OPEN AND DISTANCE UNIVERSITY – UNAD

Bachelor in English as Foreign Language

School of Education Sciences

PROTOCOL OF COLOMBIAN EDUCATION

551035

BACHELOR IN ENGLISH AS A FOREIGN LANGUAGE

UNAD – MAYO 6 OF 2013

1
 OPEN AND DISTANCE UNIVERSITY – UNAD
Bachelor in English as Foreign Language

School of Education Sciences

Content

Data Table………………………………………………………………………….. 2
Introduction ………………………………………………………………………… 10
Justifying…………………………………………………………………………….. 10
Intencionality formatives ………………………………………………………….. 11
Purpose……………………………………………………………………………… 11
Objectives…………………………………………………………………………… 11
Competencies………………………………………………………………………. 12
Methodology………………………………………………………………………… 12
Assessment…………………………………………………………………………. 13

551035 - COLOMBIAN EDUCATION

DATA TABLE
Name of COLOMBIAN EDUCATION
Course
Code of 551035
course
Key words Colombian, Education, Educational, Planning, Concepts, Process,
Educational Policy. Globalization, education policies, language policy,
National Program of Bilingualism.
Institution Open and Distance University
City Valledupar
Author of Jairo Gutiérrez de Piñeres
Academic
Protocol
Year 2013
Didactical Unit School of Education Sciencies
Formation Elective
Field
Knowledge Human Sciencies
Area
Academic 2 Academic Credits, 96 hours of academic work. Independent learning
Credit and study: 52 hours. Work in collaborative small groups: 12 hours.

2
 OPEN AND DISTANCE UNIVERSITY – UNAD
Bachelor in English as Foreign Language

School of Education Sciences

Accompaning in small courses: 10 hours. Independent tutorial

accompaning and following: 22 hours.
Type of course Theoretical
Addressee Students of first academic period of Program of Bachelor in English as a
Foreing Language.
Learning To acquire conceptual and theoretical founds que le permitan una
Competence comprensión más general de la planificación educativa y de cómo se
relaciona con el desarrollo general del país.
Methodology Distance-Virtual
of ofert
Circulation Virtual Module: Documents in technological means as PTU, virtual
format campus, internet.
Denomination Introduction
of Didactic UNIT I: DEVELOPMENT OF COLOMBIA EDUCATION IN THE XXI CENTURY
Units
CHAPTER 1: MAJOR REFORMS AND CHANGES MADE IN THE

EDUCATION SYSTEM AT THE BEGINNING OF THE XXI CENTURY

1.1. Legal framework of education

1.1.1. The Political Constitution of 1991

1.1.2. General Law of Education 115 of 1994

1.1.3. Law 30 of 1992 higher education

1.2. Structure, organization and management of the education system

1.2.1 General organizational and pedagogical aspects of formal education

1.2.2 Education Decennial Plan: planning tool organizing the delivering of service

1.2.3 Reform to organize the provision of education services in pre-school, primary and
secondary

1.2.4 Articulation of technical education to higher education

1.2.5 Reform to ensure quality in the offering and development of higher education
programs

1.3 Curricular policies, educational content and teaching and learning strategies

1.3.1 Reforms in curriculum, evaluation and promotion of learners and institutional

assessment

1.3.2 Evaluation of institutions, students, teachers and school administrators

1.3.3. Improvement Plans

3
OPEN AND DISTANCE UNIVERSITY – UNAD
Bachelor in English as Foreign Language

School of Education Sciences

1.4 Objectives and principal characteristics of current and future reforms

1.4.1 Occupational competencies in educational institutions of secondary education

1.4.2 Institutional modernization of the education sector

1.4.3 Reform for the allocation of financial resources of state education as an instrument
of equity

1.4.4 Professionalization New Statute

CHAPTER 2: MAIN ACHIEVEMENTS QUANTITATIVE AND QUALITATIVE

2.1 Demographics

2.2 Illiteracy

2.3 Access to education and equity

2.3.1 School-age population out of the education system

2.3.2 Desertion and Repetition

CHAPTER 3: QUALITY OF HIGHER EDUCATION

3.1. Mandatory Accreditation

3.2. Voluntary Accreditation

3.3. Testing quality of higher education – SABER PRO

3.4. Labor market observatory

3.5. Political dialogue, networks of association and civil society

participation in the process of educational change

UNIT 2: ISSUES, CHALLENGES, ACCESS, QUALITY, BILINGUALISM AND

GLOBALIZATION FACING EDUCATION SYSTEM IN THE BEGINNING OF XXI
CENTURY

CHAPTER 4: ACCESS TO EDUCATION

CHAPTER 5: BILINGUAL COLOMBIA

5.1. Bilingualism Means Speaking English

5.1.1. Bilingualism is a Packed, Monolithic and Homogenous Goal

5.1.2. Students as a monolithic population

5.1.3. All students will attain level B1 (and along with that, they will become legitimate

4
 OPEN AND DISTANCE UNIVERSITY – UNAD
Bachelor in English as Foreign Language

School of Education Sciences

users of L2)

5.1.4. All students will be equally proficient

CHAPTER 6: GLOBALIZATION AND LANGUAGE IN EDUCATION

REFORM IN COLOMBIA: A CRITICAL OUTLOOK

6.1. Education and foreign language reform in Colombia: A brief overview

6.2. Theorizing globalization and its connection with education, language and policy

6.3. Economic globalization and education and linguistic policies

6.4. Political Globalization and the current reforms

6.5. Cultural globalization and its study in educational contexts

6.6. Concluding remarks towards alternative agendas

Bibliography Agudelo Valderrama, C. (2006). The growing gap between Colombian

education policy, official claims and classroom realities: Insights from
mathematics teachers’ conceptions of beginning algebra and its teaching
purpose. International Journal of Science and Mathematics Education, 4,
513-544.

Appadurai, A. (1996). Disjuncture and Difference in the global cultural

economy. Reprinted in H. Lauder, P. Brown, J. Dillabough, J., & A.H.
Halsey (Eds.), Globalization, education and social change (pp. 179-188).
Oxford: Oxford University Press.

Banco Interamericano de Desarrollo (2007). Informe anual: America

Latina y El Caribe. Retrieved May 08, 2008
from:http://idbdocs.iadb.org/wsdocs/getdocument.aspx?docnum=137004

Bloom, D.E. (2004). Globalization and education: An economic

perspective. In M.M. Suarez Orozco & D.B. Qin-Hilliard (Eds.),
Globalization: Culture and education in the new millennium (pp. 56-77).
Berkeley, CA: University of California Press.

Bourdieu, P. (1984). Distinction: A social critique of the judgment of taste,

trans. R. Nice. Cambridge, MA: Cambridge University Press.

5
OPEN AND DISTANCE UNIVERSITY – UNAD
Bachelor in English as Foreign Language

School of Education Sciences

Bourdieu, P. (1986). The forms of capital. In J.G. Richardson (Ed.),

Handbook of theory and research for the sociology of education (pp.241-
258). New York: Greenwood.

Cárdenas, M.L. (2006). Bilingual Colombia. Are we ready for it? What is
needed? Proceedings of the 19th Annual English Australia education
Conference, Perth, Australia. Retrieved May 08, 2008 from
http://www.englishaustralia.com.au/index.cgi?E=hcatfuncs&PT=sl&X=get
doc&Lev1=pub_c07_07&Lev2=c06_carde

Carter, D.S.G., & O’Neill, M.H. (Eds.) (1995). Case studies in educational
change: An international perspective. London: The Falmer Press.
Globalization and Language and Education Reform in Colombia: A
Critical Outlook Íkala, revista de lenguaje y cultura Vol. 14, N.º 22 (mayo-
agosto de 2009)

Coatsworth, J.H. (2004). Globalization, Growth, and Welfare in History. In

M.M. Suarez Orozco & D.B. Qin-Hilliard (Eds.), Globalization: Culture and
education in the new millennium (pp. 38-55). Berkeley, CA: University of
California Press.

Colombia. Ministerio de Educación Nacional (1994). Ley 115: Ley

General de Educación. Retrieved May 08, 2008 from
http://www.mineducacion.gov.co/1621/articles-85906_archivo_pdf.pdf

Colombia. Ministerio de Educación Nacional (1999). Lineamientos

curriculares idiomas extranjeros. Retrieved May 08, 2008 from:
http://www.mineducacion.gov.co/cvn/1665/articles-
89869_archivo_pdf4.pdf

Colombia. Ministerio de Educación Nacional (2002). Revolución

educativa: Plan sectorial 2002-2006. Retrieved May 08, 2008 from:
http://www.mineducacion.gov.co

Colombia. Ministerio de Educación Nacional (2006a). Visión 2019

Educación: propuesta para discusión. Retrieved May, 08, 2008 from:
http://www.mineducacion.gov.co/cvn/1665/articles10603_archivo_pdf.pdf

Colombia. Ministerio de Educación Nacional (2006b). Decreto 3870.

Retrieved May 08, 2008 from: http://www.mineducacion.gov.co

Colombia. Ministerio de Educación Nacional (2006c). Ley 1064.

6
OPEN AND DISTANCE UNIVERSITY – UNAD
Bachelor in English as Foreign Language

School of Education Sciences

Retrieved May 08, 2008 from: http://www.mineducacion.gov.co

Colombia. Ministerio de Educación Nacional (2007). Se inicia la

consolidación de la enseñanza del inglés. Press release. Retrieved May
08, 2008 from:http://www.mineducacion.gov.co/cvn

Colombia. Ministerio de Educación Nacional (2008). Revolución

educativa: Plan sectorial 2006-2010. Retrieved May 08, 2008 from:
http://www.mineducacion.gov.co

Jaime Usma Íkala, revista de lenguaje y cultura. Vol. 14, N.º 22 (mayo-
agosto de 2009).

Contreras, J.D. (1997). La autonomía del profesorado. Madrid, España:

Ediciones Morata.

Council of Europe (2001). Common European framework of reference for

language: learning, teaching, assessment. Cambridge, UK: Cambridge
University Press. Retrieved September 30, 2007 from
http://www.coe.int/t/dg4/linguistic/Source/Framework_EN.pdf

Drucker, P. (1969). The age of discontinuities. London, UK: Transaction

Publications.

Fleming, D. (1998). Autonomy and agency in curriculum decision-making:

A study of instructors in a Canadian adult settlement ESL program. TESL
Canada Journal, 16(1), 19-35.

Frodden, C. & Picón, E. (2005). El desarrollo de la autonomía del

professor: un estudio de caso. Boletín de Investigación Educacional,
20(1), 285-300.

Guerrero, C. H. (2008) Bilingual Colombia: What does It Mean to Be

Bilingual within the Framework of the National Plan of Bilingualism?
Profile, 10, 27-45.

Guile, D. (2006). What is distinctive about the knowledge economy?

Implications for education. In H. Lauder, P. Brown, J. Dillabough, J., &
A.H. Halsey (Eds.), Globalization, education and social change (pp. 355-

7
OPEN AND DISTANCE UNIVERSITY – UNAD
Bachelor in English as Foreign Language

School of Education Sciences

366). Oxford: Oxford University Press.

Hargreaves, A., Lieberman, A., Fullan, M., & Hopkins, D.(1998).

Extending educational change: International handbook of educational
change. Dordrecht, The Netherlands: Springer.

Hargreaves, A. & Earl, L. Moore, S., & Manning, S. (2001). Learning to

change: Teaching beyond subjects and standards. San Francisco, CA:
Jossey-Bass Inc.

Kumaravadivelu, B. (2008). Cultural globalization and language

education. New Haven, CT: Yale University Press.

Lauder, H., Brown, P., Dillabough, J., & Halsey, A.H. (Eds.) (2006).
Globalization, education and social change. Oxford: Oxford University
Press.

Lipman, P. (2004). High stakes education: inequality, globalization, and

school reform. New York: Routledge

Globalization and Language and Education Reform in Colombia: A

Critical Outlook Íkala, revista de lenguaje y cultura. Vol. 14, N.º 22 (mayo-
agosto de 2009)

Munck, R. (2005). Globalization and social exclusion: A

transformationalist perspective. Bloomfield, CT: Kumarian Press, Inc.

Ocampo, J.F. (2002). La educación colombiana: historias, realidades, y

retos. Bogotá: Cooperativa Editorial Magisterio.

Pennycook, A. (1994). The cultural politics of English as an international

language. London: Longman.

Perkins, J. (2004). Confessions of an economic hit man. San Francisco,

CA: Berrett-Koehler Publishers.

Popkewitz, T. (2000). Globalization/regionalization, knowledge, and the

educational practices: Some notes on comparative strategies for
educational research. In T. Popkewitz (Ed.), Educational Knowledge:
Changing relationships between the state, civil society, and the
educational community (pp. 3-27). Albany, NY: State University of New

8
OPEN AND DISTANCE UNIVERSITY – UNAD
Bachelor in English as Foreign Language

School of Education Sciences

York Press.

Stromquist, N.P. (2002). Education in a globalized world: The connectivity

of economic power, technology, and knowledge. Lanham: Rowman &
Littlefield Publishers, INC.

Tilly, C. (2004). Past present, and future globalizations. In G. Steiner-

Khamsi, G. (Ed.), The global politics of educational borrowing and lending
(pp. 13-28). New York: Teachers College Press.

Tomlinson, J. (1999). Globalization and Culture. Cambridge: Polity.

Usma, J. (2007). Teacher autonomy: A critical review of the research and

concept beyond applied linguistics. Íkala: Revista de Lenguaje y Cultura,
12(18), 245-279.

Usma, J., & Frodden, C. (2003). Promoting teacher autonomy through

educational innovation. Íkala, Revista de Lenguaje y Cultura, 8(14), 101-
132.

Usma, J. (2009). Education and Language Policy in Colombia: Exploring

Processes of Inclusion, Exclusion, and Stratification in Times of Global
Reform. Profile, 11, 123-41.

Valencia, S. (2006). Literacy practices, texts, and talk around texts:

English Language teaching developments in Colombia. Colombian
Applied Linguistics Journal, 8, 7-37.

Veugelers, W. (2004). Between control and autonomy: Restructuring

secondary education in The Netherlands. Journal of Educational Change,
5, 141-160.

Watson, J.L. (2004). Globalization in Asia: Anthropological perspectives.

In M.M. Suarez Orozco & D.B. Qin-Hilliard (Eds.), Globalization: Culture
and education in the new millennium (pp. 141-172). Berkeley, CA:
University of California Press.

Watson, J.L. (2008). Globalization, Cultural (2008). In Encyclopedia

Britannica. Retrieved April 20, 2008 from Encyclopedia Britannica Online
at: http://britannica.com/eb/article-9344667

Zeichner, K. M., & Ndimande, B. S. (2008). Contradictions and tensions

9
OPEN AND DISTANCE UNIVERSITY – UNAD
Bachelor in English as Foreign Language

School of Education Sciences

in the place of teachers in educational reform: Reflections on teacher

preparation in the USA and Namibia. Teachers and Teaching: Theory
and practice, 14(4), 331-343.

10
 OPEN AND DISTANCE UNIVERSITY – UNAD
Bachelor in English as Foreign Language

School of Education Sciences

Introduction

This course Colombian Education relates aspects that have to do with quality indicators of
basic education suggest serious problems in most educational systems in Latin America.
These problems are related to high repetition rates and low scores registered by
international surveys. Low levels of performance in reading, is that the majority of students
in grades five or six have difficulty understanding what they read, and the academic level
of students in rural schools are lower compared to the national average. These low levels
of efficiency require that much attention will be analyzed entitled Unit One: The existing
situation and why an alternative to present primary education is required in Latin American
countries. Overhauling of basic education, in fact, the introduction of a new school and the
teaching model is required to deliver the required quality for the XXI century.

Unit 2 entitled Globalization and Language and Education, in this article, the author
examines the connection between processes of economic globalization, political and
cultural, educational and linguistic policies and recently introduced in Colombia, stressed
the need to build policies for improving teaching and learning of foreign languages and
local in the country, that prioritize the needs of economic development in each community,
respect their knowledge and culture, and seek to consolidate an improvement plan based
structural systemic disparate conditions between public sector and private education in
Colombia.

11
 OPEN AND DISTANCE UNIVERSITY – UNAD
Bachelor in English as Foreign Language

School of Education Sciences

Justifying

Within an individual training education is fundamental for optimal development, both for
communities and for the countries, although in Colombia Educational Institutions are very
good quality, most of them are not accessible to the great mass of the population, and the
scope thereof is insufficient overall quality is very low, which makes the education process
cannot be developed in some cases quite acceptable. So the concern is justified to
improve the quality of education in Colombia, for this in the National Education Plan 2006-
2016 refers to the importance of strengthening early childhood education from 0 to 6
involving the family and increasing the quality in training educators. At the same time
improving the infrastructure, staffing, types of care, pedagogical models and makes
English accessible to all Colombians is the challenge that the country is set through the
National Bilingual Programme led by the Ministry of Education. Beyond the field of
elementary and secondary education, we can say that learning English is a trend that
covers several aspects of Colombian society and showing its effects in multiple scenarios.

Intentionality formative

Purpose

The student recognizes the evolution and change in education policy and its effect on
planning requirements of education, highlighting current issues in planning and analyzing
them in the context of its historical and social context, and dissemination of methodologies
planning that can be applied in the context of developed countries and developing
countries.

12
 OPEN AND DISTANCE UNIVERSITY – UNAD
Bachelor in English as Foreign Language

School of Education Sciences

Objectives

* Recognize the current status of the quality of primary education in Latin American
countries.

* Identify the connection between economic globalization processes, political and

cultural, educational and linguistic policies and recently introduced in Colombia.

Competencies

* Analyzes and criticizes the type of type of educational quality required today in the Latin
American context.

* Identify and apply different techniques of oral and written speech to express their views
on the quality of education in Colombia.

* Recognizes the need to participate in the construction of policies to improve the

teaching and learning of foreign languages and local in the country.

Methodology

This academic year consisting of two teaching units and respecting the CORE standard, is
methodologically based on the creative and transforming the student, in their sense of
wonder and the social nature of the act of knowledge and historical dimension of this.

In order to give effect to the intentions of the course training is important to plan
responsibly the learning process through phases taking into account the characteristics of
the distance education methodology, for that reason, the process comprising the steps of :

Recognition: prior learning experiences in a particular field of knowledge or activities of

another order. It consists of creating contexts, conditions and environments so that the
13
 OPEN AND DISTANCE UNIVERSITY – UNAD
Bachelor in English as Foreign Language

School of Education Sciences

student can objectify the meanings of their previous experiences and give it methods,
techniques and tools to facilitate this process.

Deepening: Refers to pre-planned set of activities in an educational way, leading to

mastery of concepts and skills of different orders, according to the purposes, objectives,
competencies and learning goals established in the course.

Transfer: All knowledge, ability, skill or competence may allow the transfer of known
situations to unfamiliar situations. That is, the learning activities planned in the tutorial
should add value and productivity recontextualization knowledge is learned competencies
derived.

Evaluation

The evaluation system aims at checking and verification of student learning processes
focused on generating power to resolve situations and activities in multiple evaluative
formats, both qualitative and quantitative.

The process UNAD formative focus on learning in order to strengthen the student's
independent thinking. Consequently, the assessment of learning processes are correlated
and generate articulated in the student skills for performing processes:

* Self-evaluation is done by the individual student to assess their own learning process
through exercises, workshops, problems, case studies, individual portfolio, autoreguladas
readings and research on specialized topics.

* Co-evaluation is done through collaborative groups and socialization seeks personal

work outcomes through portfolios which consists of a collection of productions or works
(essays, discussion of readings, personal reflections, concept maps) and allows joint
reflection on the products covered and the learning achieved.

14
 OPEN AND DISTANCE UNIVERSITY – UNAD
Bachelor in English as Foreign Language

School of Education Sciences

* Hetero-evaluation, is done by the tutor and aims to examine and qualify the competent
performance of the student.

15