UNIVERSIDAD NACIONAL ABIERTA Y A DISTANCIA – UNAD
School of Education BA in English as a Foreign Language
501035 - Colombian Education
COURSE SYLLABUS
1. GENERAL COURSE INFORMATION
SCHOOL OF EDUCATION
Level: Professional
Course: COLOMBIAN EDUCATION
Course Type: Theoretical
ABBREVIATION: ECEDU- SE
Number of Credits:
Two (2) credits with 96 hours of academic work: 70 hours
of independent study and 26 hours of tutorial support.
Number of weeks:
8
Code: 551035
Previous Knowledge:
Students of this course should have seen previous courses according to the suggested route. In this course the
student needs a B1 or B2 Level.
Course Director: Deyanira Mendoza Garcia
COURSE DESCRIPTION:
The Colombian Education Course is an Elective one, it is important because it allows students know the
educational law in our country. This course gives the conceptual and theoretical founds which allow student a
comprehension about the educational planning and its relation with the general development of the country.
The following aspects will be taken into account:
 Educational: In this area the student should have knowledge about the educational law.
 Professional: In this aspect the student should demonstrate their competence as a teacher taking into
UNIVERSIDAD NACIONAL ABIERTA Y A DISTANCIA – UNAD
School of Education BA in English as a Foreign Language
501035 - Colombian Education
account the rules for teaching.
 Personal: In this aspect student develops their abilities to interact according to the role of a future teacher
The Learning strategy is based on the use of tasks, these become a mutual learning process and feedback, in
which each participant can share his/her knowledge as well his/her personal and professional experience. This
allows to build up different knowledge.
Approach
The Cooperative Leaning is the approach we will use for this course it allows, organizing activities into academic
and social learning experiences. Students must work in groups to complete tasks collectively toward academic
goals.
CONTEXT
Students in this course will find concepts and rules about Colombian Education which will contextualize them in
the educational situation in Colombia.
2. EDUCATIONAL INTENTIONS
PURPOSE:
The purpose of the Colombian Education course is that student can learn about the law and rules for Education in
Colombia. This course pretends to develop students’ abilities and competences as teachers in a specific
environment to have a critical vision about the way to teach a foreign language nowadays in Colombian context.
UNIVERSIDAD NACIONAL ABIERTA Y A DISTANCIA – UNAD
School of Education BA in English as a Foreign Language
501035 - Colombian Education
COURSE GENERAL COMPETENCES
General competences:
 Competence in linguistic communication: This competence presupposes the use of language as a means of
oral and written communication and as a learning tool and for self-regulation of thinking, emotions and
behavior. It contributes in this way to the development of a positive self-image, and helps forge a
constructive relationship with others and with the environment.
 Competence in knowledge of interaction with the physical world: This competence implies the acquisition of
a scientific -rational thought process enhancing autonomous interpretation of information, personal initiative
in decision-making, and the use of ethical values when taking personal and social decisions.
 Competence in processing information and use of ICT: Acquisition of this competence involves the use of
technological resources to resolve problems efficiently, keeping a critical and reflective attitude when
evaluating the available information.
 Competence in social skills and citizenship: It implies an understanding of the social situation we live in, and
the ability to respond to conflicts with ethical values, exercising with solidarity and responsibility the rights
and obligations we have as citizens.
 Cultural and artistic competence: It involves an appreciation and enjoyment of Art and other manifestations
of culture, keeping open- minded attitude towards different types of Art, preserving the common cultural
heritage and encouraging one’s own creative capacity.
 Learning to learn: It implies being able to organize one’s own learning, and an efficient use of intellectual
resources and techniques.
 Autonomy and personal initiative: The acquisition of this competence implies creativity, innovation,
responsibility and a critical approach in the development of individual or group projects.
Communicative competences To be communicative competent student needs skills within the following areas:
Interpretative: Grammatical competence
• Use language rules to understand and produce the language correctly
UNIVERSIDAD NACIONAL ABIERTA Y A DISTANCIA – UNAD
School of Education BA in English as a Foreign Language
501035 - Colombian Education
Argumentative: Discourse competence
• Understand and produce coherent texts (written and oral) within various genres
Purposeful: Pragmatic competence
• Understand and produce utterances that are suitable for the context in which they are uttered
Fluency in English as a Foreign Language:
Communication skill
UNIVERSIDAD NACIONAL ABIERTA Y A DISTANCIA – UNAD
School of Education BA in English as a Foreign Language
501035 - Colombian Education
3. COURSE CONTENTS
UNIVERSIDAD NACIONAL ABIERTA Y A DISTANCIA – UNAD
School of Education BA in English as a Foreign Language
501035 - Colombian Education
UNIT
LEARMING
Development of Colombian Education in the 21st Century
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)
CHAPTER 1:
MAJOR
REFORMS AND
CHANGES
MADE IN THE
EDUCATION
SYSTEM AT THE
BEGINNING OF
THE 21ST
CENTURY
CHAPTER
2:
QUANTITATIVE
AND
QUALITATIVE
MAIN
ACHIEVEMENTS
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. 6
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=gedoc&Lev1=pub_c07_07&Lev2=c0
6_carde
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. Retrieved May 08, 2008 from:
http://www.mineducacion.gov.co
UNIVERSIDAD NACIONAL ABIERTA Y A DISTANCIA – UNAD
School of Education BA in English as a Foreign Language
501035 - Colombian Education
UNIT 1
DEVELOPME
NT OF
COLOMBIAN
EDUCATION
IN THE 21ST
CENTURY
OF COLOMBIAN Colombia. Ministerio de Educación Nacional (2007). Se inicia la consolidación de la enseñanza del inglés.
EDUCATIONAL
Press release. Retrieved May 08, 2008 from: http://www.mineducacion.gov.co/cvn
SYSTEM
____________________________________________________________________________________
Colombia. Ministerio de Educación Nacional (2008).
Revolución educativa: Plan sectorial 2006 - 2010. Retrieved May 08, 2008 from:
http://www.mineducacion.gov.co
CHAPTER 3:
QUALITY OF
HIGHER
EDUCATION
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.
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.
UNIVERSIDAD NACIONAL ABIERTA Y A DISTANCIA – UNAD
School of Education BA in English as a Foreign Language
501035 - Colombian Education
CHAPTER 4:
BILINGUAL
COLOMBIA
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).
UNIT 2
BILINGUALIS
M,
GLOBALIZATI
ON, AND
CONFLICT
FACING
EDUCATION
SYSTEM
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.
CHAPTER 5:
GLOBALIZATION
AND LANGUAGE
AND
EDUCATION
REFORM IN
COLOMBIA: A
CRITICAL
OUTLOOK;
Bourdieu, P. (1984). Distinction: A social critique of the judgment of taste, trans. R. Nice.
Cambridge, MA: Cambridge University Press. 6
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=ge
doc&Lev1=pub_c07_07&Lev2=c06_carde
UNIVERSIDAD NACIONAL ABIERTA Y A DISTANCIA – UNAD
School of Education BA in English as a Foreign Language
501035 - Colombian Education
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 Vo l. 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).
CHAPTER 6:
SCHOOLBASED
VIOLENCE IN
COLOMBIA:
LINKS TO
STATE-LEVEL
ARMED
CONFLICT,
EDUCATIONAL
EFFECTS AND
CHALLENGES
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). Line amientos 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. Retrieved May 08, 2008 from:
http://www.mineducacion.gov.co
UNIVERSIDAD NACIONAL ABIERTA Y A DISTANCIA – UNAD
School of Education BA in English as a Foreign Language
501035 - Colombian Education
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
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.
UNIVERSIDAD NACIONAL ABIERTA Y A DISTANCIA – UNAD
School of Education BA in English as a Foreign Language
501035 - Colombian Education
4. LEARNING ACTIVITIES
Unit
Pre- Knowledge
and
Recognition
Course Stage
Unit
Learning
Content
Competence
Preknowledge Grammar/
about
the Reading
rules
of
Colombian
Education
Learning
Content
Competence
Development Reading/
of Colombian Comprehension
education in
the
21st
century
Performance
indicators
Learning
Strategy
Week
Students use
the rules of
the language
to understand
what
they
read in the
course
Reading
about
the
rules
of
Colombian
Education
2
Performance
indicators
Learning
Strategy
Week
Students
read,
understand
and analyzed
the
Reading
theoretical
concepts
about
Colombian
Purpose
2
To actívate
students’
previous
knowledge
and provide
information
about
the
rules
of
Colombian
Education
Assessment
Evaluation
Criteria
Each student
must do a
reflexive
paper
no
greater than 2
pages
at
which
you
write
your
viewpoint on
educational
quality
in
Colombia.
Weighting
25 points
Purpose
Assessment
Evaluation
Criteria
To
understand
the
legal
framework of
the
Understand
175 points
and analyze
the laws of
Colombian
Education
Weighting
UNIVERSIDAD NACIONAL ABIERTA Y A DISTANCIA – UNAD
School of Education BA in English as a Foreign Language
501035 - Colombian Education
UNIT 1
DEVELOPMENT
OF COLOMBIA
EDUCATION IN
THE
XXI
CENTURY
-CHAPTER 1:
Major reforms
and changes
made in the
education
system at the
beginning of
the
21st
century.
-CHAPTER 2:
CHAPTER 2:
Quantitative
and
qualitative
main
achievements
of Colombian
educational
system.
-CHAPTER 3
Quality
of
higher
education.
argumentative Education.
texts
about
Colombian
Education
Collaborative
work.
Analysis
socialization
Understand
and
new
and produce production
texts
appropriate to
their reality.
Colombian
Education
and how they
affecting
learners
UNIVERSIDAD NACIONAL ABIERTA Y A DISTANCIA – UNAD
School of Education BA in English as a Foreign Language
501035 - Colombian Education
Unit
UNIT 2
BILINGUALISM,
GLOBALIZATIO
N,
AND
CONFLICT
FACING
EDUCATION
SYSTEM
Learning
Content
Competence
Unit
2
Bilingualism,
Reading/
Globalization, Comprehension
and Conflict
facing
education
system
-Bilingual
Colombia
-Globalization
and language
and education
reform
in
Colombia: a
critical outlook
-Schoolbased
violence
in
Colombia:
links to statelevel armed
conflict,
educational
effects
and
challenges
Performance
indicators
Students
understand
texts
about
Bilingual
Colombian.
Globalization
and Violence
in Colombia
related
to
education.
Learning
Strategy
Reading:
Approaching
the
Theoretical
concepts
about
Colombian
Education.
Collaborative
work.
Analysis
socialization
and
new
production
Week
Purpose
2
To
understand
the Bilingual
Colombian,
Globalization
and Violence
in Colombia
related
to
education
Assessment
Evaluation
Criteria
Weighting
Understand
175 points
and analyze
the laws of
Colombian
Education
and how they
affecting
Learners.
UNIVERSIDAD NACIONAL ABIERTA Y A DISTANCIA – UNAD
School of Education BA in English as a Foreign Language
501035 - Colombian Education
Unit
Final Exam
Learning
Content
Unit 1
Unit 2
Competence
Grammar
Discourse
Strategic
Analysis
Performance
indicators
Learning
Strategy
Through the
Reading
Individual
Texts
Essay
students
demonstrate
their
high
performance
level
of
knowledge
about
Colombian
Education
Week
Purpose
2
Develop
skills in
students ‘to
understand
the topic of
Colombian
Education
Assessment
Evaluation
Criteria
Weighting
High
125 points
understanding
25%
of texts (see
the Evaluation
Rubric )
UNIVERSIDAD NACIONAL ABIERTA Y A DISTANCIA – UNAD
School of Education BA in English as a Foreign Language
501035 - Colombian Education
5. COURSE EVALUATION STRUCTURE
Formative assessment is an ongoing process of gathering information on the extent of learning, on strengths and
weaknesses, which the tutor can feed back into their course planning and the actual feedback they give learners (CEFR).
Summative assessment sums up attainment at the end of the course with a grade. It is not necessarily proficiency
assessment. Indeed a lot of summative assessment is norm-referenced, fixed-point, achievement assessment (CEFR).
Evaluation Type
Self- evaluation
Coevaluación
Heteroevaluación
Total
Weighting
75%
Evaluación Final 25%
Highest score
Formativa
Formativa
375
125
500