Talking about primary education in Colombia means acknowledging the existence of very different scenarios. Some regions stand out for their coverage and quality, while others suffer from the consequences of a lack of resources and connectivity issues. This diversity has led to obvious educational gaps, where children from less privileged backgrounds are at a disadvantage compared to their peers from institutions and regions with more infrastructure and connectivity.
The challenges in Colombian education are not limited to a lack of connectivity or devices. According to statistics from DANE (National Administrative Department of Statistics), more than half of public school students live in low socioeconomic conditions, which limits their access to books, tablets, and computers. Furthermore, despite primary education coverage being around 90%, many young people drop out before completing secondary education. According to data from the Icesi University Educational Realities Observatory, of every 100 children who begin primary school, around 54 finish the last grade of secondary education.
In response to this reality, the ProFuturo Foundation has been working in the country since 2018 to reduce the educational gap by providing quality digital education to the most vulnerable communities. Six years later, what are its results? Is the ProFuturo Program making a real difference in terms of academic outcomes and equity? A detailed analysis of the information gathered between 2018 and 2024 offers interesting insights.
In the tests administered in 2022, students in institutions supported by ProFuturo achieved 18% more correct answers, particularly in Language and numeracy.
ProFuturo Results: A Look at the Data
Between 2018 and 2024, the program reached a total of 446 educational institutions, which represents approximately 2.5% of all schools in the country, focusing primarily on areas with high vulnerability. Overall, the study reviewing the program’s impact found that students in these institutions scored, on average, 15% more correct answers in national assessments such as Pruebas Saber or Evaluar para Avanzar, compared to students in schools that did not participate in the intervention.
Performance by Subject Area
The progress has not been uniform across all subjects. Significant improvements have been recorded in Language and Mathematics, with some differences depending on the region and the availability of technology. For example, in the tests administered in 2022, students in institutions supported by ProFuturo achieved 18% more correct answers, particularly in Language and numeracy.
When reviewing the impact on citizenship skills and subjects like Natural Sciences, the picture is less uniform. Some groups showed encouraging progress, but this trend was not observed everywhere. This may reflect that ProFuturo’s initial strategy focused on basic skills (Language and Mathematics).
Advances in Coverage and Access
Of the total number of schools supported by the program, 63% are located in urban areas, and 37% are in remote regions, with nearly all (96%) being public schools.
Although steps have been taken to acquire tablets and other tools, many schools in rural areas still lack devices. Without the basic equipment, the shift in teaching methods becomes more difficult, especially when there are connectivity issues or a shortage of technical support staff. The urban-rural gap continues to be reflected in the results: in the Caribbean, for example, the average score increased by nearly 15% in Language, while in the south, with better availability of tablets, the jump reached 18%.
Teacher Training and Professional Growth
ProFuturo does not only provide digital tools. Teacher training to effectively integrate technology into their pedagogical strategies is one of the pillars of the program. Without proper training in handling programs and platforms, devices risk becoming mere decorations rather than effective teaching resources.
Once again, teacher progress was more noticeable in areas with better connectivity, as access to courses and the ability to practice continuously helped them become more familiar with the equipment. In contrast, in areas with weak internet signals, some teachers mentioned that the training was incomplete, and they did not feel ready to integrate digital lessons into their daily routines.
Efforts to Overcome Barriers in Rural Regions
One of the most challenging aspects is the marked difficulty in certain remote territories. While ProFuturo focused efforts on areas with high poverty levels, material and connectivity conditions have not always been sufficient to sustain the initiative. There are reports from teachers who, even with tablets, struggle to download content or hold online sessions.
The study also points out that the gap in assessment results continues when comparing some rural regions to major cities. The distance is not only geographical but also pedagogical: many teachers in rural areas lack spaces to exchange experiences and learn digital teaching strategies that fit local contexts.
Lessons Learned
What lessons can we infer from these results? We summarize them below:
- Access to Quality Technology: The data confirm that in schools where a significant percentage of tablets are available, the growth in academic performance is greater. This indicates that devices are not a luxury, but a platform that enables more engaging methodologies, interactive exercises, and ultimately, a less routine form of learning.
- Continuous Teacher Training: Without a team of teachers who feel comfortable and motivated to use digital resources, technology remains secondary. A program of workshops and technical support is needed that goes beyond just a few sessions. Learning how to teach with tablets, virtual platforms, or interactive applications requires practice, experimentation, and follow-up.
- Addressing Regional Disparities: The impact of ProFuturo is very different when comparing an urbanized area with one where connectivity remains a daily challenge. If the goal is to benefit everyone, it is essential to design specific plans that allow for overcoming the limitations of each community.
- Importance of Official Support: Coordination with the Ministry of Education and local governments plays a decisive role in the success of any digital initiative. Financially supporting the acquisition of equipment or teacher training, as well as maintaining connectivity networks, makes the difference between short-lived progress and lasting change.
The Path to Sustainability
Evaluators of the program agree that its impact, although encouraging, is not guaranteed in the long term. Unresolved questions remain: How can the provision of tablets or equipment be maintained in areas where budgets are minimal? How can a rural school recover its internet connection when a storm destroys the antenna and no one can afford to repair it?
The idea of permanent evaluation is suggested as the most effective way to adjust the strategy to emerging needs. It is important to remember that the reality of a school in the heart of a large city is not the same as that of a school in the mountainous region of Antioquia or deep in the Amazon. Flexibility and regional adaptation seem to be essential factors to ensure that ProFuturo is not perceived as a homogeneous program, but rather as a proposal that listens to the particularities of each place.
There are also some limitations in measurement. Not all results from the 2023 and 2024 national tests are available, which prevents seeing the most recent impact. Some cohorts have not been fully considered, so it is reasonable to assume that the information is incomplete and that the real effect, whether greater or smaller, may be more accurately seen in a few years when more data is gathered.
More Research
Observations regarding ProFuturo in Colombia suggest tangible improvements in the academic performance of primary school students, especially in Language and Mathematics. This is reflected in the 15% increase in correct responses, which can rise to 18% when tablet availability reaches a significant portion of the student population. Nevertheless, there are large differences between urban and rural areas, as well as in the quality of connectivity and teacher training.
The most notable achievement is that this program offers a pathway for public schools, especially those serving low-resource populations, to provide an educational experience more aligned with the demands of today’s world. However, given the sample size (446 institutions) and the lack of recent data, it is advisable to exercise caution when asserting long-term success.
This journey invites us to reflect on how digital education can, over time, close gaps that once seemed impossible to bridge. Could the next generation benefit from a more inclusive and quality process? How can initiatives like ProFuturo be sustained and expanded in such a diverse country? We continue to inquire, and for that reason, constant evaluation, research, and evidence are so necessary. These results remind us that technology is not a magic wand, but a resource that, when well-managed, makes education more accessible and useful for every child, no matter where they live or the circumstances surrounding them.
