Colombia/U.S. Curriculum Translation

*Should have had consistent schooling with minimal gaps in education

** Assuming English is at a Novice Mid to Novice High Level

Colombia Education System

School Year: February to November (Calendar A) and September to June (Calendar B) | Compulsory Education: 1st – 9th | Graduation: 1st – 12th

Colombia/U.S Grading Scale

Colombia Transition Supports

Colombia Education Practice:
There are a variety of schools located in both rural and urban areas of Colombia; however, urban schools have access to higher-quality resources. These resources include better teacher preparation programs, school supplies, and superior facilities. Although education is valued in Colombia, it is only free and mandatory at the primary level; therefore, a majority of students attend primary education, but economic barriers prevent the transition to secondary education. In an effort to engage Colombian students and promote retention of academics, a new teaching method was created, called Escuela Nueva or “New School” in English. This learning approach shifted the long-time practice of teacher-led instruction to student-led work. Additionally, this change promoted the movement of learning in small groups and individual pacing (Marks 2020b).

U.S. Educator Implications:
Whether students have an urban or rural education will greatly impact the quality of their education. Economic barriers may also contribute to the quality of Colombian students’ education. Given the educational reform changes, Colombian students should be more familiar with the traditional student-led U.S. classroom. Attaining an accurate educational background may aid in assessing academic gaps. Work with internal and external resources to support students and families with any of their transition needs.

U.S. Educator Implications:

• Get to know your students by building positive relationships.
• Provide multicultural education where texts, values, beliefs, and perspectives represent people from different cultural backgrounds.
• Due to an average four-hour school day, Colombian children may not have the stamina required of a traditional U.S. school day. Providing opportunities that include frequent breaks and interactive activities may assist the student in staying focused during his or her initial transition.
• Family and extended family are regarded as highly important to Colombians. Elders, specifically, carry the greatest respect as they are seen as the most important decision makers. A respectful practice would be to engage with elders prior to addressing other family members.
• Colombians often maintain a positive disposition; however, they do prefer a level of formality when greeting someone for the first time. It would be an acceptable practice to make direct eye contact while exchanging greetings.
• The body language displayed by Colombians is the best indicator of their thoughts and feelings. As such, it may be extremely challenging to educators to decipher how the family truly feels, as their body language and words do not always relay the same message. Educators should be cautious in their questioning. Direct or personal questions may provoke negative responses such as embarrassment or shame.
• Colombians come from a polychronic culture where there is a very different view regarding time. Individuals from this culture believe that time is flexible; therefore, tardiness may be an issue as the student acclimates into a monochronic culture like the U.S. Frequent reminders and discussions regarding the importance of punctuality should be addressed often in a respectful and solution-focused manner.