Rural education imaginaries in digital education policy: an analysis of CONPES 3988 in Colombia

IF 2.8 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Development Pub Date : 2025-01-30 DOI:10.1016/j.ijedudev.2025.103222

Nicolas Ruiz, Michael Gallagher

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引用次数: 0

Abstract

This paper explores the digital imaginaries presented in the educational governance and policy landscape of Colombia through the lens of rurality. It interrogates one policy instrument, namely CONPES 3988, which establishes the importance of digital technologies in national-level educational policies and subsequent strategies. CONPES 3988 draws a strong focus on educational ‘innovation’, which is explicitly conceptualised through digital technology, understood as the transformation of traditional educational practices through educational technologies to improve educational quality. CONPES 3988 establishes the actions needed to realise a process of educational innovation through educational technologies and has four pillars: to increase access to digital technologies for the creation of innovative learning spaces, to improve Internet connectivity of official educational institutions, to promote the appropriation of digital technologies in the educational community, and to strengthen the monitoring and evaluation of the use, access and impact of digital technologies in education. CONPES 3988 draws a strong focus on educational ‘innovation’, which is explicitly conceptualised through digital technology, understood as the transformation of traditional educational practices through educational technologies to improve educational quality. CONPES 3988 captures and surfaces digital imaginaries that speak to rural education, particularly in how it is framed and performed and how digital technology use is explicitly tied to market discourses of quality, sustainability, transformation, and breaks from tradition. Rural education in Colombia, and indeed rurality itself and its attendant plurality, are potentially disadvantaged in this framing as they become transactional actors in a larger educational system framed increasingly in digital technologies emerging from the urban centres of the Colombian government. Such an analysis provides insights that extend well beyond Colombia, particularly in noting how rurality and rural education are reframed when there is policy and governance emphasis on digital technology use in education.

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数字教育政策中的农村教育想象：对哥伦比亚CONPES 3988的分析

本文通过农村的视角探讨了哥伦比亚教育治理和政策景观中的数字想象。它询问了一项政策工具，即CONPES 3988，该工具确定了数字技术在国家一级教育政策和后续战略中的重要性。CONPES 3988强烈关注教育“创新”，这是通过数字技术明确概念化的，被理解为通过教育技术对传统教育实践的转变，以提高教育质量。CONPES 3988确立了通过教育技术实现教育创新进程所需的行动，并有四大支柱：增加数字技术的使用，以创造创新的学习空间，改善官方教育机构的互联网连接，促进教育界对数字技术的利用，加强对数字技术在教育中的使用、获取和影响的监测和评估。CONPES 3988强烈关注教育“创新”，这是通过数字技术明确概念化的，被理解为通过教育技术对传统教育实践的转变，以提高教育质量。CONPES 3988捕捉并展示了与农村教育有关的数字想象，特别是关于农村教育的框架和实施方式，以及数字技术的使用如何明确地与质量、可持续性、转型和打破传统的市场话语联系在一起。哥伦比亚的农村教育，乃至农村本身及其随之而来的多元性，在这一框架下可能处于不利地位，因为它们在哥伦比亚政府城市中心日益兴起的数字技术框架下，成为更大教育体系中的交易参与者。这种分析提供的见解远远超出了哥伦比亚的范围，特别是指出了当政策和治理强调在教育中使用数字技术时，农村和农村教育是如何重构的。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

International Journal of Educational Development EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

4.20

自引率

12.00%

发文量

106

审稿时长

40 days

期刊介绍： The purpose of the International Journal of Educational Development is to foster critical debate about the role that education plays in development. IJED seeks both to develop new theoretical insights into the education-development relationship and new understandings of the extent and nature of educational change in diverse settings. It stresses the importance of understanding the interplay of local, national, regional and global contexts and dynamics in shaping education and development. Orthodox notions of development as being about growth, industrialisation or poverty reduction are increasingly questioned. There are competing accounts that stress the human dimensions of development.