Access to higher education in rural areas of Colombia: state policies, challenges, and persistent barriers

Abstract

Education, as a fundamental human right, must be effectively guaranteed in terms of access, retention, quality, and continuity across all levels of the educational system. This guarantee must be grounded in principles of equity, inclusion, and social justice, with special attention given to historically marginalized or vulnerable groups. In the Colombian context, although significant progress has been made in increasing coverage at the primary and secondary levels, higher education remains one of the areas with the most persistent inequalities, particularly for the rural population. This population faces structural barriers that limit their access to higher education, such as poverty, lack of infrastructure, low institutional presence in remote areas, and the persistence of social imaginaries that discourage continuing education beyond secondary school.The obstacles faced by rural youth are not only economic but also social, political, and cultural. Higher education is often perceived as a distant and unattainable privilege, conditioned by factors such as the need to migrate to urban centers, the high cost of living and transportation, the disconnection between academic content and rural realities, and the lack of comprehensive support policies. While public policies have been implemented—such as preferential access mechanisms, subsidized educational loans, and regional university outreach programs—their impact has been limited. A significant proportion of rural youth remains excluded from higher education or drops out early in the process.This academic essay aims to undertake a critical and contextualized reflection on access to higher education for rural youth in Colombia, questioning the institutional frameworks that, despite good intentions, have not managed to decisively overcome the structural inequalities afflicting rural areas. Through an analysis of the scope and implementation of governmental policies, this essay seeks to highlight both the advances and the shortcomings in expanding coverage and ensuring persistence in higher education. In addition, it will discuss the ongoing challenges and limitations that hinder genuine and transformative inclusion, beyond mere enrollment figures.From a comprehensive perspective of the rural environment—acknowledging its cultural richness, territorial diversity, and the specific dynamics of its communities—it is concluded that the main challenge lies in moving toward a deeper, sustained, and territorially grounded social intervention. Such intervention must recognize, support, protect, and dignify the rural population, taking into account their particularities, aspirations, and rights. Only through an intersectoral approach that integrates educational, social, economic, and cultural policies will it be possible to effectively guarantee the restitution of the right to higher education for rural youth, not only as a means of social mobility but also as a tool for individual and collective transformation.