Rural Education in Colombia: Adapting Quality Policies to Local Realities

This article examines educational quality policies in Colombia’s rural areas, emphasizing the need for approaches tailored to the social, cultural, and economic specificities of these communities. Using a qualitative methodology grounded in Grounded Theory, data on global and national public policies were categorized, revealing persistent gaps in infrastructure, teacher training, and student retention. The findings highlight the importance of prioritizing cultural relevance, practical skill development, and community participation in educational policies. The analysis of Colombia’s National Rural Education Plan reveals mixed impacts, underscoring the need for more contextualized and sustainable implementation. This study offers actionable recommendations to transform educational policies, including investments in infrastructure, continuous teacher training, and strategic use of educational technologies, aiming to bridge urban–rural gaps and foster equity in Colombia’s educational system.