Colombia’s Education: How Abelardo De la Espriella and Ivan Cepeda Plan to Reshape Schools

With Colombia’s presidential runoff approaching, education has emerged as one of the defining issues separating the country’s two remaining candidates. While security and the economy have dominated much of the campaign, Abelardo de la Espriella and Ivan Cepeda are offering contrasting visions for how the country’s education system should evolve over the next four years.

Their proposals differ significantly in priorities, financing philosophy, and the role of the state. However, education experts argue that both platforms still leave important questions unanswered about implementation, teacher development, and learning outcomes.

Abelardo de la Espriella: Technology, employability, and private-sector partnerships

De la Espriella‘s education platform centers on preparing Colombians for the future labor market through technology-driven training and stronger connections between education and industry.

His government program includes 16 education-related proposals, with a strong emphasis on post-secondary education and workforce readiness. Among the flagship initiatives are short-cycle programs focused on Fourth Industrial Revolution technologies, including artificial intelligence, robotics, biotechnology, nanotechnology, and programming.

One of his most ambitious promises is the creation of a “Virtual University at Home,” designed to expand higher education opportunities through online learning. He also proposes offering soft loans for university students, expanding free internet connectivity, introducing teacher evaluations, and encouraging greater collaboration between public schools and private investment.

Supporters argue that this approach would better align Colombia’s education system with labor market demands and help reduce youth unemployment by equipping students with digital skills increasingly sought by employers.

His campaign has also framed education as an economic competitiveness strategy, arguing that technological modernization is essential if Colombia wants to attract investment and compete internationally.

Ivan Cepeda: Public education and territorial inclusion

Cepeda presents a markedly different vision, emphasizing education as a social right and a tool for reducing inequality.

His proposals prioritize strengthening public education, particularly in rural areas and historically underserved regions. The left-wing candidate wants to expand the presence of public universities through regional campuses and satellite institutions, making higher education accessible to communities that currently lack nearby educational opportunities.

His platform also proposes increasing public investment in education, maintaining and expanding the higher education funding increases approved during President Gustavo Petro’s administration, and incorporating peace education and historical memory into school curricula as part of Colombia’s long-term reconciliation process.

Cepeda argues that education should be universal, inclusive, and free, especially for populations living in territories affected by armed conflict, Indigenous communities, and Afro-Colombian populations that have traditionally faced barriers to accessing higher education.

Rather than focusing primarily on labor-market competitiveness, Cepeda frames education as a vehicle for social mobility, equity, and state presence in marginalized territories.

Experts see important gaps in both plans

Despite their ideological differences, an independent review by the Fundacion Empresarios por la Educacion concluded that both candidates address Colombia’s educational challenges only partially.

The organization analyzed the government programs of both campaigns and found that while each candidate offers valuable proposals, neither presents comprehensive solutions to some of the country’s most pressing educational problems.

According to the foundation, the weakest areas in both platforms include strategies to combat learning poverty, improve educational data systems, and strengthen teacher development.

These shortcomings are particularly concerning because Colombia continues to face significant structural challenges.

The report notes that 42% of children between zero and five years old do not receive early childhood services from either the Colombian Institute of Family Welfare (ICBF) or the Ministry of Education, particularly in rural areas.

In addition, national assessments show persistently low academic performance, while school dropout rates continue to limit access to higher education and formal employment.

Different philosophies, similar implementation questions

Analysts say the two candidates reflect fundamentally different philosophies.

De la Espriella seeks to modernize education through technology, innovation, and closer ties to the productive sector, arguing that schools must prepare students for the digital economy.

Cepeda, meanwhile, prioritizes expanding the state’s role in guaranteeing educational access and reducing regional inequalities through stronger public institutions.

Yet experts caution that both proposals lack sufficient detail regarding funding mechanisms, measurable targets, and execution strategies.

An analysis published by El Espectador concluded that although both candidates identify worthwhile goals, neither clearly explains how those objectives would be achieved or financed, leaving uncertainty about their feasibility if elected.

Education in Colombia could shape its future beyond election day

As Colombians prepare to choose their next president, education remains one of the country’s most consequential policy areas.

Whether voters favor De la Espriella’s market-oriented modernization agenda or Cepeda’s expansion of public education, the next administration will inherit a system facing persistent challenges in access, quality, teacher support, and student learning.

The outcome of the election may determine not only how Colombian schools and universities evolve, but also how the country prepares future generations for an increasingly competitive and unequal world.