DOCSLIB.ORG

Going Digital in Colombia

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text

Load more

OECD Reviews of Digital Transformation Going Digital in Colombia OECD Reviews of Digital Transformation: Going Digital in Colombia This work is published under the responsibility of the Secretary-General of the OECD. The opinions expressed and arguments employed herein do not necessarily reflect the official views of OECD member countries. This document, as well as any data and any map included herein, are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area. Please cite this publication as: OECD (2019), OECD Reviews of Digital Transformation: Going Digital in Colombia, OECD Publishing, Paris, https://doi.org/10.1787/781185b1-en. ISBN 978-92-64-62371-2 (print) ISBN 978-92-64-94348-3 (pdf) ISBN 978-92-64-95067-2 (HTML) ISBN 978-92-64-49236-3 (epub) The statistical data for Israel are supplied by and under the responsibility of the relevant Israeli authorities. The use of such data by the OECD is without prejudice to the status of the Golan Heights, East Jerusalem and Israeli settlements in the West Bank under the terms of international law. Photo credits: Cover © Adobe Stock/Image design © Taï Marc Le Thanh. Corrigenda to OECD publications may be found on line at: www.oecd.org/about/publishing/corrigenda.htm. © OECD 2019 You can copy, download or print OECD content for your own use, and you can include excerpts from OECD publications, databases and multimedia products in your own documents, presentations, blogs, websites and teaching materials, provided that suitable acknowledgement of OECD as source and copyright owner is given. All requests for public or commercial use and translation rights should be submitted to [email protected]. Requests for permission to photocopy portions of this material for public or commercial use shall be addressed directly to the Copyright Clearance Center (CCC) at [email protected] or the Centre français d’exploitation du droit de copie (CFC) at [email protected]. FOREWORD Foreword OECD Reviews of Digital Transformation: Going Digital in Colombia is part of a new series of OECD country reviews. The OECD Reviews of Digital Transformation analyse recent developments of the digital economy in countries, review policies related to digitalisation and make recommendations to increase policy coherence in this area. Going Digital in Colombia examines recent developments in infrastructures for the digital economy, telecom markets, and related regulations and policies in Colombia. It reviews trends in the use of digital technologies by individuals, businesses and the government, and examines policies to foster diffusion. The Review also examines opportunities and challenges raised by digitalisation in key areas and analyses policy responses to these changes. The areas covered range from productivity and trade to innovation, the labour market and skills in the digital economy. The Review reconsiders these policies in relation to their coherence among different domains and in order to foster synergies across government ministries, levels and institutions, based on the Integrated Policy Framework of the OECD-wide Going Digital: Making the Transformation Work for Growth and Well-being project. Going Digital in Colombia was undertaken following an invitation by the Ministry of Information and Communication Technologies of Colombia, which also provided financial support. The Review was carried out by the OECD Directorate for Science, Technology and Innovation under the auspices of the OECD Committee on Digital Economy Policy. The review was prepared by a team led by Vincenzo Spiezia and including Rory O’Farrell, Maximilian Reich, Jan Tscheke and Verena Weber, under the supervision of Anne Carblanc, Head of the Digital Economy Division. Anders Hektor, Science and Innovation Counsellor to the Swedish Embassy in Seoul, provided inputs as an independent “peer” reviewer. The authors owe much to the support and co-operation of the Commission for Communications Regulation of Colombia, in particular Germán Dario Arias Pimienta, former Executive Director and Commissioner; Juan Manuel Wilches Duran, former Commissioner; Mariana Sarmiento, Co-ordinator; and Alejandro Delgado, Consultant. The Review draws on the results of a series of interviews with a wide range of stakeholders during two missions to Colombia in December 2017 and September 2018, including: Víctor Muñoz and Felipe Buitrago (Presidencia de la República), Nicolas Palau (Ministry of Commerce, Industry and Tourism), Sylvia Constain (Ministry of Information and Communication Technologies), Martha Suárez (ANE), Paola Bonilla and Juan Pablo García (National Planning Department), Juan Daniel Oviedo (DANE), Catalina García-Cure (DIAN), David Melo (Ministry of Culture), Nelson Remolina (SIC), Camilo Fernández de Soto and Jennifer Pineda (Colombia Productiva), Martha Bustamante (Ministry of Labour), Renzo García (Colciencias), Diana Silva (Ministry of Education), Jairo Velasco (Ministry of Finance and Public Credit), Alberto Yohai (CCIT), Alberto Solano (Andesco), Santiago Pinzón (ANDI), Ximena Duque (Fedesoft), Jorge Caldas (CAOBA), Luis Carlos Trujillo (CEA), Alejandro Franco (RUTA N), Carolina Botero (Fundación Karisma), Freddy Castro (Banca de las Oportunidades), Sandra Villota (Superfinanciera), Felipe Lega (URF), Wilson Prieto (colCERT), Ignacio Gaitán (iNNpulsa), Mario Castaño (CINTEL), Flavia Toro (ProColombia), ANTV, Centro Cibernético Policial, Colombia Compra Eficiente, SENA, Cámara Colombiana de Comercio Electrónico, Claro, Telefónica, ETB, Avantel, Tigo-Une, Connect Bogotá, HubBOG and DIRECTV. On 25 May 2018, the OECD Council invited Colombia to become a Member. At the time of publication the deposit of Colombia’s instrument of accession to the OECD Convention was pending and therefore Colombia does not appear in the list of OECD Members and is not included in the OECD zone aggregates. OECD REVIEWS OF DIGITAL TRANSFORMATION: GOING DIGITAL IN COLOMBIA © OECD 2019 3 TABLE OF CONTENTS Table of Contents Foreword ....................................................................................................................................................................................................... 3 Acronyms, abbreviations and units of measure .................................................................................................... 7 Executive Summary ........................................................................................................................................................................... 9 Chapter 1 COLOMBIA IN THE DIGITAL TRANSFORMATION: OPPORTUNITIES AND CHALLENGES Fostering advanced services via digitalisation ........................................................................................... 14 Fostering integration in global value chains through advances in digital technologies ........................................................................................................................................................ 15 Increasing productivity through digital uptake ......................................................................................... 16 Using digital opportunities to tackle informality ..................................................................................... 18 Enhancing skills for the digital transformation ........................................................................................ 19 Promoting digital innovation ....................................................................................................................................... 20 Setting a regulatory framework conducive to digitalisation ......................................................... 20 Policies for digital transformation in Colombia ......................................................................................... 21 Going Digital: An integrated policy approach in the digital age ................................................ 22 Going Digital in Colombia .............................................................................................................................................. 25 References ...................................................................................................................................................................................... 26 Note ...................................................................................................................................................................................................... 27 Chapter 2 ACCESS TO COMMUNICATION SERVICES Developments in the Colombian communication market ............................................................. 30 Developments in market structure ........................................................................................................................ 37 Main regulatory and policy developments ..................................................................................................... 42 References ...................................................................................................................................................................................... 52 Notes.................................................................................................................................................................................................... 52 Annex 2.A. Overview of market players in the Colombian communication market
Recommended publications
  • Chapter 3. the Provision of School Education in Colombia

    Chapter 3. the Provision of School Education in Colombia

    3. THE PROVISION OF SCHOOL EDUCATION IN COLOMBIA │ 151 Chapter 3. The provision of school education in Colombia This chapter looks at i) the organisation of the school network, including private school provision; ii) school governance, leadership and community participation; and iii) the organisation of teaching and learning in Colombia. This includes flexible school models, ethnic and special needs education, learning standards, instruction time, educational materials and evaluation. Transitions between school education and other levels and programmes, such as early childhood education provided by the Colombian Institute of Family Welfare and vocational training provided by the National Learning Service are also considered. The chapter analyses strengths and challenges with a particular focus on access to a good education in rural areas. Finally, recommendations are presented, highlighting the need to improve school clusters, transport and boarding while strengthening school leadership and collaboration between schools. The statistical data for Israel are supplied by and under the responsibility of the relevant Israeli authorities. The use of such data by the OECD is without prejudice to the status of the Golan Heights, East Jerusalem and Israeli settlements in the West Bank under the terms of international law. OECD REVIEWS OF SCHOOL RESOURCES: COLOMBIA 2018 © OECD 2018 152 │ 3. THE PROVISION OF SCHOOL EDUCATION IN COLOMBIA Context and features School network Compulsory education in Colombia lasts 12 years. Students enter the education system with a year of pre-school (Year 0 or transition year, age 5) and have five years of primary (básica primaria, Years 1-5) and four years of lower secondary education (básica secundaria, Years 6-9).
  • New Models for Universal Access to Telecommunications Services in Latin America

    New Models for Universal Access to Telecommunications Services in Latin America

    40829 NEW MODELS FOR UNIVERSAL ACCESS TO TELECOMMUNICATIONS SERVICES Public Disclosure Authorized IN LATIN AMERICA PETER A. STERN, DAVID N. TOWNSEND FULL REPORT Public Disclosure Authorized Public Disclosure Authorized Public Disclosure Authorized THE WORLD BANK NEW MODELS FOR UNIVERSAL ACCESS TO TELECOMMUNICATIONS SERVICES IN LATIN AMERICA: LESSONS FROM THE PAST AND RECOMMENDATIONS FOR A NEW GENERATION OF UNIVERSAL ACCESS PROGRAMS FOR THE 21ST CENTURY FULL REPORT FORUM OF LATIN AMERICAN TELECOMMUNICATIONS REGULATORS Ceferino Alberto Namuncurá President, REGULATEL 2006-2007 Auditor, CNC Argentina ---------------------------------------- COMITE DE GESTION Ceferino Alberto Namuncurá Auditor, CNC Argentina Oscar Stuardo Chinchilla Superintendent, SIT Guatemala Héctor Guillermo Osuna Jaime President, COFETEL Mexico José Rafael Vargas President, INDOTEL, Secretary of State Dominican Republic Pedro Jaime Ziller Adviser, ANATEL Brazil Guillermo Thornberry Villarán President, OSIPTEL Peru -------------------------------- Gustavo Peña-Quiñones Secretary General All rights of publication of the report and related document in any language are reserved. No part of this report or related document can be reproduced, recorded or stored by any means or transmitted in any form or process, be it in electronic, mechanical, magnetic or any other form without the express, written permission obtained from the organizations who initiated and financed the study. The views and information presented in this report are the views of the authors and do not necessarily represent the views, opinions, conclusions of findings of the Forum of Latin American Telecommunications Regulators (Regulatel), the World Bank through its trust funds PPIAF and GPOBA, the European Commission and the Economic Commission for Latin America (ECLAC). Table of Contents Executive Summary I. INTRODUCTION, p. 1 I.1 Background and objectives, p.
  • Education System Colombia

    Education System Colombia

    Education system Colombi a described and compared with the Dutch system Education system | Evaluation chart Education system Colombia This document contains information on the education system of Colombia. We explain the Dutch equivalent of the most common qualifications from Colombia for the purpose of admission to Dutch higher education. Disclaimer We assemble the information for these descriptions of education systems with the greatest care. However, we cannot be held responsible for the consequences of errors or incomplete information in this document. With the exception of images and illustrations, the content of this publication is subject to the Creative Commons Name NonCommercial 3.0 Unported licence. Visit www.nuffic.nl/en/home/copyright for more information on the reuse of this publication. Education system Colombia | Nuffic | 1st edition, December 2012 | version 2, January 2015 2 Education system | Evaluation chart Education system Colombia Education system Colombia Doctor L8 (PhD) 2-4 Magíster L7 Especialista L6 Tecnólogo especializado L5 (universities) (universities / technological (technological institutions) institutions) 1-2 1-2 2 postgraduate Licenciado/ L6 Tecnólogo L4 Título profesional (technological institutions) (universities) 2-3 work experience L4 1 Técnico profesional L4 (technical training institutes) undergraduate 5-7 2 Examen de Estado/ICFES L4 Certificado de Aptitud L4 (state exam) profesional – CAP (SENA) ½ -1 Bachiller Académico L4 Bachiller Técnico/Comercial L4 (educación media: upper secondary education)
  • Crafting Colombianidad: Race, Citizenship and the Localization of Policy in Philadelphia

    Crafting Colombianidad: Race, Citizenship and the Localization of Policy in Philadelphia

    CRAFTING COLOMBIANIDAD: RACE, CITIZENSHIP AND THE LOCALIZATION OF POLICY IN PHILADELPHIA A Dissertation Submitted to the Temple University Graduate Board In Partial Fulfillment of the Requirements for the Degree DOCTOR OF PHILOSOPHY by Diane R. Garbow July 2016 Examining Committee Members: Judith Goode, Advisory Chair, Department of Anthropology Naomi Schiller, Department of Anthropology Melissa Gilbert, Department of Geography and Urban Studies Ana Y. Ramos-Zayas, External Member, City University of New York © Copyright 2016 by Diane R. Garbow All Rights Reserved ii ABSTRACT In contrast to the municipalities across the United States that restrict migration and criminalize the presence of immigrants, Philadelphia is actively seeking to attract immigrants as a strategy to reverse the city’s limited economic and political importance caused by decades of deindustrialization and population loss. In 2010, the population of Philadelphia increased for the first time in six decades. This achievement, widely celebrated by the local government and in the press, was only made possible through increased immigration. This dissertation examines how efforts to attract migrants, through the creation of localized policy and institutions that facilitate incorporation, transform assertions of citizenship and the dynamics of race for Colombian migrants. The purpose of this research is to analyze how Colombians’ articulations of citizenship, and the ways they extend beyond juridical and legal rights, are enabled and constrained under new regimes of localized policy. In the dissertation, I examine citizenship as a set of performances and practices that occur in quotidian tasks that seek to establish a sense of belonging. Without a complex understanding of the effects of local migration policy, and how they differ from the effects of federal policy, we fail to grasp how Philadelphia’s promotion of migration has unstable and unequal effects for differentially situated actors.
  • Towards Building Intercultural Language Education in Colombia

    Towards Building Intercultural Language Education in Colombia

    Durham E-Theses Developing Intercultural Competence in English Language Teachers: Towards Building Intercultural Language Education in Colombia PENA-DIX, BEATRIZ,MARIA How to cite: PENA-DIX, BEATRIZ,MARIA (2018) Developing Intercultural Competence in English Language Teachers: Towards Building Intercultural Language Education in Colombia, Durham theses, Durham University. Available at Durham E-Theses Online: http://etheses.dur.ac.uk/12619/ Use policy The full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that: • a full bibliographic reference is made to the original source • a link is made to the metadata record in Durham E-Theses • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders. Please consult the full Durham E-Theses policy for further details. Academic Support Oce, Durham University, University Oce, Old Elvet, Durham DH1 3HP e-mail: [email protected] Tel: +44 0191 334 6107 http://etheses.dur.ac.uk 2 Abstract Developing Intercultural Competence in English Language Teachers: Towards Building Intercultural Language Education in Colombia Beatriz Peña Dix This research is a qualitative exploratory, constructivist study that aims to investigate Colombian (public sector) English language teachers’ existing or prospective intercultural communicative competence (ICC) to understand their teaching profiles and then to be able to build upon them. To achieve my aims, teachers’ perspectives on culture and interculturality are explored based on the underpinning assumption that there is a need to transform language education in Colombia and move forward from the «cultural turn» to the «intercultural turn».
  • Título Documento \(Heading

    Título Documento \(Heading

    8 Where do Latin America and the Caribbean Stand in Relation to the eLAC 2007 Plan of Action? Evidence from Available Information Observatory for the Information Society in Latin America and the Caribbean OSILAC October 2005 This document was prepared in the framework of OSILAC (Observatory for the Information Society in Latin America and the Caribbean), a project developed by the ECLAC Division of Production, Productivity and Management, which receives financial assistance from the Institute for Connectivity in the Americas (ICA), from Panamericas of the International Development Research Centre (IDRC), and from @LIS, a programme of the European Commission. The document was produced with special input from Martin Hilbert, Doris Olaya, Sebastián Vergara and Marcio Wohlers, with the active support of the following researchers and consultants: Pilar Castellà, Pablo García, Mariela Heredia, Sebastian Rothe and Stefan Sickel. The views expressed in this document are those of the authors and cannot be taken to reflect the official opinion of the European Union or any of the other organizations involved in its preparation. United Nations Publication LC/W.32 Copyright © United Nations, October 2005. All rights reserved Printed in Santiago, Chile – United Nations Applications for the right to reproduce this work are welcomed and should be sent to the Secretary of the Publications Board, United Nations Headquarters, New York, N.Y. 10017, U.S.A. Member States and their governmental institutions may reproduce this work without prior authorization, but are requested to mention the source and inform the United Nations of such reproduction. Where do Latin America and the Caribbean Stand in Relation to the eLAC2007 Plan of Action?..
  • World Bank Document

    World Bank Document

    Public Disclosure Authorized Public Disclosure Authorized Public Disclosure Authorized Public Disclosure Authorized COLOMBIA Gender Assessment INFO LEGAL PAGE Index Overview ...........................................................................................................................1 I. The agency of women .................................................................................... 9 I. Legal framework for gender equality ................................................................... 10 II. Institutions for gender equality .............................................................................. 12 III. Policies for gender equality .................................................................................... 18 IV. Voice and decision making ...................................................................................... 18 V. Child marriage ........................................................................................................... 23 VI. Violence against women .......................................................................................... 25 VII. Attitudes and gender norms ................................................................................... 28 II. Endowments ................................................................................................. 31 I. Health .......................................................................................................................... 32 a. Life expectancy, fertility, and ageing ......................................................................32
  • Digital and Social Media and Protests Against Large-Scale Mining Projects in Colombia Specht, D

    Digital and Social Media and Protests Against Large-Scale Mining Projects in Colombia Specht, D

    WestminsterResearch http://www.westminster.ac.uk/westminsterresearch Gold, power, protest: Digital and social media and protests against large-scale mining projects in Colombia Specht, D. and Ros-Tonen, M.A.F. This is a copy of the accepted author manuscript of the following article: Specht, D. and Ros-Tonen, M.A.F. (2017) Gold, power, protest: Digital and social media and protests against large-scale mining projects in Colombia, New Media & Society, 19 (12), pp. 1907-1926. The final definitive version is available from the publisher, Sage at: https://dx.doi.org/10.1177/1461444816644567 © The Author(s) 2017 The WestminsterResearch online digital archive at the University of Westminster aims to make the research output of the University available to a wider audience. Copyright and Moral Rights remain with the authors and/or copyright owners. Whilst further distribution of specific materials from within this archive is forbidden, you may freely distribute the URL of WestminsterResearch: ((http://westminsterresearch.wmin.ac.uk/). In case of abuse or copyright appearing without permission e-mail [email protected] Gold, power, protest: Digital and social media and protests against large- scale mining projects in Colombia Doug Specht University of Westminster, UK Mirjam AF Ros-Tonen University of Amsterdam, The Netherlands Abstract Colombia’s Internet connectivity has increased immensely. Colombia has also ‘opened for business’, leading to an influx of extractive projects to which social movements object heavily. Studies on the role of digital media in political mobilisation in developing countries are still scarce. Using surveys, interviews, and reviews of literature, policy papers, website and social media content, this study examines the role of digital and social media in social movement organisations and asks how increased digital connectivity can help spread knowledge and mobilise mining protests.
  • Countryreport Colombia Wfpr

    Countryreport Colombia Wfpr

    ABOUT The Swedish International Development Cooperation Agency, Sida, is a government agency working on behalf of the Swedish parliament and government, with the mission to reduce poverty in the world. Through our work and in cooperation with others, we contribute to implementing Sweden’s Policy for Global Development Established by the inventor of the Web, Sir Tim Berners-Lee, the World Wide Web Foundation seeks to establish the open Web as a global public good and a basic right, creating a world where everyone, everywhere can use the Web to communicate, collaborate and innovate freely. The World Wide Web Foundation operates at the confluence of technology and human rights, targeting three key areas: Access, Voice and Participation. Karisma Foundation is a woman-driven, digital rights NGO, hoping to continue its future work in the defense of freedom of expression, privacy, access to knowledge and due process through research and advocacy from gender perspective, filling a much-needed void in Colombia. Karisma focus has been politics at the intersection of human rights and digital technology. Karisma has worked with diverse communities, including: Librarians, journalists, persons with visual disability, women’s rights advocates to strengthen the defense of human rights in digital spaces. Karisma often works jointly with other NGOs and networks that support their actions and projects. EXECUTIVE SUMMARY INTRODUCTION Background to the study Population Poverty Millennium Development Goals (MDG) Context of internet and information society
  • The State of Education in Latin America and the Caribbean: Guaranteeing Quality Education for All

    The State of Education in Latin America and the Caribbean: Guaranteeing Quality Education for All

    The STaTe of educaTion in LaTin america and The caribbean: GuaranTeeinG QuaLiTy educaTion for aLL A regional report, reviewing and assessing the Progress toward Education For All within the framework of the Regional Education Project (EFA/PRELAC) -2007 © UNESCO, Regional Bureau of Education for Latin America and the Caribbean (OREALC/UNESCO San- tiago) in collaboration with the UNESCO Institute for Statistics (UIS) Working team: Report Director: Cesar Guadalupe, Regional Advisor for Latin America and the Caribbean - UNESCO Institute for Statistics (UIS), and Coordinator of the Regional Information System (SIRI) - OREALC/ UNESCO Santiago; with SIRI’s professional team: Ivan Castro de Almeida Daniel Taccari Team responsible for documentary analysis on pertinence and relevance: Rosa Blanco Ricardo Hevia Carolina Hirmas (team director) The background documentary studies used for this analysis were carried out by: Daniela Eroles, Stafford Griffith, Carolina Hirmas, Cecilia Kaluf, Liliana Miranda, and Patricia Romero. Team responsible for statistical evidence and analysis: Regional Information System (SIRI) - OREALC/UNESCO Santiago Administrative support: Marcela Copetta, Loreto Bilbao and Viviana Ramírez The entire professional staff of OREALC/UNESCO Santiago participated in various working sessions aimed at defining the structure and contents of this document, as well as in revi- sions of its various drafts. The United Nations Economic Commission for Latin America and the Caribbean (ECLAC) processed and provided information from the household surveys used in this report. The Planning Office of the Ministry of Education of Cuba furnished information on schooling levels of the adult population of that country – which was produced jointly with the National Statistics Office of that country. The UNESCO International Institute for Education Planning – IIEP (Buenos Aires office), processed and provided information from its research program on “The Professional Training of Teachers.” The members of the working team are responsible for the contents of this report.
  • Global Information Society Watch 2009 Report

    Global Information Society Watch 2009 Report

    GLOBAL INFORMATION SOCIETY WATCH (GISWatch) 2009 is the third in a series of yearly reports critically covering the state of the information society 2009 2009 GLOBAL INFORMATION from the perspectives of civil society organisations across the world. GISWatch has three interrelated goals: SOCIETY WATCH 2009 • Surveying the state of the field of information and communications Y WATCH technology (ICT) policy at the local and global levels Y WATCH Focus on access to online information and knowledge ET ET – advancing human rights and democracy I • Encouraging critical debate I • Strengthening networking and advocacy for a just, inclusive information SOC society. SOC ON ON I I Each year the report focuses on a particular theme. GISWatch 2009 focuses on access to online information and knowledge – advancing human rights and democracy. It includes several thematic reports dealing with key issues in the field, as well as an institutional overview and a reflection on indicators that track access to information and knowledge. There is also an innovative section on visual mapping of global rights and political crises. In addition, 48 country reports analyse the status of access to online information and knowledge in countries as diverse as the Democratic Republic of Congo, GLOBAL INFORMAT Mexico, Switzerland and Kazakhstan, while six regional overviews offer a bird’s GLOBAL INFORMAT eye perspective on regional trends. GISWatch is a joint initiative of the Association for Progressive Communications (APC) and the Humanist Institute for Cooperation with
  • Mathematics Education in Colombia How Education in Mathematics Is Conducted in a Development Country

    Mathematics Education in Colombia How Education in Mathematics Is Conducted in a Development Country

    Självständigt arbete II, 15 hp Mathematics education in Colombia How education in mathematics is conducted in a development country. Författare: Rebecka Rundquist Handledare: Peter Markkanen Examinator: Torsten Lindström Termin: HT 2015 Ämne: Didactics of Mathematics Nivå: Avancerad nivå Kurskod: 4MAÄ2E Matematikutbildning i Colombia Hur matematikundervisning utförs i ett utvecklingsland. Mathematics education in Colombia How education in mathematics is conducted in a development country. Abstract This study aims to examine the education in mathematics in Colombia and by examining a few cases aspires to describe how education in mathematics in Colombia can operate and which patterns that are common in those cases. This was actualized by using methodological triangulation at three schools in Colombia. The data collection methods that were combined were: observations, interviews with teachers, interviews with students and interpretation of national standards, as well as other essential documents used in mathematics education in Colombia. An analytic framework was created from prior studies that were conducted in Latin America and also from well known pedagogical research across the world. The results of the study were many and they indicated, inter alia, that the students, teachers and other employees had different views of the lessons and classes in mathematics. Furthermore, common concept within education – in mathematics and in general – appeared to be completely non-existent to every party. Keywords Colombia, mathematics education, PISA, students’ perception, didactics. Thanks I would like to thank my two contact persons in Colombia, Marta Osorio and Luis F Maldonado who helped me a lot with my study in Colombia. I would also like to thank the schools, teachers, principals, coordinators and students who participated in this study.