GUIDING QUESTIONS
Many factors shape the way we perceive and define success. I suspect the same could be said when defining academic success. From expectations influenced by culture to access to resources, the definition of academic success could take many forms.
GUIDING QUESTION 1: How is academic success defined by students, parents and educators? What intervention programs/services are available to ensure the success of all students? |
Colombia's recent efforts to end conflict and build peace has resulted in a formal peace agreement. A May 2016 article by the BBC points to lack of education as a major obstacle moving forward for many affected by conflict. The report states that 70% of FARC members were illiterate (Sheriff, L. 2016, May Colombia's ex-fighters taught skills for peace. Retrieved from BBB.com).
The article can be found at www.bbc.com/news/business-44090576 GUIDING QUESTION 2: How has the peace agreement affected public education? What intervention programs/services are available to students and families affected by conflict? |
FINDINGS & REFLECTION
For me, travel has always been the most powerful force of transformation. Whether for business or pleasure, I always return recharged and with my web of perspective widened. My International Field Experience of the TGC fellowship allowed me to examine my guiding questions through a variety of lenses. From the position of a professional educator to that of a humanitarian and lifelong learner, experiencing Colombia’s realities, uncertainties and hopes has forever changed me as a person.
As an educator, I am always interested in how academic success is defined. Many variables and experiences shape the definition of academic success. This would ring true in Colombia. Throughout the process of investigating my guiding questions, the way in which I explored academic success changed with each day and with each audience. Having the opportunity to speak with high school students offered my first glimpse into a definition that would be echoed throughout most of my investigation. Academic success was described as a student who is motivated, respectful, determined, responsible and goal-driven. A student who demonstrates these qualities achieves academic success in the Colombian public school system. These adjectives would be used by educators, administrators and parents alike. These traits of the successful student pair with the independent and autonomous nature of most students I observed in the public school setting. Students could be seen taking charge of their learning by taking a proactive approach to accessing content.
The degree of intervention provided to ensure the academic success of students with special needs varied greatly by school site. Class sizes in many schools exceeded 40 students. The educators I observed provided additional help and accommodations for many students. For example, Colegio Aquileo Parra in Bogotá has created a school culture focused on inclusiveness. As a public school, Aquileo Parra is able to produce learning materials in Braille for visually impaired students. In addition, several teaching assistants were seen providing accommodations in the regular education classroom setting. The issue of resources is one that hangs heavy over many schools and educators. A great “gap” can be observed between urban and rural schools, as well as public and private schools. After an informative roundtable discussion with representatives of the Ministry of Education, I was able to have a more candid talk with a public school teacher over the issue of resources; in particular, the issue of money. He pointed out that the way in which funds are used/distributed is largely left up to local officials. In many rural areas these funds never find their way to the classrooms. It is in these rural communities that guerrilla groups have a continued presence. Coincidence?
The peace agreement was a topic many wished to discuss. Opinions on the agreement varied; however, the idea that it will take many years for the benefits of the agreement to come to light was something most mentioned. It was difficult to get a sense of whether the peace agreement has affected public schools in Colombia. One thing is certain, there is a great deal of emphasis on conflict resolution, building positive character and giving back to society. In fact, each school we visited highlighted the importance of good character and positive social skills. Students are graded on such skills. The balance between social and academic skills was evident and something we should strive for in our schools.
Colegio Aquileo Parra in Bogotá developed a school-wide program to teach and promote the resolution of conflicts in a peaceful manner. The project is titled The Clouds. The program teaches students ways to resolve and mediate conflicts at school and in the community. Clouds are painted on the pavement in a designated area of the school's outdoor courtyard. Students stand on a cloud facing the student with whom they are experiencing conflict. With the help of a student mediator, students focus on coming to an agreement and end the process with a consolatory hug. The process takes the students through the following steps:
Analyzing the problem
Remaining positive
Respecting the rules of the process
Mediator must remain neutral and impartial
Focus on the problem, not the person
Resolve the problem completely!
The manner in which the students were able to navigate this process of reconciliation was remarkable! I can't say with any certainly that is project is a direct outcome of the peace agreement. Nevertheless, these young students are equipped with conflict resolution skills that will surely shape the future of Colombia.
I left Colombia with a sense of hope and optimism. The field experience allowed us to brush the surface of public education in Colombia. Yet, it is clear that the people of Colombia are forward-thinking. There is a vibe of positivity and enthusiasm in Colombia. I am not naive enough to think my experience in Colombia is representative of what is happening everywhere. However, the future is bright!
As an educator, I am always interested in how academic success is defined. Many variables and experiences shape the definition of academic success. This would ring true in Colombia. Throughout the process of investigating my guiding questions, the way in which I explored academic success changed with each day and with each audience. Having the opportunity to speak with high school students offered my first glimpse into a definition that would be echoed throughout most of my investigation. Academic success was described as a student who is motivated, respectful, determined, responsible and goal-driven. A student who demonstrates these qualities achieves academic success in the Colombian public school system. These adjectives would be used by educators, administrators and parents alike. These traits of the successful student pair with the independent and autonomous nature of most students I observed in the public school setting. Students could be seen taking charge of their learning by taking a proactive approach to accessing content.
The degree of intervention provided to ensure the academic success of students with special needs varied greatly by school site. Class sizes in many schools exceeded 40 students. The educators I observed provided additional help and accommodations for many students. For example, Colegio Aquileo Parra in Bogotá has created a school culture focused on inclusiveness. As a public school, Aquileo Parra is able to produce learning materials in Braille for visually impaired students. In addition, several teaching assistants were seen providing accommodations in the regular education classroom setting. The issue of resources is one that hangs heavy over many schools and educators. A great “gap” can be observed between urban and rural schools, as well as public and private schools. After an informative roundtable discussion with representatives of the Ministry of Education, I was able to have a more candid talk with a public school teacher over the issue of resources; in particular, the issue of money. He pointed out that the way in which funds are used/distributed is largely left up to local officials. In many rural areas these funds never find their way to the classrooms. It is in these rural communities that guerrilla groups have a continued presence. Coincidence?
The peace agreement was a topic many wished to discuss. Opinions on the agreement varied; however, the idea that it will take many years for the benefits of the agreement to come to light was something most mentioned. It was difficult to get a sense of whether the peace agreement has affected public schools in Colombia. One thing is certain, there is a great deal of emphasis on conflict resolution, building positive character and giving back to society. In fact, each school we visited highlighted the importance of good character and positive social skills. Students are graded on such skills. The balance between social and academic skills was evident and something we should strive for in our schools.
Colegio Aquileo Parra in Bogotá developed a school-wide program to teach and promote the resolution of conflicts in a peaceful manner. The project is titled The Clouds. The program teaches students ways to resolve and mediate conflicts at school and in the community. Clouds are painted on the pavement in a designated area of the school's outdoor courtyard. Students stand on a cloud facing the student with whom they are experiencing conflict. With the help of a student mediator, students focus on coming to an agreement and end the process with a consolatory hug. The process takes the students through the following steps:
Analyzing the problem
Remaining positive
Respecting the rules of the process
Mediator must remain neutral and impartial
Focus on the problem, not the person
Resolve the problem completely!
The manner in which the students were able to navigate this process of reconciliation was remarkable! I can't say with any certainly that is project is a direct outcome of the peace agreement. Nevertheless, these young students are equipped with conflict resolution skills that will surely shape the future of Colombia.
I left Colombia with a sense of hope and optimism. The field experience allowed us to brush the surface of public education in Colombia. Yet, it is clear that the people of Colombia are forward-thinking. There is a vibe of positivity and enthusiasm in Colombia. I am not naive enough to think my experience in Colombia is representative of what is happening everywhere. However, the future is bright!