top of page
  • Ariel Sánchez Rojas

What are the well-being indicators of schools? Part 1

Schools are in a market with stricter regulation than in other markets. For example, (i) they have supervision and control of their costs and rates; (ii) they (self) evaluate them every year; and (iii) restrict them from passing costs on to parents if necessary. But when is the well-being of students evaluated and if they are well?

First of all, we know from Law 115 of 1998 that the costs and rates that define tuition, pensions and periodic charges for the provision of educational services must be authorized by the Ministry of Education or the Secretary of Education. Likewise, that the list of school materials must be approved by the Ministry of Finance before being sent to parents; If not approved, the cost of the student's materials could be taken to the school.

Now, for your (self) evaluations. Every year schools must carry out an institutional self-evaluation, carried out by the Board of Directors of the Institution, which allows them to improve the quality of the education provided that year. Here, schools must carry out an evaluation of all teaching and administrative staff, their pedagogical resources, and their physical infrastructure. Depending on their scores, the school may be in regulated freedom, supervised freedom or controlled regime, which will give them flexibility in changes according to their regime.

The institutional self-assessment has 79 questions, of which approximately 10% are related to well-being and/or coexistence. That is, 1 in every 10 questions makes you reflect on how the coexistence situation is at school and think about what strategies can work to improve it.

When we talk to schools we agree that the Coexistence Manual increasingly resembles an administrative dictionary (like the C.P 1991) and not a system of principles and coexistence . Therefore, the progress and development of well-being coordination is left a bit aside without having tools that can help them improve their work. In the same way that the National School Coexistence System (which we will talk about later) does not give us preventive tools that make our work easier.

So when we talk about well-being indicators, we are left with surveys that tell us how we are doing. Here are some figures:

  1. 2 out of every 5 schools have mechanisms to identify cases of violence

  2. There is no proper school condition for the mental and emotional health of students.

  3. 1 in 8 schools has mechanisms to identify mental health cases.

  4. 1 in 3 schools has psychosocial support.

  5. 1 in 3 schools has teacher training to prevent self-harm.

This is the panorama that we find ourselves in at Clio. In our next newsletter we will tell you more about what schools need to improve their well-being.


bottom of page