Why is today's curricula and education in Colombia only a mechanism of transmission of knowledge previously established by the government to many young people and children, rather than be adjusted to the needs, tastes and pace of teaching of each one?

The school curriculum represents a tiny subset of the skills and knowledge that are important to the society. In this day and age, nobody can learn more than a sliver of all there is to know. Students forced through the standard curriculum have much less time to pursue their own interests, and many learn well the lesson that their own interests don't really count; what counts is what's measured on the schools' tests. Some get over that, but too many do not. Why is today's curricula and education in Colombia only a mechanism of transmission of knowledge previously established by the government to many young people and children, rather than be adjusted to the needs, tastes and pace of teaching of each one? Is the research question, which I intend to analyze why the educational curricula in Colombia in most cases is responsible for transmitting knowledge, instead of the students construct it, in turn, the type of curriculum that must be implemented to correct this situation and improve the quality of teaching.