EXTERNAL EXAMS, SABER ONCE OBSTACLE, CHALLENGE, OR OPPORTUNITY

Abstract

This document examines the role of the Saber Once exam within the Colombian educational structure, questioning whether it should be regarded as a hindrance, a challenge, or an opportunity. After reviewing the results from the last five years and how teachers use this information, it becomes evident that, although national averages have slightly improved, significant gaps remain between rural and urban students, as well as between public and private schools. leadse findings lead to the conclusion that academic success is not solely based on technical preparation, but also on emotional, social, and structural factors that directly influence learning. The analysis suggests a comprehensive educational model that combines cognitive development with the strengthening of social, emotional, and civic skills. Among the proposed strategies are the inclusion of emotional intelligence programs, the application of active teaching methods, and the training of teachers in data analysis and educational feedback. Likewise, an action plan is proposed that distributes responsibilities among teachers, principals, counselors, and families, highlighting the importance of shared accountability in achieving holistic education. Finally, it reflects on the need to redefine standardized tests, not as ends in themselves, but as tools to identify strengths, areas for improvement, and opportunities for growth. In this way, Saber Once can become a challenge that fosters educational equity and an opportunity to educate students who are more critical, independent, and prepared for life.