Demographic Transition, Education, and Teacher Training in Colombia

Colombia’s demographic transition is a phenomenon that has a significant impact on the economy, society, and education. The latter is where the impact is particularly marked, as it upsets the education system as a whole, and in this sense, the teachers’ training.

A structural change is being faced, rather than a simple statistical trend. A profound dialogue and clarity of vision is required between our aspirations for social justice and the social changes this process brings with it.

DANE reports that the number of births in 2024 was 453,901, marking the lowest figure in the last decade. This represents a significant decrease of 11.9 percent compared to 2023 and a substantial decline of 31.3 percent compared to 2015. This is not just a few stories or a short-term phenomenon; it’s a significant shift in the demographic landscape. Colombia is entering a phase in which there will be more older people than children. By 2036, the over-sixty population will exceed the under-fifteen population, according to estimates by DANE.

The urgency to restructure the traditional education system is highlighted by this setting. Fewer children mean lower demand for preschool, elementary, and middle schools, especially in rural and sparsely populated areas. However, we cannot afford to take a passive approach. Closing schools or cutting resources would only exacerbate the educational inequalities we have been fighting against for decades.

Without a medium- and long-term strategy, the decline in birth rates could justify investing less in education. Such reductive logic—fewer students mean less education—is objectionable. Education is a right and a common good, not a cost that can be adjusted according to enrollment. Rather, it is a strategic investment that drives the country’s development, which is especially important in an aging country. Transforming this view will allow schools to transition into inter-generational community places with better educational conditions and greater social relevance.

The drop in the child population in many rural municipalities could lead to the closure or merger of educational institutions, which would exacerbate the historical inequality imposed on these regions. This requires public policies that redistribute teaching staff and force us to rethink the teacher training system and school model. This includes strengthened multigrade schools, flexible modalities, and institutions that serve as community care centers. It’s not enough to wait for the population to adapt. We’ve got to work with the people living in these areas to build an educational offer that’s viable, dignified, and relevant.

In this new demographic landscape, teachers must be prepared to work in more diverse settings and serve as intergenerational liaisons in communities with growing senior populations. Therefore, they should enhance their training in inclusive and intercultural pedagogies, digital literacy, environmental education, community organization, and learning for life and aging.

Despite the alarming data from DANE, there has been no public or institutional debate that matches the challenge of restructuring the education system. We cannot continue to plan in the short term. We need a long-term strategy, which is why the new Ten-Year Plan for Education led by the Ministry of Education and advised by the Universidad Pedagógica Nacional is so important. 

Then, this process could also reveal historical gaps. Although there will be fewer children, this situation will allow us to improve educational excellence with smaller groups, greater teacher specialization, and more resources per student. In an aging society and in the face of the Anthropocene crisis, schools will be able to expand their social role by promoting environmental education, adult education, literacy, digital literacy, political awareness, community participation, and community-based education systems.

The demographic transition in Colombia is not a neutral or merely technical issue. On the contrary, it is deeply political, social, and educational. It forces us to confront questions about equity, diversity, sustainability, and the purpose of the school system, from early childhood education to higher education. It demands structural, not palliative, responses.