Colombia

In 1979, The Congress of Colombia passed the Teacher's Law (Estatuo Docente), which specified the rights and benefits of teachers throughout the nation. This statute established a salary scale for teachers with 14 levels and benefits. At the same time, the teachers were expected to enter a registry. The lowest level at which a person could enter this registry required completion of a teacher training program offered at a high school. The highest level demanded a post-graduate degree in education, or a university degree in education and the publication of a work in the field. To draw teachers to rural areas, the statute offered incentives, such as rapid advancement. Despite the incentives, many teachers transferred to urban areas, which led to a surplus of qualified teachers in urban areas and a lack of adequate personnel in rural areas (Hanson).

In Colombia, teacher training takes place at two levels. Some secondary schools offer a teaching diploma (Bachillerato Pedagógico), or an identical program called normal school training (Formación Normalista). These programs offer a basic cycle of academic courses and a second cycle of specialization. After receiving their diplomas, students may teach in primary schools or apply for admission into an institution of higher learning. To qualify to teach at a secondary school, the candidates have to graduate from a postsecondary institution or a university school of education. Critics complain that the normal schools are inflexible and offer poor quality specialized training. In 1980, to address these criticisms, the national Ministry of Education adopted Decree 80, which promised to promote the scientific and pedagogical training of teachers in universities (Hanratty and Meditz; Wellington; Hanson).

Despite the criticisms, the level of teacher preparation rose significantly. In the 1960s, 11 percent of primary school teachers had only a primary school education or less. At the same time, only 2 percent of primary school teachers had any postsecondary training. In the 1980s, the percentage of primary school teachers with primary school training or less dropped to about 1 percent. However, only 13 percent of the primary school teachers had postsecondary training. Among secondary school teachers, the level of preparation is higher. During the 1980s, about 55 percent of secondary school teachers had completed university studies (Hanratty and Meditz).