The great challenge of free higher education

Last year, the Colombian Government took a significant step towards free education with the signing of decree 2271 of 2023. This decree seeks to regulate the implementation of the Free Policy in the undergraduate programs of public higher education institutions. , with the aim of eliminating access barriers and guaranteeing educational permanence, under criteria of population and territorial equity. Despite these advances and the perception of free services as a fundamental pillar for the social and economic development of the country, challenges persist that require attention and effective solutions..

According to the rector of CEIPA, Diego Mazo, an education expert, the educational system faces three fundamental problems that have not been adequately considered in the development of the Free Law in Colombia. These challenges include limitations in coverage to meet the growing demand of students, lack or disparity of resources in national public higher education institutions (HEIs), and the lack of educational relevance to the current needs of the world and companies.

In relation to the first point, it is important to highlight that the implementation of the free policy will begin in the first half of 2024. However, universality will be sought gradually and will be adjusted to budget availability. Despite these advances, the current reality shows that the coverage of public HEIs is limited.

A report from the Educational Economics Laboratory of the Javeriana University, based on figures from the National Higher Education Information System (Snies) of the Ministry of Education, revealed that 52% of applicants to enter public higher education institutions They can't get a spot.

According to the research, in 2021, of 1,117,658 applicants who sought to enter public universities, 623,018 were not admitted. This phenomenon is attributed to the lack of academic preparation of students, the scarcity of places and insufficient economic resources in institutions, highlighting problems in educational quality from basic and secondary education.

Diego Mazo questions whether the new law will really promote equity or intensify inequality in access to education. “It is no secret to anyone that in recent years, the results of 11-grade students in the Saber Tests have decreased, and this is much more noticeable if we make a comparison between private and public institutions or those that are in the city. or in rural areas, which would be a limit for the populations that study in these spaces”and adds that this law can generate much greater pressure on public institutions as there is not sufficient coverage.

Regarding the second point, it is important to remember that the financing of public universities in Colombia is carried out through mechanisms of both supply and demand subsidies. Direct contributions from the Nation and territorial entities, together with the generation of their own resources by the institutions, constitute part of the supply mechanisms. Some universities also obtain local resources from the cities or departments where they operate, in accordance with current legislation..

However, the structural financing of public universities in Colombia faces significant challenges due to the formula established by Law 30 of 1992. Although it was promised to increase the Nation's transfers above the Consumer Price Index (CPI), in the In practice, this formula has turned out to be a discretionary budget ceiling on the part of the Government. This mismatch between budget allocation and the growing needs of public universities has generated historic underfunding, affecting aspects such as teaching qualifications, infrastructure and other expenses.

“The guarantee of educational quality is essential for the success of free higher education. The lack of resources and the need to maintain high academic standards create a dilemma that requires sound financial strategies and well-designed educational policies,” highlights the rector of CEIPA, Diego Mazo.

Furthermore, Mazo highlights that the current situation of most higher education institutions is that they are not “relevant” to the current needs of the world and companies. This means that many do not usually update their teaching methods, academic curricula and do not develop projects or practices in accordance with the challenging situations required by the business, social or economic ecosystem today.

“And although this may not seem like a dilemma directly related to free, it has a lot to do with it. It is not only about providing access to education, but also about providing quality education for the new generations, allowing them to address contemporary challenges”he added.

Achieving completely free education in Colombia is a complex but essential challenge. As progress is made, it is crucial to comprehensively address the limited coverage in national public HEIs and ensure educational quality. The rector emphasizes that every minute that we stop facing the fundamental problems of education we are leaving more Colombians relegated from the opportunities of the future. “If we want an equitable system that provides opportunities to people, the continuous commitment of all public and private HEI actors, the productive sector, and social organizations is necessary, otherwise it will only generate a greater gap and social lag”.