In Colombia, various Information and Communication Technology (ICT) initiatives have sought to transform education through the provision of infrastructure, teacher training, and digital content. This article examines how micro-level fiscal oversight—that is, detailed monitoring of public resource management at the level of individual entities—has influenced the effectiveness of ICT-based educational programs, drawing on audit findings from the Comptroller General of the Republic (CGR). Based on a documentary analysis of recent audit reports, the study identifies key achievements (such as large-scale equipment distribution, the creation of cultural content, and teacher training) as well as shortcomings (equity gaps, planning failures, inefficiencies, and fiscal risks) in core programs such as Computadores para Educar, projects funded by the National ICT Fund, public media outlets, regional broadcasting channels, and academic networks. The results highlight that fiscal oversight has been essential in bringing visibility to these strengths and weaknesses, supporting accountability and the improvement of public policies in digital education. Moreover, the findings generated by the CGR provide critical input for reinforcing programmatic strengths and addressing weaknesses across various institutional levels, within a framework of continuous improvement. The audits also reveal impacts on territorial equity, program sustainability, and the quality of teacher and student training. Importantly, macro-level fiscal oversight—through the evaluation of public policies on digital education—complements these efforts by offering a strategic and systemic perspective. The article concludes that stronger alignment between pedagogical innovation, effective governance, and public oversight—consistent with national priorities and global themes such as digital education, educational innovation, and program evaluation—is essential to fully leverage ICTs in support of educational quality and equity in Colombia.

Keywords: Fiscal oversight, ICT in education, digital education, public policy, territorial equity.