Education in Rural Contexts
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Abstract
Abstract
The provision of educational services in rural areas cannot be addressed solely by hiring teachers. This essay critically examines educational outsourcing in rural areas through the case of La Julia Educational Institution, located in Uribe, Meta, as a point of reference. The discussion draws on a critical review of previous studies on decent work, job stability, teacher motivation, institutional climate, and educational quality. These contributions provide a basis for exploring the tension between the need to ensure educational coverage in hard-to-reach territories and the conditions required to sustain pedagogical work. The essay does not claim that the involvement of external providers inevitably leads to precarious employment or constitutes an unlawful practice. Instead, it argues that each contractual arrangement should be examined according to how it operates and the particular characteristics of the territory. From this perspective, coverage alone is insufficient when contracts are interrupted, teaching teams change frequently, or adequate institutional support and resources are unavailable. Teacher stability and well-being are not separate from classroom life: they also shape planning, the sense of institutional belonging, and the development of lasting relationships with students and their families. Therefore, the management of educational outsourcing in rural areas should combine continuity of service with decent working conditions and pedagogical continuity.
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@article{Umaa2026Tercerizaci,
title = {Tercerización educativa rural: tensiones entre cobertura, trabajo docente y continuidad pedagógica},
author = {Javier Alexander Rojas Umaña},
journal = {Emergentes - Revista Científica},
year = {2026},
doi = {10.60112/erc.v6.i3.884},
url = {https://doi.org/10.60112/erc.v6.i3.884}
}FAQ
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