Within the framework of the university autonomy established by the Political Constitution of Colombia and by the provisions of Law 30 of 1992, public universities have been working in a voluntary exercise to gain recognition of the academic excellence of their missionary commitments to society , after obtaining institutional accreditation. In this sense, the house of teachers and educators in the country, decided to work hard and autonomously in this direction, to demonstrate the advances and improvements that the University has had during the last six years, understanding the accreditation of programs and institutional accreditation as a permanent self-evaluation process aimed at establishing strengths and weaknesses in teaching, research, internationalization, social projection and infrastructure, also identifying its challenges and possibilities to establish improvement actions that allow the University to be academically strengthened.

Since 2014, the National Pedagogical University intensified the laborious process of organizing and systematizing the information necessary to begin the path to institutional accreditation. After hard work, a rigorous self-evaluation process and a favorable concept from academic peers that highlighted, among other things, the broad historical trajectory and social impact of the National Pedagogical University on Colombian education and teacher training , its efforts to maintain a qualified and excellent offer, in accordance with the needs and educational and social contexts of the country, its structured admission process consistent with the nature of the institution, the good performance of its students in standardized tests, its commitment with comprehensive, interdisciplinary and flexible training both in undergraduate and graduate programs and continuing education, and its marked impact on public policies in education; On August 17, 2016, the National Pedagogical University received through Resolution 16715 of the Ministry of National Education, the high quality institutional accreditation for a period of four years.

From there, we have continued to work permanently to improve our quality, through the improvement plans that have been formulated (2014-2018) and the self-evaluation process carried out during 2019. The latter shows notorious favorable transformations that the University has developed, such as the high-quality accreditation of practically all of its undergraduate programs and most of its postgraduate programs, within which the Inter-Institutional Doctorate in Education holds this recognition for 10 years.



The expansion of national and international ties with organizations from different countries in Latin America, North America, Central America and Europe stands out. It also highlights the increase in the scope of these agreements, since they not only contemplate the mobility of teachers and students, but also the internationalization of the curriculum through the development of training programs, diplomas, courses, professional practices, or participation in interuniversity projects linked to the strengthening of internationalization in institutions in Europe and Latin America.




In terms of academic productivity and periodic publications of the University, notable advances were also evidenced with the increase in the publication of articles in national and international journals (indexed or homologated) and of research product books.

Another of the outstanding aspects has to do with the qualitative and quantitative advances regarding the services and supports offered by the Department of Wellbeing to the university community, derived from the implementation of its different programs, since in practically all services between 2014 and in 2018 an average increase of 10% was achieved in the number of people served, services provided or participation in activities.

Among the documented issues, the improvements in the technological resources available to the University today and the large amount of investments made in the improvement of the physical plant, the adaptation of the new Paulo Freire cultural center, the restoration of the Casa de la Vida: Museum of Natural History, the structural interventions and adjustments made in the library, the restaurant, the cafeteria, the swimming pool, the blocks, A, B, C and P, the facilities of the Nogal, National Park and Valmaria. In terms of endowments, significant investments were also made with the acquisition of equipment, software for academic, administrative and research management, furniture and specialized laboratory equipment, computer equipment and instruments.

We invite all teachers and all people interested in education to continue accompanying the National Pedagogical University in the construction of this political and pedagogical project of the Nation.

* Rector, National Pedagogical University



From the beginning of the pandemic generated by the COVID-19 disease, from the State University System (SUE), public universities of the country have put all our scientific, technical, technological and human competences to meet the crisis and thus support the fight against the spread of the virus. From the beginning, we have also expressed our commitment to the health and education authorities to contain the spread of the respiratory virus by promoting individual and collective care measures, keeping the universities in operation and implementing various strategies so that our students could continue with their educational processes at their homes, guaranteeing their integrity and families.

In that regard, we adopted measures to remote work and concluded the first semester of 2020 from academic activities through information and communication technologies –ICTs– enabling the accomplishment of our missionary tasks.

From the beginning of the emergency, we also warned the National Government and the Ministries of Education and Information and Communication Technologies, about the need of the timely efforts in order to raise the required resources in order to meet the data, Internet and computer equipment needs by the students of public universities who have been mostly affected by the pandemic. However, these requirements to a great extent have had to be addressed and met supportively from each of the institutions and university communities despite the financial difficulties faced by students and their families.

In that same line, students, professors, workers and graduates we have been proposing in various scenarios the need for a zero enrollment for all students in our university communities for the second semester of the year since the contexts and the real dynamics resulting from the pandemic have left many people homeless, without means of subsistence and, in many cases, without resources to cover, although subsidized, the values of tuition.

As a result of the different declarations and mobilizations, the National Government created during the emergency the Solidarity Fund for Education, in order to leverage resources to reduce the extent of the effects of the crisis in the education sector, including economic aid for payment of tuition fees for young people in vulnerable status in public higher education institutions. While these resources have been important in helping to 2020-2 zero-enrollment goal at the country’s public universities, they are not enough to guarantee it as a measure covering 100% of the student population; institutions have had to ask for help to district, municipal and departmental entities in order to expand the benefit or, as in the case of the Universidad Pedagógica Nacional, raise its own resources for this purpose.

We understand that facing unprecedented times unprecedented measures must be taken. So we once again call on the National Government to make the required efforts and raise enough resources to allow our students and those of all public institutions of higher education to continue their studies in the coming semesters, since as we see the economic recovery will be slow, besides unemployment levels in the country have triggered about 21.4% according to DANE figures for May, and more and more students require support while minimizing the financial power of universities.

In short, we also highlight the need to continue working on generating structural changes in the financing model of public higher education in the country, which continues to be the root and cause of the structural crisis that institutions are currently experiencing and which has been compounded by the pandemic.

Rector, Universidad Pedagógica Nacional


Academic communities around the world have published numerous and important texts on the implications of the pandemic in educational processes, written about the new normal, curricular flexibility and the challenges of the 21st century school in unprecedented conditions are some of the topics that are addressed. Similarly, in our country there is an important number of reflections on the challenges posed by these particular conditions to continue guaranteeing education as a fundamental right for children, youth and adults in Colombia, the difficulties that exist in terms of connectivity, the limitations to develop the training processes mediated by Information and Communication Technologies (ICT), given the insufficient conditions and preparation for it. Despite all these difficulties, the National Pedagogical University has continued to work constantly to maintain an open and supportive university.

So far this year and since the beginning of the health emergency, we have managed to carry out more than ten actions aimed at the permanence of our students, highlighting among them, solidarity campaigns for market deliveries and equipment loans, facilitating that our students can continue their training process; All this contributed to the number of cancellations in 2020-1 being lower than the other semesters, also to the majority of students being able to finish their studies and make their payments with great efforts, only 342 students out of the 8558 registered for 2020-1 could not cover the full value of their tuition. This implies a total investment of $ 3,833,844,106, of which $ 2,122,934,623 are from the University and $ 1,710,909,483 were provided by the National Government.

Based on these important actions, we were able to show that, against all expectations, the number of cancellations during 2020-1 was below the immediately previous semester. On the other hand, despite the conditions and difficulties posed by the pandemic, and thanks to the tuition assistance plan designed by the University, for 2020-2 we have managed to maintain the number of registered students. This shows that despite the difficulties and despite the great crisis, the University continues to serve the country to train the teachers required by the different territories.

Faced with the discussions that exist about the quality of teacher training in Colombia, according to the results of standardized tests, it is important to highlight that the discussion raised is much broader than the results themselves, it implies the analysis of the contexts in each training scenario and the role of the teacher in our society. It is also important to mention that the National Pedagogical University has stood out for its performance in these standardized tests, with results that are above the national average.

As it has done since its inception, the University continues to work and support the fight for quality public education for all, because according to the thought of Juan Amos Comenio, education and knowledge should be universal, being this the tool that would allow to reshape the world in harmony and elevate man towards a true humanity, a thought that we return to in the commemoration of the 350 years since the death of this great teacher. All the efforts and achievements made during this 2020 are special not only because of the particular and unprecedented characteristics that we go through as a species and as a society, but also because they take place within the framework of the 65 years that the University is commemorating and the 93 years of training teachers that our country and our society require.

Rector, Universidad Pedagógica Nacional


One of the most critical evaluation debates refers to massive census tests, tests and standardized curricular models in order to measure the quality of education based on standard categories established by the world and business logic, consistent with a Technical rationality that prioritizes measurable and comparable results, over processes and contextual particularities of the various educational environments.

To that extent, the discourse of quality in the educational context enters from industrial and economic contexts in search of ends that do not necessarily contribute to the resolution of the social problems of each context, marginalizing those that due to their characteristics and situations do not they can meet the demands imposed by the measurement models. To that extent, the evaluation is used as a quantitative tool to census and categorize the knowledge and “skills” developed during the training processes at each level, moving away from its characteristic and training possibility. This is the scenario in which the Saber 11 and Saber Pro tests enter as instruments for measuring and categorizing Colombian education.

Recently, the Laboratory of Economics of Education of the Javeriana University (LEE) published a report, published by El Tiempo, on the results of the State tests of higher education students in the area of ​​educational sciences. In this report they suggest that one of the main problems of the educational system would be related to the teacher training process, while the results evidenced in the 2019 Saber Pro tests, by students of careers belonging to educational sciences obtained a score globally below the national average.

However, statements such as these, far from helping to overcome the difficulties of the educational system and to correct the existing gaps from one scenario to another, globalize the contexts and prevent addressing the issue from its multiple edges, since generalization prevents analyzing and addressing the issues. The needs of the educational processes and teacher training programs in the regions, and may bias the taking of government measures and quality policies on teacher training programs, which, far from helping to overcome difficulties, exacerbate them; As happened in 2016 with the issuance of decree 2041 that required undergraduate programs to be accredited under penalty of losing their qualified records, without offering any guarantee so that the required conditions could be generated. In the national context, this implied the closure of the supply of teacher training in various regions of the country and forced the Government to make the conditions more flexible so that many more did not have to close. Finally, the situation also led to the lifting of this mandatory measure in 2019.

An analysis that we propose to the Javeriana University and to those who focus on these results of the Saber tests is a deep look at the contexts, processes, and levels of training of those who are grouped in the area of ​​educational sciences. That the results be analyzed according to these necessary distinctions. A very interesting comparison has even been raised by Icfes itself, carrying out an exercise to estimate the added value of university higher education institutions, analyzing the results of the Saber 11 tests and the results of the Saber Pro tests of the students of an institution in such a way that the contribution of the university in the training processes of its students can be identified. The Icfes has all the information that allows for much more detailed, contextualized analyzes that make visible fundamental variables such as the socioeconomic conditions of our young people.

Discussions on educational evaluation must be broad and careful not to enter hasty conclusions that ignore the multiple elements that influence educational quality and that irresponsibly mark a wrong path for public policies in education, as well as an unfair assessment of the processes training of teachers in Colombia.

Rector, Universidad Pedagógica Nacional



To begin, I would like to reiterate a special thanks to all the workers, officials, students and professors who have put forth their maximum commitment and fight to keep the University open, supportive and critical in the face of the country’s problems. The National Pedagogical University continues to work collectively with all instances to be able to strengthen solidarity processes as evidenced by the campaigns that have been carried out to deliver more markets and financial support to our students, including the Great solidarity bingo that allowed that many officials were integrated with their families and we could collect more than 500 markets to favor the most needy students of the university community. We will continue working for these spaces of solidarity that allow us together as an institution, to continue facing difficult times.

In the same way, we will continue working in the defense of public education, for free higher education, which depends on bodies such as the Government of the Republic and the National Congress. This implies a total investment of $ 3,833,844,106, of which $ 2,122,934,623 are from the University and $ 1,710,909,483 were provided by the National Government.

The University has also arranged humanitarian assistance for the student protesters on 72nd Street. In addition, last Saturday, September 5, a five-hour meeting was held directly with them to listen carefully to them with the mediation of the president of FECODE and the representative of the Chamber María José Pizarro.

In accordance with the progress made in this meeting, it is expected that the students will return home and be safe and sound.

Finally, the request of professors representatives was attended to not give way to a proposal for a statute that had been working on the disciplinary issues of occasional professors and professors. Attention will be focused on working on regulations that make it possible to address the problems of gender violence and sexual harassment allegedly presented by professors and occasional professors involved.

We invite the entire university community to continue advancing in the development of the programs and projects consigned in the Institutional Development Plan 2020-2024, which are aimed at strengthening academic excellence, positioning the university both at the national level as international, to the construction of peace and environmental training.

We continue with the commitment to defend and continue to build the educating university of educators to strengthen education as a right, the construction of peace and to address the problems that underlie and become more acute with the health emergency.

“The word is not the privilege of some people, it is the right of all”
Paulo Freire

Leonardo Fabio Martínez Pérez
Bogotá, D.C., September 8, 2020


By: Leonardo Fabio Martínez Pérez

In our country, panela is a food of high cultural, gastronomic, economic and social relevance. Although its production and consumption occurs in many places in the world, Colombia is the second world producer, after India, and the first consumer. According to the National Federation of Panela Producers (Fedepanela), each Colombian consumes about 19 kilos a year and panela accounts for 2.18% of household food expenditure. This gastronomic delight present in many of our typical foods, in addition to being deeply rooted in the Colombian tradition, turns out to be the economic sustenance of many peasant, Afro and indigenous communities throughout the country.

Thus, in the national territory the large sugar producers and their large monocultures coexist with an important tradition of panela production that continues to be the main engine of the commercialization of this product, and that not only allows the obtaining of subsistence income for families , but manages to articulate the dynamics of life of the communities around the plantation of sugarcane and the production from artisanal mills and collective organization. Often, several neighbors collectively own an artisanal mill, with mills powered by small motors or by animal power. In addition, panela turns out to be a product that generates added value to farms, because it implies the transformation of sugarcane from small peasant plots to a consumer product that improves the economy of families, since sugarcane, when commercialized, has values very low on the market.

The bulk of panela production comes from small peasants, large-scale farms, that is, with extensions of land greater than 50 hectares, account for only 5% of total production. In contrast, the world market has increased significantly in recent years. The work of panela producers has caused the growth of exports; Only between January and July 2019, there was an increase of 40%, going from 3,503 tons to 4,911, represented by 1.7 million dollars, according to figures from Fedepanela.

However, in recent days there has been a strong controversy in the country associated with several national and international applications that would seek to patent the traditional procedure for the preparation of this important product of our gastronomy. The panela unions indicate that their activity would be threatened if these patents were approved, since the request of the businessman Jorge Enrique González to patent a production method very similar to that of panela remains firm before the Superintendency of Industry and Commerce.

The patent filed by González seeks to license a method to process sugar cane and preserve policosanol, that is, a mixture of serous substances present in the plant, during the production of a drink based on cane juice. This industrial process resembles almost completely, according to Fedepanela, practices that for generations have protected panellists in Colombia.

Dignidad Panelera and Dignidad Campesina, also opponents of the patent, indicate that it puts at risk the income of more than 350,000 families that generate 1,700,000 direct jobs, which is equivalent to 12% of the economically active rural population. The granting of the patent would promote the monopolization of panela in the country.

Defending the cultural production of panela and preventing it from being patented rescues a cultural tradition that is more than one hundred years old and encourages the community organization of multiple families that results in a dignified life for the communities. To that extent, we call on the SIC and Colombian society to prevent private interests from taking away this knowledge that belongs to all Colombians.

* Rector, Universidad Pedagógica Nacional


On April 20, the administrative act was sanctioned by the rector Leonardo Fabio Martínez, prior approval of the Academic Council, which benefited 98 students with outstanding participation in sporting events, organized by the Colombian Association of Universities (ASCUN) and the Sistema State University of the Capital District (SUE-DC).

This is an important effort of the Sports and Recreation Program of the Welfare Subdirectorate that has been working to reactivate this type of incentives again and that from the beginning were framed in the rectoral proposal to Dignify the public and enhance the University, which has as objective to benefit students who alternate their training as teachers with sports practice and in some cases also with their work, leaving the name of the National Pedagogical University high as follows:

3 students for 2 semesters of exemption from tuition payment, when obtaining a gold medal in National University Games.

5 students for 1 semester of exemption from tuition payment, when obtaining a silver medal in National University Games.

26 students for 1 semester of exemption from tuition payment, when obtaining a gold medal in District Games.

64 students with 50% of the tuition value for obtaining a silver medal in District Games.

More information


We inform students, professors and officials of the measures adopted by the Pedagogical University to prevent the spread of Covid-19 and protect the university community:

The Rectory of the National Pedagogical University informs that in accordance with the emergency measures declared by the national and district authorities in the face of the contingency caused by the risk of contagion of COVID-19 and in accordance with the provisions of Rectoral Resolution No. 0254 of March 18, 2020 “By which the suspension of terms of administrative actions at the National Pedagogical University for the period between March 18, 2020 and April 5, 2020, inclusive”, the office of The Rectory will not pay face-to-face attention to the public as of tomorrow, March 19, 2020 and until the emergency situation continues.

To guarantee the attention of procedures and documentation that require it due to the strict need for the service, we allow ourselves to indicate the following:

1. The documentary procedures that require to be attended must be sent to the electronic address

2. The documents that are produced by the dependencies of the University and require the subscription by the Rector, must strictly follow the indications mentioned by Rectoral Circular No. 005 of March 18, 2020.

Communiqué 06 of the Steering Committee
New measures to prevent the spread of Covid-19

Communiqué 05 of the Steering Committee

Communiqué 04 of the Steering Committee
National Pedagogical University takes prevention measures on COVID-19

Resolution 0230 of March 12, 2020, by which temporary administrative measures of a preventive nature are ordered against the risk of contagion of the Covid-19 virus in all the facilities of the National Pedagogical University.

Additionally, we disseminate the recommendations given by the Personnel Sub-Directorate (Safety and Health at Work) in this regard.

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The Rectory of the National Pedagogical University informs that in accordance with the emergency measures declared by the national and district authorities in the face of the contingency caused by the risk of contagion of COVID-19 and in accordance with the provisions of Rectoral Resolution No. 0254 of March 18, 2020 “By which the suspension of terms of administrative actions at the National Pedagogical University for the period between March 18, 2020 and April 5, 2020, inclusive”, the office of The Rectory will not pay face-to-face attention to the public as of tomorrow, March 19, 2020 and until the emergency situation continues.

To guarantee the attention of procedures and documentation that require it due to the strict need for the service, we allow ourselves to indicate the following:

1. The documentary procedures that require to be attended must be sent to the electronic address

2. The documents that are produced by the dependencies of the University and require the subscription by the Rector, must strictly follow the indications mentioned by Rectoral Circular No. 005 of March 18, 2020.


The PDI 2020-2024 Educator of educators for excellence, peace and environmental sustainability, it is a strategic planning instrument that defines the axes, programs and projects that the institution will undertake in the next five years with the aim of strengthening the missionary commitments of teaching, research and social projection.

PDI Document 2020-2024