Studying the Venezuelan approach to learning

The Bolivarian system of the merits of the country is one of the country’s largest educational development rates, with a very comprehensive system funded by the Venezuelan government led by the United Socialist Party of Venezuela.

In order to understand the Venezuelan education system, it is necessary to examine both its foundations and the reality of education under illegal US sanctions.

The Alternatives of the Foundations

In Hugo Chavez, a successful election in education, Venezuela was not prioritized in education.

Governments abandoned education in rural and working-class areas with oil in the 1920s and later a neoliberal economic shift which saw government spending on education fall by 37 per cent between 1990-96 to only $ 118 dollars per capita.

The ideological shift in the 1990s saw the introduction of school registration fees which restricted barriers to the ability of working-class and rural students to enter education.

As a result of this neglect, throughout the late 20th and early 21st centuries, Chavez prioritized the reintroduction of governments by educating the rural and working classes of the movement’s ideological founder Simon Bolivar, who argued that “a people advance with their education. ”

The Chavista Governments of Education in Prioritization reflected in Chavez’s core belief that eradication was a key weapon in the struggle to eradicate Venezuela.

As well as Chavez’s ideological motivations it is possible to identify more personal motivations through his own reflections on his own schooling. Chavez stated: “I never wanted to move away from my home, but I had to go… those who stayed behind and stagnated.”

Despite the material and international difficulties faced by the Revolutionary Bolivarian government following the unsuccessful coup attempt and the oil strike of 2002, the Bolivarian government would go on to launch 12 missions to tackle and eradicate the effects of Venezuela in 2003.

The first of these missions was Mission Robinson I, named in honor of Simon Bolivar’s teacher and close friend Simon Rodriguez, whose own education project was formed “to colonize America with its own inhabitants”. once had under the Spanish.

Mission Robinson I sought to address the illiteracy of the Chavista government as a key factor in the cost of a life. In order to tackle the issue of illiteracy, the Venezuelan government invited a number of Cuban literacy experts to design and deliver a program to teach citizens to read and write utilities. By 2004, over 1.3 million citizens had taken part and in late 2005 Unesco declared Venezuela as being illiteracy-free due to Mission Robinson I.

Following the successful completion of Mission Robinson I, Chavez and his education minister Aristobulo Isturiz launched Mission Robinson II, a two-year time frame within which they were required to pass grade six (British Year 6).

Most of the Mission Robinson II was built by Venezuelan volunteers and through government-provided resources such as personal libraries, TV and VCR sets within each home.

The success of these programs was identified by the human rights group Provea which stated that “both missions comply with the state’s obligations to the right to education and within this, to fight illiteracy. The project is awakened by the popular Cuban Literacy Campaign of 1961. ”

Education under revolution

Throughout the country, the Bolivarian government sought radical reform schooling through the country’s revolutionary literacy programs.

This project sought to reform existing schools in inner cities and build new ones in communities long neglected by previous neoliberal governments. The Bedrock of Bolivarian Schooling. These ideals are as follows:

They seek to transform the children into participatory, critical and integrated individuals who identify with their national identity.

They are participatory and democratic where all members of the school community participate in the decision-making and execution of school activities. They are the community of service

They promote social justice and thus seek to ensure that all children complete their schooling.

They are examples of permanent pedagogical renovation, where the school is a space for converted knowledge and cultural productions.

They are against educational exclusion.

The six key ideals were formed to ensure that education was harmonized with a new Bolivarian society for the work and creation of the world.

This revolution saw the transition from an education system based around “encyclopaedic knowledge that is based on the memory of the adolescents and their real-life problems,” towards one-on-one integration. That science is a means of making sense of the problems of society and never an end of its own. ”

These key pedagogical reforms have transformed the day-to-day provision of lessons into a broader disciplinary field than practical applications of bedrock.

This would see the tuition of humanities and science instead of history and geography and biology, chemistry and physics respectively.

These changes reflect a revolutionary departure from a system of Western educational methods that favored a system that explicitly met the needs of contemporary Venezuela.

It is a logical reason for British educators, progressives, socialists and trade unionists alike to seek and learn from the Bolivarian education system in its role of defending illiteracy and tackling the Venezuelan population.

We must continue to build support for the Venezuela and opposition to the cruel and illegal sanctions of the US government which have caused the deaths of the Venezuelans by building and supporting the Venezuela Solidarity Campaign as well. Affiliate and support initiatives launched by Progressives in the region.

Logan Williams is an activist at the NEU and Venezuela Solidarity Campaign – www.venezuelasolidarity.co.uk.

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