Colombia: Education and Gender Equity in Context

  • Glory Rigueros Saavedra
Part of the Marxism and Education book series (MAED)


This essay will take a broad view of education and gender equity in Colombia, which will help to show how they are constrained, or enabled, by the context within which they are practiced. It will also therefore show that education and gender policies cannot merely be self-contained but are supported or hindered by policies in other sectors (e.g. see Holmes, 2010; UNESCO, 2007). Education and gender issues permeate day-to-day activities, ranging from family life through to social movement activities and embody the wider aims of the economy and a nation’s vision of itself. Various social movements in Colombia have had a key role in resisting the erosion of educational standards and values and in promoting nondiscrimination. These movements are now important actors in redesigning national education policies and as a consequence also wider national development policies. The discussion will also, inevitably, highlight the weakness of the main education and gender indicators in use: the EFA-EDI (Education for All—Education Development Indicator) and the GII (Gender Inequality Index) used in the Human Development Report (HDR, 2011).1


Social Movement Gender Equality Sexual Violence United Nations Development Programme Gender Equity 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.


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© Sara C. Motta and Mike Cole 2013

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  • Glory Rigueros Saavedra

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