Strategies for inclusive education at the National University of Colombia - Experience with special admission programs PAES & PEAMA

Aug 28, 2026

Uploaded by Eliana

The article reviews inclusive education at the National University of Colombia (UNAL) through two active special admission programs: PAES and PEAMA. It outlines their functions, outcomes, and core tasks, examining the emergence context, program characterization, impact, and measures for strengthening implementation. The analysis highlights achievements and challenges alongside opportunities for improvement, emphasizing how PAES and PEAMA promote higher education access for historically excluded populations and territories, supporting more equitable completion and student success.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages13

Reading Time33 min

AccessFree to download

Introduction

Context of emergence

Educational inclusion and inclusive education shift

Latin American and Colombian transformative reforms

Program overview (PAES and PEAMA)

Context, characterization, and impact

Reinforcement measures and improvement opportunities

Strategies for inclusive education at the National University of Colombia: Experience with special admission programs PAES & PEAMA Leidy Johana Leal Jaimes & Rafael Mendivelso Gómez National University of Colombia Journal of Equity & Social Justice in Higher Education Volume 2, 2023 􀁇 This work is licensed under a Creative Commons “Attribution-NonCommercialShareAlike 4 . 0 International” license. Strategies for inclusive education at the National University of Colombia: Experience with special admission programs PAES & PEAMA Leidy Johana Leal Jaimes* & Rafael Mendivelso Gómez** * Sociologist and specialist in human rights and international humanitarian law from the National University of Colombia ** Sociologist from the National University of Colombia We have no known conﬂict of interest to disclose. Corresponding author: Leidy Johana Leal Jaimes: [ljlealj@unal.edu.co](ljlealj@unal.edu.co) The National University of Colombia (UNAL) has implemented actions to promote equity-focus admissions and access to higher education for more than 30 years. This article presents an overview of the functions, results, and tasks of inclusive education at UNAL based on its two special admission programs currently in operation: the Special Admission Program (PAES) and the Special Admission and Academic Mobility Program (PEAMA) . Successes, challenges, and opportunities for improvement are analyzed, such as the context of emergence, characterization, impact and actions to strengthen the special admission programs. The importance of these programs to promote access to higher education of populations and territories that have been historically excluded is highlighted. Programs like PAES and PEAMA serve as exemplary models that could be emulated by other institutions of higher education that seek equity-focus admissions and access and also, more equitable ratios of completions and student success. Keywords: Inclusive education, special admission programs, National Univerty of Colombia. Introduction The shift from educational inclusion to inclusive education emerges from a global call for reﬂection, not only on ensuring access to higher education but also on empowering individuals of all backgrounds to successfully navigate their academic journey. This necessitates a holistic approach that addresses the diverse needs and experiences of students, fostering an equitable and inclusive learning environment that promotes their success. The National University of Colombia (UNAL) has been creating Special Admission Programs since the 1980s, embodying the principles and practices of educational inclusion. Recognizing the need for continuous improvement, UNAL has embraced the transformation and adaptation necessary to address the implicit challenges of inclusive education. To gain a comprehensive understanding of the functioning and responsibilities of its two special admission programs, the Special Admission Program (PAES) and the Special Admission and Academic Mobility Program (PEAMA), it is necessary to delve into various aspects that illuminate their accomplishments, obstacles, and opportunities for growth. These facets include the context of emergence, characterization, impact, and reinforcement measures for special admission programs. Context of emergence To fully comprehend the successes and opportunities for improvement of the PAES and PEAMA programs, it is essential to delve into the conceptual underpinnings of inclusive educa- tion in the Latin American and Colombian context during the twentieth century. Before delving into inclusive education, it is crucial to ﬁrst consider the concept of educational inclusion. Educational inclusion entails the assurance of access to education by allocating a designated percentage of admission spots to the educational system for underrepresented populations. While educational inclusion serves as a signiﬁcant precursor to inclusive education, it falls short in emphasizing the cru

FAQs

Which special admission programs are analyzed in the article?

The article focuses on the Special Admission Program (PAES) and the Special Admission and Academic Mobility Program (PEAMA).

What areas does the article evaluate regarding PAES and PEAMA?

It examines context of emergence, characterization, impact, and actions to strengthen the special admission programs, including successes and challenges.

Why are PAES and PEAMA considered important for UNAL?

They are highlighted as exemplary models that help promote access to higher education for historically excluded populations and territories, contributing to more equitable student success and completion ratios.

Aug 28, 2026

Uploaded by Eliana