Educational Fragmentation in Colombia: Structural, Digital, and Institutional Barriers to Equitable Resource Access

Carolina Herrera López
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Carolina Herrera López: Francisco José de Caldas District University

Pedagogical Constellations, 2025, vol. 4, issue 2, 39-65

Abstract: This study analyzes the structural barriers that limit equitable access to educational resources in Latin America, with a focus on the Colombian context. Based on a documentary review of official sources, technical reports, and academic literature (2019–2024), it identifies factors such as the digital divide, territorial conditions, school hours, lack of pedagogical materials, and shortcomings in teacher training. These inequalities primarily affect public institutions, especially in rural, marginalized urban, and Indigenous contexts, creating significant disparities compared to the private sector. The research addresses the question: What are the main structural, digital, and school-related barriers that affect equitable access to educational resources in Colombia, and how do they manifest between public and private institutions? The aim is to analyze these inequalities from a social and territorial justice perspective, proposing transformative pathways toward more equitable education

Keywords: Educational inequity; digital divide; public education; school day; teacher training (search for similar items in EconPapers)
Date: 2025
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Persistent link: https://EconPapers.repec.org/RePEc:cvp:pedagi:v:4:y:2025:i:2:id:105

DOI: 10.69821/constellations.v4i2.105

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