“Studies in the region indicate that, If students perform in adequate conditions of light, air quality, temperature and acoustics, student performance would immediately improve by 16%. Regarding the availability of spaces, they point out that the existence of libraries, laboratories, as well as technology rooms, gyms, auditoriums, public spaces, nursing areas and psychopedagogical services, are significantly related to student performance. Specifically, in terms of reading, students under these conditions highlight 19 points over those who do not,” said the expert.
