Colombia Tvet

Colombia
TVET Country Profile

UNESCO - a global leader in education The Global Education 2030 Agenda
Education is UNESCO’s top priority because it UNESCO, as the United Nations’ specialized
is a basic human right and the foundation for agency for education, is entrusted to lead and
peace and sustainable development. UNESCO coordinate the Education 2030 Agenda, which
is the United Nations’ specialized agency for is part of a global movement to eradicate
education, providing global and regional poverty through 17 Sustainable Development
leadership to drive progress, strengthening Goals by 2030. Education, essential to achieve
the resilience and capacity of national systems all of these goals, has its own dedicated Goal
to serve all learners and responding to 4, which aims to “ensure inclusive and
contemporary global challenges through equitable quality education and promote
transformative learning, with special focus on lifelong learning opportunities for all”. The
gender equality and Africa across all actions. Education 2030 Framework for Action
provides guidance for the implementation of
this ambitious goal and commitments.
Published in 2022 by the

UNESCO-UNEVOC International Centre
for Technical and Vocational Education and Training
UN Campus, Platz der Vereinten Nationen 1
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Dynamic TVET Country Profile - Colombia
ABOUT THIS PROFILE
This profile has been compiled by UNESCO-UNEVOC. It is originally based on the UNESCO-
UNEVOC World TVET Database entry on Colombia July, 2013, validated by: Technological School -
Central Technological Institute Escuela Tecnologica - Instituto Técnico Central (ETITC). Updated
2021.
Please use our update form to inform us of any issues or to submit updates. Thank you for
helping to improve this service.
The UNESCO-UNEVOC TVET Country Profiles aim to provide concise, reliable and up-to-date
information on TVET systems worldwide. Dynamic TVET diagrams illustrate education systems and
the role of TVET at a glance. Statistical data can easily be compared across countries. Please help
us improve the profiles by using the feedback form.
3
KEY STATISTICS
Vocational education SDG4 General education Education finance
Enrolment in secondary Participation in education Net Enrolment Rate, Government expenditure

vocational, both sexes and training in the secondary education, on education (% of total)
(number) previous year male (%)
362.7 thousand - 74.9% 14.1%
Of which female (%) Participation in vocational For female students On vocational education
education (youth) (% of total)
53.3% 8.7% 80.2% -
Socio-economic Labour Market Literacy Demography
GDP (current USD) Unemployment (%) Youth literacy rate, Total Population
population 15-24 years,
both sexes (%)
271.4 billion 15.0% 99% 50.9 million
GDP growth (annual %) Unemployment, youth (%, Labor force participation Population aged 15-24
modeled ILO estimate) rate, total (% of total… years (%)
population ages 15-24)
-6.8% 25.9% 46%
(modeled ILO estimate) 17%
Vocational education
Colombia
Secondary education
Enrolment in secondary vocational, both

sexes (number)
Source: World Bank / UIS
362.7
thousand
(2018)
Percentage of students who are female (%)
53.3
(2018)
Upper secondary education (ISCED 3)

Students enrolled in vocational programmes,
both sexes (%)
Source: UNESCO Institute for Statistics
21.2
(2018)
23.1
(2018)
Tertiary education (ISCED 5)
Population with at least short-cycle tertiary

degree, both sexes (%). ISCED 5
21.3
(2018)
4
Population with at least short-cycle tertiary

degree, female (%). ISCED 5
22.7
(2018)
SDG4
Colombia
Target 4.3.1 - Participation of youth and adults in formal and non-formal education and training in the previous 12
months.
Both sexes (%)

-
Male (%)
-
Female (%)
-
Target 4.3.3 - Participation in technical and vocational programmes, 15-24 year-olds.
Both sexes (%)

8.7
(2018)
Male (%)
8.5
(2018)
Female (%)
9
(2018)
General education
Colombia
Primary education (ISCED 1)
Gross Enrolment Rate (%)

114
(2019)
Students who are female (%)
112.1
(2019)
Secondary education, all programs
Net Enrolment Rate, secondary education,

male (%)
74.9
(2018)
Net Enrolment Rate, secondary education,
female (%)
80.2
(2018)
100.8
(2019)
103.4
(2019)
5
Higher secondary (ISCED-3)

79.6
(2018)
85.1
(2018)
Tertiary education (ISCED 5-8)
Gross Enrolment Rate

55
(2019)
59
(2019)
Education finance
Colombia
Government expenditure
Expenditure (% of total)
14.1
(2019)
Expenditure on vocational education (% of
total government expenditure)
Socio-economic
Colombia
Gross Domestic Product
GDP (current USD)

Source: World Bank
271.4
billion
(2020)
GDP growth (annual %)
-6.8
(2020)
GDP per capita (current USD)
5,334.6
(2020)
By sector
Agriculture, value added (% GDP)
Source: World Bank
7.6
(2020)
Industry, value added (% GDP)
Source: World Bank
11
(2020)
Services, value added (% GDP)
Source: World Bank
59.5
(2020)
6
Labour Market
Colombia
Employment
Labor force participation rate (% of total pop.

ages 15+)
Source: World Bank / ILOSTAT
62.7
(2020)
Labor force participation rate (% of total
46
(2020)
Vulnerable employment, total (%)
45.9
(2019)
Youth unemployment (%)
24
(2019)
Gender-wise Employment Indicators
Unemployment, male (% of male labor force)

12.2
(2020)
Unemployment, female (% of female labor
force)
19
(2020)
Unemployment, youth male (% of male labor
force ages 15-24)
20.8
(2020)
Unemployment, youth female (% of female
labor force ages 15-24)
33.4
(2020)
Labor force participation rate, male (%)
75.9
(2020)
Labor force participation rate, female (%)
50.3
(2020)
Labor force participation rate, male (% of
male population aged 15-24)
53.8
(2020)
Labor force participation rate, female (% of
female population aged 15-24)
37.9
(2020)
Vulnerable employment, male (% of male
employment)
45.8
(2019)
Vulnerable employment, female (% of female
employment)
46.1
(2019)
Youth unemployment, male (%)
15.6
(2019)
7
Youth unemployment, female (%)

15.6
(2019)
Employment, Sectoral Indicators
Employment in agriculture (%)

Source: World Development Indicators
15.8
(2019)
Employment in agriculture, male (% of male
employment)
22.3
(2019)
Employment in agriculture, female (% of
female employment)
6.6
(2019)
Employment in services (%)
64.1
(2019)
Employment in services, male (% of male
employment)
53.5
(2019)
Employment in services, female (% of female
employment)
53.5
(2019)
Employment in industry (%)
20.1
(2019)
Employment in industry, male (% of male
employment)
24.2
(2019)
Employment in industry, female (% of female
employment)
14.4
(2019)
Self-employed (%)
49.6
(2019)
Self-employed, male (% of male
employment) (Modeled ILO Estimate)
50.3
(2019)
Self-employed, female (% of female
employment) (Modeled ILO Estimate)
50.3
(2019)
Literacy
Colombia
Literacy
Youth literacy rate, population 15-24 years,

both sexes (%)
99
(2020)
8
Labor force participation rate (% of total

46
(2020)
Demography
Colombia
Population
Total Population
50.9
million
(2020)
Population aged 15-24 years (thousands)
8.7
thousand
(2019)
Population aged 15-24 years (%)
17
(2019)
Population growth (annual, %)
1.1
(2020)
Population ages 65 and above (%)
Source:World Bank
-
Median Age of Population
Source: UNDESA
31.3
(2020)
9
FORMAL EDUCATION SYSTEM
Doctorate
General/academic
Vocational/professional
Master´s
University undergraduate
programme
Technological specialization
Technical prof. specialization
Technological
Technical professional programme
programme
ISCED 3 Upper secondary Technical upper secondary

education
ISCED 2
Lower secondary education
ISCED 1
Primary education
Compulsory education: 12 years
Source: Diagram based on ISCED 2011 mapping Colombia , UNESCO

See the online version of the profile for more details on each item
TVET institutions and responsible ministry
Technical mid-level Professional Technical ETDH Institutions

Education Institutions Institutions
n/a n/a n/a

Ministerio de Educación
Ministerio de Educación Different Ministries Nacional (National Ministry
Nacional (National Ministry of Education)
of Education)
10
University National Service for

Institutions/Technological Vocational Education -
Schools SENA
n/a n/a
Ministerio de Educación Ministry of Labour
Nacional (National Ministry
of Education)
Source: National Service for Vocational Education (SENA), 2016, Colombia Data Report on
Vocational Education and Training
National Qualifications Framework

Since 2010, the Ministry of National Education (MEN) in coordination with the Ministry
of Labor, the High Presidential Council for the Private Sector, SENA, the National
Planning Department, the Civil Service, the Ministry of Industry, Trade and Tourism,
and together with entities from the productive, governmental and educational sectors,
have been making significant progress in the design, development and
implementation of the National Qualifications Framework (MNC) for Colombia, a
process that has had international technical support, which has allowed the collection
of experiences and good practices of countries that have Qualification Systems.
The National Qualifications Framework (MNC) constitutes an opportunity to face,
among other aspects, the disarticulation between the educational system and the
labor market, the problems related to the recognition of the learning obtained
throughout life and the educational mobility. The NQM is an instrument that is part of
the National Qualifications System (SNC) as established in the bases of the National
Development Plan (PND) 2018-2022 in line with the "Alliance for the quality and
relevance of education and training of human talent” the consolidation and
implementation of the SNC will allow promoting the quality and relevance of
education and training of human talent in the country.
Article 194 of Law 1955 of 2019 through which the PND 2018-2022 is regulated,
creates the “Marco Nacional de Cualificaciones (MNC)”, as an instrument to classify
and structure qualifications in a scheme of eight (8) levels ordered and expressed in
terms of knowledge, skills and aptitudes, according to the sequentiality and
complexity of the learning that people achieve in the different qualification pathways”.
MNC KNOWLEDGE SKILLS Attitudes

level
11
8 Has highly Creates or Acts with

advanced redefines autonomy and
knowledge at knowledge to responds by
the border of a solve critical and strategic
disciplinary or multidimensional decisions that
interdisciplinary problems in generate
field or a unpredictable social,
productive contexts of a economic and
context. Create disciplinary or cultural
or redefine work field, changes.
principles, through the
theories, generation of Demonstrates
products, new research academic and
solutions and methodologies labor integrity
new work or and the use of and
study advanced and continuous
methodologies specialized skills commitment
and techniques. regarding the
development
Clearly sustains of new
the results from knowledge or
scientific and processes.
technological
research to a
specialized public
or not, in a scope
of the most
advanced
innovation.
12
7 Has advanced Formulates and Demonstrates

knowledge of develops autonomy and
the innovative and responsibility
development of creative solutions in making
scientific to complex decisions to
research, problems that formulate and
applied and require the develop
high-tech in a development of strategic
field of study or strategic or projects or
for the research projects research.
direction of and the
areas of application of Assumes the
organizations new technical - responsibility
of the scientific of resources
productive approaches in and working
sector in a field unpredictable groups or
of work. and research to
multidisciplinary achieve the
contexts. expected
results in work
Analyzes, or study
synthesizes, contexts.
evaluates and
communicates
strategic and
complex
information in a
work or study
context.
13
6 Has extensive Defines and Acts with

and integrated manages autonomy and
practical projects and responsibility
theoretical processes in a in decision-
knowledge of field of work or making about
different study, through human talent,
theories, the analysis and administrative,
perspectives evaluation of financial and
and specific technical
approaches in a information in resources,
specific field of varied contexts. responds by
work or study. Proposes the results of
solutions to projects and
Analyzes disciplinary and processes in
specific interdisciplinary varied
information in problems; contexts of its
the Designs or field of work
management of improves or study.
projects and processes with
processes. new methods Orientates and
and procedures. evaluates work
Analyzes and equipment or
communicates study for the
information, achievement
knowledge, ideas of objectives.
and solutions in
the educational
and work field.
5 Has specific Applies methods, Responds and

theoretical, techniques and supervises the
practical and technologies activities of
technological specialized in the others in work
knowledge in a resolution of or study
field of study or varied problems contexts;
work. or in the Coordinates
Integrates and implementation and makes
transfers and coordination decisions for
knowledge to of processes, the technical
innovate analyzes and and
processes. communicates operational
information work of the
generated in a processes and
work area or assumes
study. responsibility
for physical
and
technological
resources.
14
4 Has theoretical Selects and Works or

and practical applies studied with
knowledge procedures in autonomy,
necessary for carrying out oversees the
the routine and non- routine work
interpretation routine activities, of others,
and and solves assumes
development of problems in responsibilities
procedures, predictable and for the
methods and sometimes procedures
techniques in unpredictable and changes
study or work contexts that can be
contexts. generated in
its context.
3 Has generally Applies Works or

theoretical and techniques and studied with
practical methods and autonomy and
knowledge of operates teams responsibility
concepts, in carrying out in the
principles, routine activities execution of
methods and and the assigned
procedures in troubleshooting activities.
study or work on known work Requires
contexts. or study supervision on
contexts. the results of
your learning
or work
performance.
2 Has theoretical Performs routine Works or

knowledge and activities, uses studies and
facts instruments and moderate
assimilating solves simple supervision
basic problems in and responds
information in known work or by the
study contexts study contexts. execution of
or work. the assigned
activities.
1 Has knowledge Executes simple Works or

of elementary and repetitive studies under
facts to act in tasks following direct
the social, detailed and supervision
educational or specific and carries
productive instructions in out assigned
context that known work or tasks.
facilitates study contexts.
learning
throughout life.
15
(all above content machine translated from Spanish)

Source: Marco Nacional de Cualificaciones , website (accessed 01/2022)
Further information on Colombia's National Qualifications Framework initiatives (in Spanish)
16
NON-FORMAL TVET
The term "non-formal education" under the general law of education was replaced with the term
"education for work and human development" by Act 1064 of 2006. This education seeks to
provide the necessary skills to satisfy labour market needs, resulting in obtaining a certificate of
occupational proficiency. SENA is responsible for the National System of Education for Work
(SNFT). The SNFT consists of 3 sub-systems:
Standardisation of work competencies;

Evaluation and certification of work competencies; and
Establishing an education system based on work competencies.
The system based on work competencies facilitates the recognition of prior learning and improves
the connection between formal and non-formal parts of education.
Two components make up the operational system of SNFT. The first is the standardising body
(SENA) that approves norms for Colombian work competencies. The second is sectorial divisions,
i.e. national bodies whose role is to propose policies for the development of education of the work
force and of the national qualifications framework.
SENA provides free comprehensive training. It has an extensive infrastructure of laboratories and
workshops to benefit companies at all technological levels. The board of directors and technical
committee of its training centres, involve employers and trade unions. It continuously explores
labour market trends and renews its offer of training in consultation with the production sector.
SENA offers programmes organised in semesters (4 semesters in total). Upon completion of the
4th semester a graduate is awarded a qualification in Arts and Business, which is equal to the
Bachiller. Those completing a minimum of 1 year of the full 4-semester programme are awarded a
certificate of occupational skills. Graduates with the qualification in Arts and Business may apply
for further studies in technical professional institutions of higher education.
Sources:
OECD (2012). Evaluaciones de políticas nacionales de educación. La educación superior en

Colombia. París: Organisation for Economic Co-Operation and Development.
SENA (2003). Sistema Nacional de Formación por el Trabajo. Enfoque Colombiano. Bogota:
SENA.
UNESCO-IBE (2010). World Data on Education VII Ed. 2010/11. Colombia. Geneva: UNESCO-
IBE. Webpage of Sistema Educativo Nacional de Colombia.
World Skills International (2010). World Skills International 1950-2010. Brazil: Miola.
17
OTHER USEFUL STATISTICS
Colombia Data Report on Vocational Education and Training 2016
18
KEY TVET POLICY DOCUMENTS
Law 1753 of 2015

2015
Article 58 of Law 1753 of 2015 is an example of the role of the government in relation to
vocational training; In this, the government commits to creating and regulating the National
Qualifications Framework, the National Accumulation and Transfer of Credit Systems, and
the National System for Tertiary Education (REPUBLIC OF COLOMBIA - OFFICIAL GAZETTE,
2015) in order to offer and facilitate differentiated educational options according to the
needs and qualification interests, incorporating routes and alternatives of permanent
development in terms of quality and mobility through the recognition and approval of
learning that identifies and validates previous learning.
Decree 4904 of 2009

2009
Organisation, supply and operation of the provision of the educational service for work and
development: Decree 4904 of 2009. This decree aims to regulate the creation, organisation
and operation of institutions that offer the educational service for work and development,
formerly called non-formal education, and establish the basic requirements for the
functioning of education programmes for work and human development. Education for
work and human development respond to educational purposes embodied in the Political
Constitution of Colombia which is offered with the aim of complementing, updating and
supplementing knowledge, training in academic or work aspects, and leads to obtaining
occupational aptitude certificates.
Decree 2020 of 2006

2006
Quality assurance system for vocational training: Decree 2020 of 2006. This system seeks to
have mechanisms for promotion and quality assurance, aimed at certifying that the
provision of training for work has the means and the capacity to execute formative
processes that respond to the requirements of the productive sector and are able to
produce good results. Through the Training Directorate of the National System of Training
for Work, SENA will keep an information system up to date with innovations that, in terms of
learning and vocational training for work, will be generated at international level, and will be
put at the service of the Quality System of Training for Work
19
Law 749 of 2002 (Strengthening technical and technological

education)
2002
For institutions offering vocational training: Law 749 of 2002 (Strengthening technical and
technological education). Vocational training institutions characterised by theoretical work
and work in technical activities may offer and develop training programmes up to a
professional level, only according to propaedeutic cycles and in the areas of engineering,
information technology and administration provided that they derive from the vocational
technical and technological training programmes regulated by Ministerio de Educación
Nacional (National Ministry of Education)
As per admission requirements for higher vocational, technological and technical education
according to cycles, the individual must hold a bachelor's degree or its overseas equivalent,
and have passed the State examination for entry to Higher Education.
Law 115 of 1994 General education law

1994
Regulation of the Public Education Service: Law 115 of 1994 General education law. This law
sets out the general terms for the regulation of the Public Education Service in accordance
with Art 67 of the Political Constitution, based on the freedom of access to knowledge as a
public service. With the drafting of the system regulation, the definition of formal and
informal education as well as the levels, areas and objectives in each of these are
established. Likewise, the guidelines of the National Educational Development Plan, the
Institutional Educational Project, the National Accreditation System and the National
Information System are defined, with the objective of organising the provision of the
educational service.
20
GOVERNANCE
The Ministry of National Education (Ministerio de Educacion National, MEN) is the main body
responsible for education in Colombia. The Ministry is deeply involved in the development and
implementation of work competencies and sees this aspect as an important component for the
improvement of the employability of the work force.
The need of the Colombian State to invest in the social and technical development of the country
workers led to the creation of the National Learning Service, SENA , as the institution responsible
for offering and implementing comprehensive training. Created in 1957 by the Decree-Law 118 of
June 21 with the aim to take the responsibility of leading the constitution of the National System
of Education for Work (SNFT), SENA articulates the offer of public and private, technical
secondary, professional technical, technological and non-formal education (now education for
work and human development).
The SENA Strategic model contributes to the country's competitiveness in the following ways:
By increasing the productivity of enterprises and the regions; and

By improving the social inclusion of vulnerable individuals and communities through actions
of: (1) Comprehensive training; (2) Employment and entrepreneurship; (3) Development of
national system of knowledge SENA; and (4) Institutional strengthening.
Article 58 of Law 1753 of 2015 is an example of the role of the government in relation to vocational
training; In this, the government commits to creating and regulating the National Qualifications
Framework, the National Accumulation and Transfer of Credit Systems, and the National System
for Tertiary Education (REPUBLIC OF COLOMBIA - OFFICIAL GAZETTE, 2015) in order to offer and
facilitate differentiated educational options according to the needs and qualification interests,
incorporating routes and alternatives of permanent development in terms of quality and mobility
through the recognition and approval of learning that identifies and validates previous learning.
On the other hand, the institutions that are responsible for carrying out these educational
activities are: MEN, Ministry of Labour, Ministry of Commerce, Industry and Tourism, National
Planning Department, National Administrative Department of Statistics and COLCIENCIAS.
Financing
Students of the programmes offered by SENA study free of charge. The public institution that
finances the studies at all level is called “Instituto Colombiano de crédito educativo y estudios en el
exterior” (ICETEX). It works through study credits at low interest rates for low incomes students.
Sources:
National Service for Vocational Education(SENA), 2016, Colombia Data Report on Vocational
Education and Training
SENA, 2011). Plan Estratégico SENA 2011/14 con visión 2020 “SENA de clase mundial”.
Bogota: SENA.
UNESCO-IBE (2010). World Data on Education VII Ed. 2010/11. Colombia. Geneva: UNESCO-
IBE
21
FURTHER RESOURCES
UNESCO-UNEVOC International Centre for Technical and Vocational Education and Training, 2015,
World TVET Database, Colombia
22
UNEVOC NETWORK MEMBERS
Technological School - Central National Training Service

Technological Institute
SENA was formed by Decree-Law 118

The Technological School Central of June 21, 1957. Its function is to
Technical Institute is a public institution provide professional training and
of higher education of the National formation to workers, youths and
Order, under the Ministry of National adults within the areas of industry,…
Education. Actually, the Institution ha… trade, agriculture, mining and cattle
18 higher education programs with breeding. The Agency has a tripartite
qualified registration and an Industrial structure in which workers, employers
Technical Baccalaureate program. and Government participate in order to
provide companies and corporations
with skilled manpower using modern
methods, and thereby achieve a shift in
each of the productivity processes.
23
TVET Country Profiles
The UNESCO-UNEVOC TVET Country Profiles are an online service.

They aim to provide concise, reliable and up-to-date information
on TVET systems worldwide, including key statistical data which
can be compared across countries, major TVET policy documents,
and information on governance of TVET. Dynamic diagrams
illustrate education systems at a glance, aligned with ISCED levels.
Use the QR code to access this country profile online
Stay in touch
unevoc@unesco.org UNESCO-UNEVOC
International Centre for
www.unesco.org/unevoc Technical and Vocational
Education and Training
Platz der Vereinten Nationen 1
@unevoc
53113 Bonn
Germany
unesco.unevoc.international

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Colombia

TVET Country Profile

Published in 2022 by the

ABOUT THIS PROFILE

Vocational education SDG4 General education Education finance

Enrolment in secondary Participation in education Net Enrolment Rate, Government expenditure

362.7 thousand - 74.9% 14.1%

53.3% 8.7% 80.2% -

Socio-economic Labour Market Literacy Demography

271.4 billion 15.0% 99% 50.9 million

Enrolment in secondary vocational, both

Upper secondary education (ISCED 3)

Tertiary education (ISCED 5)

Population with at least short-cycle tertiary

Population with at least short-cycle tertiary

Both sexes (%)

Both sexes (%)

Primary education (ISCED 1)

Gross Enrolment Rate (%)

Secondary education, all programs

Net Enrolment Rate, secondary education,

Higher secondary (ISCED-3)

Tertiary education (ISCED 5-8)

Gross Enrolment Rate

Gross Domestic Product

GDP (current USD)

Labor force participation rate (% of total pop.

Gender-wise Employment Indicators

Unemployment, male (% of male labor force)

Youth unemployment, female (%)

Employment, Sectoral Indicators

Employment in agriculture (%)

Youth literacy rate, population 15-24 years,

Labor force participation rate (% of total

FORMAL EDUCATION SYSTEM

Technical prof. specialization

ISCED 3 Upper secondary Technical upper secondary

Lower secondary education

Compulsory education: 12 years

Source: Diagram based on ISCED 2011 mapping Colombia , UNESCO

TVET institutions and responsible ministry

Technical mid-level Professional Technical ETDH Institutions

n/a n/a n/a

University National Service for

National Qualifications Framework

MNC KNOWLEDGE SKILLS Attitudes

8 Has highly Creates or Acts with

7 Has advanced Formulates and Demonstrates

6 Has extensive Defines and Acts with

5 Has specific Applies methods, Responds and

4 Has theoretical Selects and Works or

3 Has generally Applies Works or

2 Has theoretical Performs routine Works or

1 Has knowledge Executes simple Works or

(all above content machine translated from Spanish)

Standardisation of work competencies;

OECD (2012). Evaluaciones de políticas nacionales de educación. La educación superior en

OTHER USEFUL STATISTICS

Colombia Data Report on Vocational Education and Training 2016