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Technical education in Colombia
His story
The first steps of Technical Education in Colombia took place between 1930 and 1946, this period is better known as "The Liberal Republic". In the government of Enrique Olaya Herrera between 1930 and 1934 with his "National Concentration Movement" program, rural and urban education was unified, faculties of education were created and the pedagogical methods of the European Active School were applied in teaching. In the government of Eduardo Santos between 1938 and 1942 with the program “The pause to the revolution in motion”, it did not bring major modifications in education, the policies were limited to the regulations on existing legislation, school construction was promoted and the School Board was created During the government of Alfonso López Pumarejo between 1942 and 1946 in Colombia, and in its last year under Alberto Lleras, there was a period marked by intense debate ideological and efforts to expand education with a modernization perspective. An attempt was made to update the educational system and expand its scope, which generated different approaches to the type of reform needed. Since the beginning of the century, technical education was discussed as a tool to improve the country's productive capacity, especially in the popular sectors. There were different educational options for these classes, including complementary, night, arts and crafts, and industrial schools. Commercial and agricultural education was also offered, sometimes granting high school degrees, serving as intermediate alternatives between primary and secondary education. The objective was to form a segment of the population that was at an intermediate point between lack of education and the highest academic level. Industrial education, taught in arts and crafts schools, was often led by religious communities and taught manual skills such as carpentry, blacksmithing, bookbinding, among others. Despite their importance, the government had limited control over these institutions, and regulation was scarce. During the liberal governments, technical education was promoted with the intention of training individuals capable of contributing to industrial production. In 1938, the section of industrial education and complementary schools was created under the ministry. In 1946, there were 62 arts and crafts schools with 4,253 students, of whom 2,493 were women. In addition, there were 209 complementary schools with 10,617 students, of which 157 were state property. In this year, the industrial baccalaureate was created by a new decree. Despite progress, technical education remained marginal in quantitative terms and lacked adequate infrastructure to provide specialized training. During the 1950s and 1960s, with economic growth and increasing demand for labor, technical education entities emerged with better resources and conditions to provide training. In the 1950s, the Industrial Technical Baccalaureate was born in Colombia through Decree 2433 of 1959, which modified the study plans for industrial and commercial education.
Secondary Technical Education at the Benjamín Herrera I. E. D. Technical College.
The Technical Secondary Education proposed by the General Education Law in 1994, allowed that the institution implement this type of education based on a diagnosis from the year of 1998, beginning the process with the specialties of architectural design and facilities electrical. In the year 2000, the Biotechnology specialty was implemented as another option for students. students of the institution, since 2014 the specialty program was modified by Food Agroindustry.
Decree 3020 of 2002 regulated the application of parameters for compliance with school days and their time intensity, which led to the implementation of the counterday for the technical area, in the institution it is implemented Since 2006, currently and in compliance with Law 115, there are agreements with SENA.
