RURAL EDUCATION A CHALLENGE FROM THE TECHNICAL AND TACTICAL

Abstract

Education as a system is developed through educational models, which in practice must be focused according to the context to which they will be applied, that is, rural areas and urban areas. Therefore, we can find that educational institutions (EI) located in urban centers address integrated models such as “graduate school” or “traditional school” focused in turn on theories such as constructivism, meaningful learning, among others; Meanwhile, in rural areas, flexible models are faced such as the “new school” up to primary and post-primary secondary. Now, in Colombia, I.E., are observed that link two educational models, that is, they alternate the traditional school with the new school; which means that the teacher in his role as facilitator must strengthen his skills and attitudes necessary to perform his work effectively and efficiently, in turn adapting his learning to the new reality. Rural education in Colombia has historically demonstrated technical and tactical shortcomings, this being evidenced in the low results of students in census tests that measure the quality of education, which is why improvement efforts must arise in a tripartite manner, that is, between education professionals, the I.E and the teacher training faculties where teaching practice is also combined with rural and urban life.