Approach to the Colombian educational reform of 1931 - 1932

Abstract

By 1930, the economic difficulties in Colombia were undeniable, part of the crisis was evident at the educational level: high illiteracy rate, insufficient school structures, few teachers, most of them poorly trained, as well as a high lack of protection in rural areas.
schooling in the countryside.

Faced with this difficult situation, President Enrique Olaya Herrera took up the experience of the German Mission headed by Julius Sieber, which had a recent success in the Department of Boyacá, as well as the leadership of the Minister of Education Julio Carrizosa Valenzuela, who accompanied by the pedagogue Agustín Nieto Caballero, gave a new approach to education; both from the law and from a real knowledge through the diagnosis they made in their field work.

The efforts they achieved at the legal, curricular, pedagogical, didactic and infrastructure levels were again insufficient and did not achieve the desired impact, due to the fact that the 1932 reform had little applicability; primary schools continued to be divided, economic funds were scarce, and the purchase of new schools was not enough.
economic funds were scarce, the purchase of didactic and teaching material for arts and crafts was very little.

The baccalaureate was fundamentally classical, the graduates renounced the universities to become school teachers. The efforts made at the highest levels did not bring about any significant change, therefore, the renovation of the educational sector would continue to be postponed for a few more years.