Title: Higher Education Variability in Colombia as a Factor of Quality and Equity

By: Mg. Paola Andrea Acevedo GalvisMaster's in Educational Technology Management, University of Santander (Colombia)ORCID: https://orcid.org/0000-0002-1297-8467 Email: paolaacevedo001@gmail.com

Abstract: This article examines how variability in the cost and accessibility of higher education in Colombia continues to pose challenges for social equity and academic quality. Drawing on data from Colombia's National Statistics Department (DANE) and the Higher Education Costs Index (ICES), the author explores how disparities in institutional type (public vs. private), geographic location, and socio-economic background contribute to systemic exclusion. The article calls for more coherent public policies and equitable financing mechanisms to bridge these gaps and ensure inclusive access to higher education as a tool for societal transformation.

Introduction: Latin America and the Caribbean have made significant strides in reducing poverty, yet the region continues to exhibit some of the highest levels of social inequality globally. Colombia is no exception, with wide disparities in access to higher education based on geographic, ethnic, and economic lines. While public and private efforts have aimed to democratize education, these have not always translated into structural equity.

Theoretical Framework: Education is a fundamental right. As such, it must be both accessible and inclusive. According to the United Nations and UNESCO, access to education should not depend on socio-economic status, ethnicity, or geography. Yet, neoliberal policies have historically undermined this right, turning education into a privilege. Scholars such as Aponte (2008) and Sen (2001) have highlighted how public policies can either mitigate or exacerbate social disparities, depending on their design and implementation.

Analysis of ICES and Cost Gaps

The ICES data reveals significant annual cost increases across Colombian higher education institutions. Public institutions, though theoretically more accessible, also report high inflation in educational services. This undermines the affordability and sustainability of higher education, particularly for marginalized populations. DANE's data underscores that cost variability is not merely a financial metric but a reflection of deeper systemic inequities.

Policy Recommendations

The Colombian government must prioritize the creation of financial support systems—including scholarships, low-interest loans, and subsidized tuition—to guarantee real access. There is also a need to expand public university offerings, particularly in underserved regions. Policymakers should consider equity not as a side-effect of economic growth but as a foundational pillar for sustainable development.

Conclusion: While efforts to expand access to higher education are commendable, they are insufficient if they do not also reduce inequality. Colombia must adopt a multi-dimensional strategy that addresses economic, social, and cultural barriers to education. Only through systemic reform can higher education serve as a genuine engine for equality and national progress.

Keywords: Higher Education, Colombia, Equity, ICES, Inclusion, Education Policy, Public vs. Private Institutions, Educational Costs, Access and Quality, Social Justice