DOCUMENT RESUME

ED 134 518 95 SO 009 766 AUTHOR Nemeth, Edward J. TITLE The Educational System of . around the World. INSTITUTION Office of Education (DHEW), Washington, D.C. REPORT NO 0E-75-19120 PUB DATE 76 NOTE I8p.; For related document, see SO 009 765 AVAILABLE FROMSuperintendent of Documents, U.S. Government Printing Office, Washington, D.C. 20402 (stock no. 017-080-01448-3, $1.10)

EDRS PRICE MF-$0.83 HC-$1.67 Plus Postage. DESCRIPTORS *Comparative Education; *Curriculum; Degrees (Titles); Educational Administration; Educational Change; Educational History; Educational Policy; Elementary ; *Foreign Countries; ; Instructional Program Divisions; Education; School Systems; State Church Separation; ; IDENTIFIERS *Venezuela ABSTRACT History, structure, legal bases, and planned reforms of the educational system of Venezuela are discussed. The conflicting roles of church and state in administering education have been reconciled within the past two decades, with resultant increases in enrollment and government financing. Curriculum regulation, coordination, and supervision are centralized within the Ministry of Education, and implementation, evaluation, and technical aspects of programs are minaged by eight regional offices. Private education exists separately. The present educational structure begins witha pilot preschool program being extended throughout the country. Following completion of the six-year primary school, students enter the three-year basic cycle of and continue toa diversified cycle of either two years for general/academic education or two to three years for technical or normal training of primary and preschool teacher preparation. At the higher education level, qualified students enter either a five-year universityprogram, a four-year program at a teacher-training institute, or a course in a polytechnic or technical junior-college-type institution. Approximately 80% of the students preparing for study specialize in the sciences. Elements of the 1976-80 educational plan emphasize development of human resources and physical facilities and more effective financing of public education. (Author/AV)

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U S DEPARTMENT OF HEALTH, EDUCATION & WELFARE NATIONAL INSTITUTE OF EDUCATION THIS DOCUMENT HAS BEEN REPW"- ClUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGIN- ATING IT POINTS OF VIEW ON OPINIONS STATED DO NOT NECESSARILY REPRE- SENT OFFICIAL NATIONAL INSTITUTE OF EDUCATION POSITION OR POLICY

THE COUNTRY AND THE PEOPLE

Location: Noi Mei s,11,11; Population: 12 million (197.1 estimate).

Size::I52.1.-,0%mime People: Predominately Mestizo (prisons of mixed Euro- pean :qui imlian heritage). with qualler percentage of tin- Niain Subdivisions:I went% Sixes, A FrIleval 1)istii1t. 2 mixed .kfrican. Indian. and European inhabitants (espe- Federal Frit ilorirs..ind 72 islands administri cd as Federal 6;114 Spanish. Italian. and Portuguese). llepeinlriii ie. Literacy: 54.4 percent (11I70 estimate).

Official Language: Spanish. Religion: ¶16 per«.nt Roman Catholic.

THE BASIC SYSTEM History Even though education has been highly prized Venezuela is currently a dramatic case study oflw Venezuelan society, it. is only within the past 2 planned pedagogical renovation f011owing a large decades that schooling has become physically, so- and rapid increase in school enrollments. Duringcially. and financially accessible to the masses. Be- the decade of the l9605, priority was given to fore1958, educitionat growth was hindered expanding educationalfacilitiesand oppor-either by repression during dictatorial regime's or tunities to outlying districts; in the 1970's em-by political conflicts during periods of more free- phasis has been placed on educational reform,dom. At the close of the 1950's an estimated 40 inchuhng admniistrative decentralization, diver- percent of school-age children were not receiving sification of intermediate and higher education, formal edneation, a majority of those in attend- and initiation of a nationwide preschool program. ance did not complete the , and over 2 . a CARIBBEAN SE 4: 60 ..--- %ilk 16.8 i - . GRENADA/ 12 Fror--fitlhERCANDS4.. / .: ca i RIC) Riohach ANTILLES j I , o -- I .11. ,,,,---.3;40--a trr1-yr c, a TRINIDAD A ND TOMGO ! 11 'Puerto ,- .I.L0Lraira : r: \ 'Cabe AL,-0 Pumanii - OFSP WI Sro 1 &lye -"'&---- P-rAPACA-14- e- -r-o'' Barou,s,meto \/ A T LIA N T I C / ,NIO'Ire+,:_ 1" l'U''....- '-.. ---- -Bar,rIcia i gi,e'l.:.n,14.,,,rio% :4 .0Maturin OCEAN r ')'

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51I0372 7.71 Venezuela: 1971

3 One-third OF the populatitm was classified as illit- inherited limitations of this structure, tradition- erate. ally characterized by rigidity and inflexibility, are It was not until 1936, when political cmiditions giving way to naire positive innovation. Linder within the mulitli began to foci's sufficient atten- the 1969 reform plan, the basic system was reor- tion on educatiomil issues, that a modern system ganized to accoinmodate the growing demands of had evoked. Dori.% that year a number of fac- Masseducationforittechnologicalsociety. tors and Forces were unleashed. Political parties. Whereas the former educational structure chan- workers' organizations, and the Venezuelan Fed- neled students into (I ivergent programs following eration of Teachers were organized. The Na-cOmpletion of a 6-year primary school, the pres- tional Pedagogical Institute was Founded and,ent system delays career choices until the 10th most importantly, a firm commitment to reform year of study. With added options at the higher education was embodied in political programs. education level, the educational pyramid has thus Between 1936 and 1945 some improvement in been opened for a greater number of_ people.2 education was made, but in general the political The present educational structnre is organized events of these years did not favor implementa- on a 6-3-2-5 pattern, with a pilot-operated pre- tion of many of' the newer positions on educa-school program being extended throughout the tional goals. country. Following completion of the 6-year Because schoolMg had traditionally been under primary school, students enter the 3-year basic the auspices of the Roman Catholic Church,cycle of' the secondary school and continue to a many educational reformers at this time also as-diversified cycle of either 2 years for general/ sumed anticlerical attitudes. School issues were academic education or of 2 to 3 years for techni- thus clouded by religious differences and a desire cal or normal training (primary and preschool to limit the Church's ant hority in Venezuelan life. teacher preparation). At the highey education Nevertheless. by 1945 the Catholic Church con- level qualified students may enter a university trolled most of the normal schools, almost halfprogram (usually 5-year), a 4-year program at a the secondary schools, and a large portion of the teacher-traininginstitute,ora courseina primary schools. From 1945 to 1948 rapid growth polytechnic or technical-junior college type in- of public education sharply reduced this relativestitution. iinpOrtance of Catholic sthooling but not without Parallelingthebasicsystem,a full-range bitter religious conflict. Then, under the dictator- parasystem operates for adults who have not ship of Marcos F'trez. Jim6nez, which lasted from completed their education or who desire to up- 1952 until 1958, the situation was reversed. Pub- date their knowledge. Likewise, lic education stagnated. Private education onceschools for the deaf, mentally retarded, and visu- again became donnnant, although under strong ally impaired are administered by the Ministry of governmental supervision. Education. Since the presidency of Rcimulo Betancourt (1958-1963). major religious antagonism has sub- Legal Basis and Requirements sided. The growth of public education isno longer viewed as an anti-Church movement. The Constitution.of January 23, 1961, guaran- Rather, much of the recent growth and reform in tees free education in all official schools and pro- Venezuelan education has been endorsed by vides for a, compulsory period of schooling be- Church authorities. Private education continues tween ages '7 and 14. The Law of Education of to exist on alllevels. but public educationis 1955, the Law of of 1958, and the planted firmly as the major system. University Reform Law of 1971 set forth the basic principles guiding Venezuelan education. Other Structure recent significant legislation includes the 1969 decrees to restructure education. (Nos. 120 and Venezuelan education is officially composed of 136), decree No. 72 aimed at regionalizing educa- sixbranches:Preschool,. primary, secondary, tional achninistration, decrees No. 197, 198, and technical, teacher-training, and university.' The 250 creating new forms of student. evaluation,

' In Venezuela. the term "educacidn secundaria." literally "secondatT educadon." refers;zo thegenera I/academic t rackof 2The present (in 1975) Minister of Education. Dr. Luis second-level schooling. This report. however, willuse the Manuel Petialner. is calling for a further "resolution" of the term as it correspomfs to U.S. educational terminology: that educational structure. Among other things, he has proposed is, the level of schooling between the elementary anti- higher use of alternative teaching systems, open schools and univer- education years. "Educackin sectnularia" is referred to as sities, .stimulation of private educational entrepreneurship, "generallacademic track." and further decentralization of educational activities.

4 3 Revised Structure of Venezuelan Education

Elementary Secondary Higher education '

Preschool Primary Basic cycle Diversified cycle

. VAMINi 110.1. 4.11. , 11,=. 2 3 4 5 6 7 9 10 11 12 .11Mi00 4iwomol INIONMI10. ..mmow f

Universities

Pedagogical institutes

General/ academic

Polytechnical institutes 1111 BOCCI

Technical 4.111 . NO11.10. 1111111. 2 3 4 5 6 2 3 3 W.* 61 411.11 awl=10 Technological institutes

Teacher training

2 3

Junior colleges

Military academies .

Length of study may vary,

TV4ot and the 1972 decree No. 905 establishing a na- Enrollment at all levels has increased drastically tional committee for educitional television. In-ad- since195.8. Between 1958 and 1961 primary dition, the Libor Law obliges industries situatedschool enrollment increased From 57 percent of' more than 2 kilometers outside a town to maintain the age group to 86 pta.cent, and in July 1973 was schools for Ow children of their employees. Indus-estimated at 84 percent. -Hie 2 percent deci-ease tries with less than 100 employees. however. arefrom 1961 resulted from a number of factors, exem pt. one of winch was the smaller number of repeaters since initiation of the 1969 reform plan. As of Administration July 1973, an estimated 51.2 percent of' primary Adnrillistrative control of education is sharedschool students were enrolled in grades that cor- by the Ministry of Education and eight regionalresponded to their age level; 26.2 percent in offices. C:urriculum regulation. coordination, and grades above their age level; and 22.6 percent in supervision as well as educatiomil planning aregrades below their age level. Night school enroll- centralized within the Ministry of Education; but ments comprised a little 'over 7 percent of total the implementation, evaluation, and technical as- elementary enrollments. pects of programs are the responsibility of the At the secondary level, total daytime growth regional offices. With the exception of univer- was estimated at152.2 percent from 1964 to sities, publiC schools are managed by agencies of 1973, with enrollment in the basic cycle increas- the national, State, or local government.. On theing .135.8 percent and in the diversified 'CyCle. national level only special schools (e.g;, military 226.2 percent. For the school year ending in academies) have been organized ontside the 1973, it was estimated that 49.5 percent of' day- Ministry of' Education's sponsorship. Nlost uni- time secondary students were enrolled in grades versities are self-governing under the principle ofthat corresponded to their age level; 27.4 percent MA01101111' reinstated in1958. Private schools in grades above their age level; and 23.1 percent manage their own internal affairs. but are subjectin grades below their age level. to inspection and supervision by the Ministry. enrollment Their curriculum is normally identical to that of' -Atthehigher 'educationlevel growth is equally impressive. In 1949 enrollment public institntions. was estimated at,5,800less than 5 percent of Enrollments present estimates and slightly over half the cur- rent number of students sent abroad for higher As of July 1973. about one-fOurth or the total education training. Between973 and 1974 un- population was attending school, and of this official enrollment increase is estimated at 13 per- group about two-thirds were in the elementary cent. grades. Private enrollments accounted for Ies5 than 15 percent of total enrollment, but for al- During the early 1960's emphasis was placed niost 20 percent of' the secondary day enmllment primarily on school expansion, often at the ex- and almost 22 percent of university enrollment. pense of qualitative considerations. In the mid- Unofficial Government statistics for July 1974 1970's, a more balanced expansion program is report that primary school day attendance is es- underway. Enrollment growth is planned in rela- timated at 2,764,412; secondary day attendance tion to population density, accessibility to the var- at 584,053; and total higher education attendance ious educational levels, and the demands of a at 138,669. growing technological economy. n ENROLLMENTS: JULY 1973 1...indicates source gave no datal

Total Male Female Public Private Elementary: Preschool 86,247 43,350 42,897 52,235 34,012 Primary (clay) 1,894,.9.06 955;389 938,817 1,677,448 216,758 Primary (night)' 150,009 68,306 81,703, 138,714 11,295 Elementary vocational 3,444 198 3,246 3,444 Total 2,133,906 1,067,243 1,046,663 1,871,841 262,065

7 Total Male Female Public Private Secondary: Secondary (day) 533,653 259,266 274,387 431,318 102,355 Secondary ( nigh t)2 99,626 54,439 45,187 91,661 7,965 Total 633,279 313,705 319,574 522,979 110,300

Higher education: Universities 109,477 67,094 42,383 85,992 23,485 Pedagogical i nstitut es 8,117 2,873 5,244 8,117 Other 4,874 3,507 1,367 2,689 2,185 Total 122,468 73,474 48,994 96,798 25,670

Other institutions3 4,385 2,185 2,200 4,159 226 Grand total 2,894,038 1,456,607 1,437,431 2,495,777 398,261

' Includes students enrolled at the Center for Literacy. 2 Includes 1.802 students enrolled in correspondence courses. 3 For example. schimils of inusic. plastic arts, and the like. These schools do not necessarily correspond to any given level of education.

Source: adapted fromMemoria y Cumin qui, el Minicfro de Educacidn presenla al Congreso Nacional de la Republica de Venezuelaen sus sesiones de 1974, vol. II.Caracas: Ministry of Education, 1974, p. 67.

Financing Within each budget category, salaries andre- lated expenditures generally account for the . The extent of educational rehabilitation in Venezuela is evidenced by contrasting the educa- greatest item expenditure, averaging over 48 tional budgets over the past years. In 1958 the percent of the total 1974 budget. total budget for education represented a little Although education is financed jointly by fed- over 7 percent of the national budget; in 1964,eral, State, and municipal authorities, the prime 16.7 percent; and in.'1973, 25 percent. For fiscalcontributor is the Federal Government through year 1975, the budget is in excess of 4,000 millionthe Ministry of Education. In 1973 the Ministry's bolivares (1bolivar equals $0.23), over threeshare amounted to 75 percent, whereas the States times the budget for 1965. and munidpalities contributed only 18 percent. The Ministry of Education consistently givesThe remaining 7 percent was expended by other the largest single financial allotment to elemen- national Ministries, especially the Ministry of Pub- tary and normal education, although the percentlic Works for construction of school buildings and difference compared to other levels of education thel Ministry of Defense for maintenance of mili- has decreased since 1968, as can be seen from thetary academies. following percentages of the education budget: Academic Calendar 1968 1974 Elementary and normal The academic year legally extends from Sep- education 34.0 27.8 tember 16 to the final examindtion period at the National universities 28.5 27.4 end of July. Aside from the 6-week summer vaca- Secondary and spedal tion, schools are closed on Sundays, from De- education and other cember 20 to January 6, from Good Friday to higher education institu- Easter Sunday, on Shrove Monday and Tuesday, tions 13.8 18.6 and on national holidays. Vocational education, central services, general Larguage of Instruction administration, plan- Spanish is the official language of instruction, ning, etc 23.7 26.2 although the study of English asa second language Total 100.0 100.0 is required at the secondary level. Grading System provides fnr field experieteces. Additionally, since "[he Venezuelan grading system putploys twoFebruary 1973, preschool educational television scalesone lnr nonitcadentic achievenients (such programing has been supplementing classroom as social a(ljustfnent) and one for arademic sub-.instruction. The tekvisionprogramentitled jects. The fnrmer runs from A to E.; the latter is"Sopotocientos" serves as an agent of cultural tomposcd of 20 points. with 10 points or moresocialization and introduces basic learning skills consiAlerecl a passing mark. Ehe ntunerical valueto the homebound ':culdent. and the 'word value of' the academic griuling scalePrimary Schools are as follows: Primary education is free and compulsory. In Numerical accordance with the 1955 Law of Education, the Value Word Value objectives are to provide the student with the 19-20 Sobresa- fundamental skills of the society, to develop indi- liente (Excellent) vidual and social habits that flacilitate the pupil's 16-18 Dislinguith) (Distin- integration into adult life, and to equip the .stu- guished) dent for further study. In addition, thecur- 13-15 Burno (Good) riculum and teaching methodology promoted 10-12 Regular (Average) since 1969 aims to instil)critical and creative 5-9 Ddirienle (Deficient) thinking habits, as well as to foster positive at- 1-4 .14uvddi- titudes towards continued learning, aesthetic val- rienle (Very ues, wholesome recreation, family life, humanity, deficiem) and the use of leisure time. Starting with the first Final grades during preschool years consistgrade inI 9e9 and continuing to the sixth grade solely of short comments. During, the first 5 yearsin 1971, these latter objectives were incorporated of primary school, final grades are calculated byinto the curriculum through updating the courses summing daily averages, but beginning with theand revising prescribed learning experiences. sixth year and continuing through the secondary The current curriculum consists of language. level, they are based on a combination of dailymathematics, seience,'social studies, health, plas- averages (60 percent) and final examinations (40 tic arts, music, , and manual percent). A student who maintains a grade of 16training. Two hours a week of religious instrucL. or better is exempt from final examinations. tion are also available, if parents request it. Civic education and the history and geography of Ven- ezuela, form a part of the social studies program. ELEMENTARY EDUCATION Upon satisffictory completion of the primary years, a certificate of completion of primary edu- Elementary education comprises forcation is issued. In a limited number of .areas, an children aged 4 through 6 and primary schoolselementary vocational curriculum replaces the for children aged 7 through 12. Both public andabove during the last 3 years of study. Schools private institutions are maintained, although onlythat employ this curriculum, known as escadas 11 percent of primary students are enrolled in'arli,sanales, offer basic instruction in the trades in private schools. a minimum amount of time. Students normally attend class for 27 hours per Preschools week frcim Monday through Saturday noon. Al-. Preschool educationisnot compulsory andthough some metropolitan schools have been until recently was not considered a priority areaforced to run double sessions because of over- for public support. In October 1969, however,crowded conditions, all schools average approxi- Venezuela began piloting a preschool programmately 1,000 hours of yearly instruction. Where designed to strengthen the intellectualone-teacher rural schools exist, regional schools capabilities of students entering primary school.(rnicleos escolares) have been organized to assist the The project is being extended nationwide andrural teaeher in academically related matters and will reach rural as Well as urban areas. Cur-offer instruction not readily available locally. riculum consists of language arts, mathematics, science, social studies, art, music, and physical SECONDARY EDUCATION education. Instruction takes an integrated ap- proach, emphasizes student participation, and Secondary education, known as - 9 ing in Venci.nek is free in all pithfic schook. end at 6 p.m. or evening classes if' over age 16. COIllpffitiOrV if the Child has reached age 14.The latter are conducted between 6 p.m. and Since 1969 it has consisted of3-vear basic cycle 11:30 p.m. Private schools enroll a little over folh mved by a 2- to) 3-ye1r diversified cycle offer-one-fourth of' the student population. The per- ing specialization in general/academic, technical.centage of' males and females in attendance is and normal tra'ming (elementary tea(her train-about equal. ing). A ))rimary school certificate is required for pproximately 80 percentof' the students ;uhnittance. ano.I after wmpleting the course aspecialize in the sciences and 20 percent in the student receives tbe bachillerato (or its equivalent),humanities, Their curriCii luin. iS diVided between which is necessary for entrancelo.a highereduca- iicomnion core of' subjects averaging II hours of don institution. instruction per week over the 2-year .period and specialized subjects averaging 19 and 22 hours -Basic Cycle per week for science and humanities majors, re- spectively. The nu mher of hours per week in each The newly organized basic cycle (cida ba:vico subjeCt is as follows: mania), Li Iii f() I'm I ,,r-all schomls, provides both further enrichment of the general education 1st 2d program of primary schooling a nd also vocational Year Year and career guidance. The objectives are stated as follows: To introduce modern educational con- Core Contemporary history of' tent in accordance with the advance of' science and technology and the integration of science and Venezuela 4 culture as an expression of harmony in the world English 3 3 Geography of' Venezuela .. 3 and nature; to provide fbr individual differences; to devekip reflective.and critical thinking: and to Mathematics. 4 motivate responsible activity. The academic cur- Physical education 1 1 riculum ilverages 23.4 hours of' weekly academic Spanish language a od literature 3 instruction plus 2.7 hours of laboratory work over the 3-year period. It consists of Spanish language Total 15 andliterature(4.7hours), mathematics (3.7 hours), geography and history (5.3 hours), biol-Science Majors Biology 4* 4* ogy (2 hours plus 2 hours Of laboratory), chemis- Chemistry 4* 4* try (1 hour phis 0.33 hours of' laboratory), physics Drawing (technical) 2 (1.4 hours plus 0.33 hours of laboratory), English (3.3 hours), art education (1 hour), and social, Earth sciences 3* 4 moral, and civic development (1 hour). Addition- Mathematics Philosophy ally, students take 1 hour of' physical education 3 Physics 4* 4* per week and 2 hours of' home economics and manual arts in the second and third year. Final Spanish language and literature 2 examinations are administered in all 'subjects ex- cept the latter two... Total 17 21 Humanities Majors Diversified Cycle Electives 3 3 French 4 4 Generallacademic track.Thegeneral/academic track is the traditional route to the tinitverity. History of' art 3 JLatin and Greek 3 3 Private schools of this track are normally c411ed r Nathematics 3 colegios;publicschoolf.,liceos.The ge-TaW academic track is designed to continue the vri.. Philosophy 4 4 .cn-al cultural preparation of the basic cycle while Sociology introducing further specialization in either the Spanish language and humanities or sciencesIt is of 2 years' duratiOn, literature 9 7 requires completion of the basic cycle for en- Total 17 trance, and accounts for 68 percent of the total enrollment in the diversified cycle. Students may *Denotes additional 2 hours of weekly attend either day classes that begin at 7 a.m. and laboratory. Technical track.Modeled onthegeneral/ Agrology academic track, the technical track aims to con- tinue the cultural preparation of the 'basic cycle Animal sciences-3 and also to prepare middle-level professionals for iarin inech'itiks-3 a number of skill-related careers. It is of 2- to Fishery-3 3-years' duration and requires completion of the Food technology-2 basic cycle for entrance. Unlike graduates of Plant science-3 pre-reform technical educationprograms, Industrial specialization accounts for almost 50 graduates receive the bachillerato and are eligiblepercent of technical education enrollment. Only to enter higher education institutions. in the area of social service (e.g., ntirsing) do Technical education includes industrial, com-private enrollments exceed public enrollments. mercial, administrative, social service, and agrol- The technical eduCation curriculum is similar ogy training. The fields of specialization witl du-to the general/academic curriculum, including ration of studies (in years) wit hin each area ofboth a common core of subjects and specialized training are as follows: subjects that differ according to the field of specialization. Core requirements are identical to Industrial those of the genrral/academic track. For various selected fields, the curriculum requirements in Automotive mechanics-3 average hours per week for the specialized sub- Cabinet making-3 ects are as follows: Chemistry-3 Civil construction-3 Commercial/Secretarial Electricity-3 Accounting Electronics-3 2.5 Calligraphy 1.5 Heavy machines-3 Correspondence 2.5 1-1 ydrocarbonics-3 Legislation 1.5 Instrumentation-3 Mat hematics 2.0 Machine mechanics-3 Office practice 2.0 Maintenance mechanics-3 Organization and administration of Metal work-3 business 1.5 Metallurgy-3 Spanish language and literature Naval construction-3 1.0 Shorthand 5.5 Plastics-3 Typing Refrigeration-3 5.0 Technical drawing-2 Personnel Administration Textiles-3 Accounting 2.5 Topography-3 Administration as a career 1.0 Administration of personnel 1.0 Commercial Budget 1.5 Information systems practice 3.5 Accounting-2 Labor relations and contracts Marketi ng-2 2.0 Mathematics 2.0 Secretarial-2 Planning, programing, and Tourism-2 organization 2.0 Public administration Administrative 1.0 Public finance_and fiscal legislation 1.0 Budgeting-2 Techniques of-icifiiiniStration and Organization-2 orga nization 4.0 Personne1-2 Spanish language and literature 1.0 Statistics 1.0 Social Service Industrial

Child welfare-3 Cherhistry* 1.33 Nursing-3 General teChtiology .66 Social work-3 Industrial relations 1.0 Mathematics 2.0 Physics* .3.33 Curriculum (teaching Practical training and technology in met hods) 3 14 specified fields 18.0 Earth sciences 3 'Fechnical drawing 2.66 Evaluation 2 Guidance, 2 Social Service/Nursing Mathematics 3 Biology 2.66 Music and art 4 4 Chemistry 2.66 .Philosophy 3 Cli nica I practice 18 0 Physics 4* 4* Mathematics 1.33 Planning 3 Ph ilosoph y 1.0 Practice teaching 15 Physks* 2.66 Psychology 1 4 3 Spanish language and literature .66 Seminar on citizenship training 2 Social Service/Social Work Seminar on educational A nthropology 66 tech nology 2 Mathematics 1.33 Seminar on health Philosophy 1.0 education 2 Practical training in social work 19.66 Soda! experiences 1 Psychology 3.0 Sociology 3 Social legislation .66 Spanish 3 Sociology 2.0 Total 23 32 38

*Denotes an addkional 2 hours of weekly *Plus laboratories. laboratory. Teacher-training track.Normal training is de- Private enrollments predominate and account signed to prepare preschool and primary school for approximately 64 percent of the total enroll- teachers. As do other areas Gf the diversified cy- ment of the normal track. Because of a lack of cle, it continues the general education program ofresources, _many private schools do ndt comply the basic cycle. Since 1973, it has officially con- with the curriculum described in thii report. sisted of 3 years of professional study subdivided They offer a somewhat shorter course of study into a 2-year common program for all studentsbased on 1969 regulations. Students under this and a' final year program separating preschoolplan enter a normal school after completion of 1 and primary school majors. Upon completion ofyear of the basic cycle. Their course of study is 4 the program, students receive the title Maestro de years and includes both basic cycle and profes- Educación Primaria for primary school majors or sional subject matter. Maestro de Educacion Pre-escolar for preschool majors. These titles are equivalent to a bachillerato TEACHER EDUCATION and permit entrance into higher education in- stitutions. Prospectiveteachers may enter a normal The curriculum in this track also is composedschool, a junior college, a pedagogical institute, or of a common core of subjects and professionala university to achieve their career objective. courses. During the first year of study, studentsNormal school training, as previously discussed, attend classes for approximately 23 hours perprepares for elementary school teaching. The week, the second year for 32 hours per week, andjunior collegec offer short, intensive courses usu- the third yea; for 38 hours. Practice teaching isally in the area of' special education, and the included in the last year of study. Core subjectspedagogicalinstitutesanduniversitiestrain are identical to those for the general/academicprimarily for secondary and higher, education track. The specialized instructional hours are di-teaching. Entrance to all-higher education institu- vided as follows: tions requires a bachillerato title or its equivalent. 1st 2d 3d The duration of the course at the pedagogical Year YearYear institutes and universities is4years except at the Universidad Catdlica Andres Bello and at the Biology 4* Universidad de Carabobo, wheie it is 5 years; and Chemistry 4* at the Universidad del Zulia where a special 12 , 3-year course in preschool education is offered.cept when considered experimental, universities Universities generally gram the degree licenciadoare autonomous; that is, they regulate their in- en educacidn; the pedagogical institutes grant theternal affairs in the areas of lidministration, fin- title Profesor in a particular major; all other in-ances, and academics; and as a group are guaran- stitutions grant the title Maestro (teacher). teed at least 1.5 percent of the national budget. At the higher education level the pedagogicalWithin each university, ultimate authority rests in institutes graduate about 60 percent of the educa-the university council, which is composed of the tion majors, most of whom are produced at arector as chairman, the vice rectors, the secretary single institution, the Pedagdgico de Caracas. of the university, the -leans of the faculties, five University graduates tend to major in the tradi-representatives of the professors, three student tional academic fields such as the sciences andrepresentatives, one alumwis, and a representa- humanities, although a few universities have in-tive of the Ministry of Education. Daily opera- troduced such areas as audiovisual, educationaltions are headed by the rector assisted by an administration, vocational and personal guidanceacademic vice rector and an administrative vice (Universidad de Carabobo) or technical and in-rector. The academic functions of teaching and dustrial education (Universinad de Oriente). Theresearch are carried out by faculties, which are pedagogicalinstitutesofferthe most variedsubdivided into schools. A dean directs each fa- majors; They include the traditional fields of his-culty. tory, modern languages, social sciences, and phys- Education in the national (public) universities is ical sciences; the technical fields of industrial arts,free. Admission j-equires a bachillerato certificate mechanics, electricity, and commerdal arts; and(or the equivalent), and often an examination, if thepedagogicalfieldsof ,educational meas-the faculty to which the student. is applying does urements and preschool studies. not consider his or her secondary school prepara- tion adequate for the specialization selected. Un- HIGHER EDUCATION dergraduate study normally covers a 5-year period but can be as short as 3 years or as long as 7 years for medical sciences at the Universidad de Government policy in recent years has aimed atOriente. greater diversification of higher education pro- The licenciado is the usual first university de- grams through creating new institutions and newgree, but professional titles are also awarded. In educational structures. At present, the univer-some instances a doctorate is awarded upon com- sitiesoffer 65 different fields of study; thepletion of a thesis. New graduate study proposals, pedagogical institutes, 33; the technological insti-however, will change the requirements of this tutes (atstitutos universitarios de tecnologia), 26; thelatter degree to one of 45 credit hours of post- junior colleges (colegios universitarios), 6; and thegraduate course study, foreign language compe- polytechnics, 5. tency, and a written dissertation. Additionally, the National Government is sup- porting a major overseas study program for stu-Polytechnical and Technological Institutes dents from middle- and low-income families. The The polytechnics and institutes of technology Gran Mariscal de Ayacucho Scholarship Programoperate under control of the Ministry of Educa- provides for some 40,000 students to be trained tion.Polytechnicaleducation is 5 years. in a number of foreign countries, particularly theTechnological education is generally 2 or VA.,. United States, over the 5-year period from 1975years. Both are designed to train high-level tech- to 1980. The principal aim of this program is tonicians. Admission requirements are similar to increase the number of scientific and technologi-those of other higher education institutions; cal personnel especially in petroleum engineeringnamely, the student must possess a bachillerato and petrochemicals, metallurgy and mining, ag-degree or its equivalent. Upon completion, a pro- riculture and animal husbandry, oceanographyfessional title_ is grantedIngeniero (engineer) in and fisheries, aeronautics, and shipbuilding. Thethe polytechnics and Tic-nico Superior (higher program supports students at the junior college,technician)in the technologicalinstitutes. A undergraduate, and graduate levels. selected listing of available programs of study is as follows: Universities Polytechnics: electrical technology, electronics, The university is the oldest and most important chemical processes, metallurgy, and mechani- institution of Venezuelan higher education. Ex- cal technology. Technological instituter._ _administration, agron- certain fields. The title normally obtained is, :Is in omy, construction, electricity, animal produc- the institutes of technology, Ticnico Superior. tion, health, insurance, public relations, indus- trialrelations,hoteladministration,and.Military Academies tourism. Venezuelanmilitaryacademies have been strongly influenced by U.S. models. An applicant Junior Co ileges must be Venezuelan by birth, be in good health unior colleges (colegios universitarios) are newly without physical deformities, possess a good designed experimental institutions. Their pur-moral character, and have no criminal record. pose is to provide basic university level instruction Upon entry the student renounces any previous while preparing students for mid-level profes-political affiliations. The 4-year course of study sional careers such as data processing, personnel includes, among other subjects, artillery,, armor, administration, cost budgeting, teacher's aid, and infantry,andweaponengineeringinthe special education therapist. Special arrangements Academia Militar de Venezuela; logistics, en- with the Universidad de Simcin Rodriguez permit gineering, and armainent in the Escuela Naval de junior college students to transfer to the univer-Venezuela; and administration, engineering, and sity after completion of their general studies or flying in the Escuela de Aviacicin Militar. The title upon graduation. For the most part, courses are 3 Oficial is granted after completion of the academy years in length, but 'shorter courses are given inprogram.

UNIVERSITY PROGRAMS OF STUDY

Years of Program study Degrees or titles granted Universities 1

Administration and Licenciado en Administra- UCV, UDC, UCAB accounting cicin Commercial 5 Licenciado en Contaduria UCV, UDZ, UDC, Ptiblica UCAB 5 Licenciado en Administra- UDZ cicin Ptiblica Licenciado en Contaduria USM, UDO Licericiado en Administra- USM, UDO, USR &in 5 Administrador Comercial UCO Contador Ptiblico UCO Administrative sciences Licenciado en Ciencias UM Administrativas Agronomy 5 Ingeniero Agrcinomo UCV, UDZ, UDO, UCO Architecture 5 Arquitecto UCV, ULA, UDZ 6 Arquitecto USB Bio-analysis 4 Licenciado en Bioanilisis UCV, ULA, UDZ 5 Licenciado en Bioanilisis UDC Biology 5 Licenciado en Biologia UCV, UDO Business administration 5 Licenciado en Administra- ULA cicin de Empresas Chemical engineering 5 Ingeniero Quimico UCV, UDZ, UDO, USB, UM Chemistry 5 Licenciado en Quirnica UCV, UDO, USB Civil engineering 5 Ingeniero Civil UCV, ULA, UDZ, UCAB, USM Computer science 5 Licenciado en Ciencias de la USB ComputaciOn Dentistry 5 .0dontologo UCV, ULA, UDZ, UDC Dietetics 3 Dietista UCV Years of Program study Degrees or titles granted Universities 4 Dietista UDZ Economics 5 Economista UCV, ULA, UDZ, UDC, USM Education 4 Licenciado en Pedagogia UCV 4 Licenciado en Educacidn ULA, UDZ, UDO, USR 3 Educador Pre-Escolar UDZ 4 Educador en Actividades UDZ Complementarias Licenciado en EducaciOn UDC, UCAB Electrical engineering Ingeniero Electricista UCV, USB I ngeniero Electrico ULA, UDC, UDO, UM Electronic engineering Ingeniero Electrdnico USB Forestry Ingeniero Forestal ULA Geodesy Geodesta UCV, UDZ Geography Licenciado en Geografia, UCV Meteorologia y Cartografia 5 Licenciado en Geografia ULA Geology 5 GeOlogo UCV, UDO 5 Ingeniero de Gedlogo UCV, UDO Geophysics 5 Geofisco UCV History 4 Licenciado en Historia UCV, ULA . Industrial engineering 5 Ingeniero Industrial UDC, UDO, UCAB Industrial relations 5 Licenciado en Relaciones UCAB Industriales International studies 4 Licenciado en Estudios Inter- UCV nacionales Journalism 4 Licenciado en Comunicacidn UCV 4 Licenciado en Periodismo UDZ, UCAB Land survey Agrimensor UCV Law 5 Abogado UCV, ULA, UDZ, UDC, UCAB, USM Letters 5 Licenciado en Letras UCV 4 Licenciado en Letras ULA, UDZ, UCAB Librilry science 4 Licenciado en Bib lio- UCV tecologia 4 Licenciado en Archivologia UM/ 4 MenciOn en Bibliotecologia y UDZ Archivologia Mathematics 5 Licenciado en Matemiticas UCV, UDO, USB, UM 5 Licenciado en Computacion UCV

.Mechanical engineering 5 Ingeniero Mecinico UCV, UDZ, UDO, USB, UM Medicine 6 Medico Cirujano UCV, ULA, UDZ, UDC 7 Medico Cirujano UDO Metalurgy 5 Ingeniero Metahirgico UCV Mine engineering 5 Ingeniero de Minas UCV, UDO Modern languages 5 Licenciado en Idiomas UCV, UM Nursing 4 Licenciado en Enfermeria ULA, UDZ, UDC Petroleum engineering 5 Ingeniero de leo UCV, UDZ, UDO Pharmacy 5 Farmacia UCV 5 Farmacetitico ULA, USM Philosophy 5 Licendado en Filosofia UCV Years of Program study Degrees or titles granted Universities 1 4 Licenciado en Filosofia UDZ, UCAB Physics 5 Licenciado en Fisica UCV, UDO Plant scienies 5 Licenciado en Zootecnia UDO Political science 5 Licenciado en Estudios PoliticosUCV Psychology 5 Licenciado en Psicologia UCV, UCAB Sdences 5 Licenciado en Ciencias ULA Sodal work 4 Licenciado en Trabajo Social UCV 5 Licenciado en Trabajo Social UDO, UCAB Sociology and anthropology 4 Socidlogo UCV 4 AntropOlogo UCV 5 Licenciado eli Sociologia UDO, UCAB Statistics 5 Licenciado en Ciencias UCV Estadisticas Licenciado en Aetuariales UCy Systems analysis 3 Analista de Sistemas UCO Veterinary medicine 5 Medico Veterinario UCV, UDZ, UCO

Universities are abbreviated as follows: UCV, Universidad Central de Venezuela; ULA, UrAversidad de Los Andes; UDZ, Universidad del Zulia; UDC, Universidad de Carabobo; UDO; Universidad de Oriente; UCO, Universidad Centro Occidental; USB, Universidad Simon Bolivar; UCAB, Universidad Católica Andres Bello; USM, Universidad Santa Maria; UM, Universidad Metropolitana; USR. Universidad SimOn Rodriguez. Source: Consejo Nacional de Universidades.

PRINCIPAL HIGHER EDUCATION INSTITUTIONS

ame of Institution Location .Type .Founded

Universities Universidad Central de Venezuela Caracas Public 1721 Universidad de Los Andes Merida Public 1810 Universidad del Zulia Maracaibo Public 1891 Universidad de Carabobo Valencia Public 1892 Universidad de Oriente Cumani 2 public 1958 Universidad Centro-Occidental Barquisimeto Public 1962 Universidad Simdn Bolivar Valles de SartenejasPublic 1967 Universidad Simdn Rodriguez Caracas Public 1971 Universidad Catolica Andres Bello Caracas 3 Private 1953 Universidad Santa Maria Caracas Private 1953 Universidad Metropolitan Caracas Private .1965

Pedagogical Institutes Pedagdgico de Caracas Caracas Public 1936 Pedagdgico Experimeral de Barquisimeto itarquisimeto Public 1959 Pedagdgico Experimental de Maracay Maracay Public 1971 Pedagdgico Experimental de Maturin Maturin Public 1971

1 The Universidad de Carabobo was reopened in 1958. There are also branches in Ciudad Bolivar, Porlamar, Jusepin, and Barcelona. *There is also a branch in San Cristobal. Source: Consejo isiadonal de Universidades. Name of Institution Location Type Founded

'Ac.technical Institutes nstituto Universitario Politecnico deBarquisimeto Barquisirneto Public 1962 Institut() Universitario Politecnico ticGuayana Puerto Orclaz Public 1971,

Technological Institutes I nstituto Universitariode Tecnologiacle la Region Capital Caracas Public 1971 Institut() Universitario de TecnologiaAgro-Inclus trial de San CristObal Public 1971 San Cristabal Instituto Universitario de Tecnologiach.: Coro Coro Public 1971 ns tituto Un iversitario de Tecnologiade Los Llanos Pascua Public 197! Institut() Universitario de Tecnologia"Antonio Jose deCaracas Private 1971 Sucre"

Junior Colleges Colegio Universitario de Caracas Caracas Public 1971 Colegio Universitario de Los Teques Los Teques Public 1971 Colegio Universitario deCartipano Cartipano Public 1971 Instituto Universitario tie Seguros Carams Private n.a. Instituto Universitario de Relaciones Ptiblicas Caracas Private n.a. Instituto Universitario Venezolano de la AucliciOny elCaracas Private n.a. Lenguaje (1VAL) Instituto Universitario "AVEPANE". Caracas Private n.a. Instituto Universitario de Mercadotecnia Caracas Private n.a. Instituto Universitario Nueva Esparta Caracas Private n.a. I nstituto Universitario Nuevas Profesiones Caracas Private n.a.

Military Academies Academia Militar de Venezuela Caracas Public n.a. Escuela Naval de Venezuela Maiquetia Public n.a. Escuela de AviaciOn Militar Caracas Private n.a. Escuela de Formackin de Oficiales CaMcas Public n.a.

SOME RECENT DEVELOPMENTS a 9-year program of studies (educadidn bdsica) Currently in draft form, the 1976-80 educa-woUld be followed by a 2-or 3-year diversified tional plan (part V of Plan de la Nación,Sector cycle. Compulsory attendance would be from 6to Educativo)isa comprehensive statement on 16 years of age. human resource development, physical facility Proposals for higher education emphasize the development, and the financing of public educa-extension of facilities and opportunitiesto all reg- tion. The fundamental aim,as stated in the sec-ions of the country. They includedevelopment of ond draft, is further to democratize and moder-the open university, computer-assisted study by r ize the educational system, especially in frontiercorrespondence, and creation of a chain ofnew and marginal zones, so that it will effectivelyre-institutions throughout the country,e.g., rural spond to developmental plans of agriculture anduniversities (Universidades Rurales), technological industry and to the social aspirations of thecoun-institutes (Institutos Technológicos), and polytechni- try. cal institutes (Institutos Poluicnicos). The major reform proposed would restructure Priority proposals of general developmental and reorganize the formal system. In place of thecharacter include improvement of the eniotianal preschool level, primary level, and basic cycle ofand social climate of the classroom, experimenta- secondary education (as described in this report),tion with teaching methodology and independent learning instruments, creation of self-evaluatingfardin de infanda Preschool teaching guides, expansion of inservice teaching Licenciado Usual first. university degree Liceo l'ublic general/academic sec- training seminars and school visitation programs, ondary school, diversified establishment of classroom and central libraries, cycle and further development of school-community Maestros. Primary school teachers relations. Mencidn Area of specialization The plan concludes with a detailed section on Ndcleos escolares Regional school serving one . three teacher primary schools programs and procedures subdivided into Plan de estudios . . Curriculum sections: physical resource development, human Profesores Professors; instructors in uni- resource development, and educationalefficiency versities and seconOry schools iievelopment. GLOSSARY OF SELECTED EDUCATIONAL TERMS SELECTED REFERENCES

Area connin Core program American University. U.S. Army Handbook for Venezuela. Bachillerato Diploma awarded upon corn- Washington, D.C.: U.S. Government Printing Office, 1964. pletion of secondary school Aray. Luis Enrique. New Higher EducationinVenezuela. Cic lo bdsko connin First 3-year cycle of secondary Caracas: Ministry of Education, 1974. education Arnove. Robert F. Student Alienation: A Venezuelan Study, New Cic lo diversOcado Second cycle of secondary York: Praeger Publishers, 1971. education Burroughs, G. E. R. Education in Venezuela. Hamden. Conn.: Colegio Usually refers to a private Archon Books, 1974. general/academic secondary Embassy of Venezuela. Venezuela Up-to-date (vol. XIV, no. 4). school, diversified cycle Washington, D.C.: Embassy of Venezuela Information Ser- vice, 1973. Educacidn Hansen, Mark. Educational Reform in Colombia and Venezuela: An Organizational Analysis (Occasional Papers in Education ' agropecuariq Agronomy specialization in technical secondary education and Development, No. 4). Cambridge, Mass.; Center for EducariOn Studies in Edumtion and Development, Haryard University asistencial Social service specialization in Press, 070. . : technical secondary education La Belle, Thomas. The New Prqfessional in Penezuelan Secondary Educacidn Education. Los Angeles: Latin American Center of Univer- comercial Commercial specialization in sity of California, 1973. technicalsecondaryeducation Levine, Daniel H. Corylict and Political Change in Venezuela. Educacidn media Secondary education Princeton, N.J.: Princeton University Press, 1973. Educacidn pans McGinn, Noel and Russell G. Davis. Build a Mill, Build a City, sendcids admin- Build a School. Cambridge, Mass.: The MIT Press. 1969. istrativos Administrative specialization Sinchez, George I. The Development if Education in Venezuela in technical secondary educa- (0E-14086, Bulletin no. 7). Washington D.C.: U.S. Gov-, tion ernment Printing Office, 1963. Educacidn parvularia Preschool education Ensenaza pedagdgica Teach et' training Escuela artesanel Elementary yocational school By Escuela tficial Public school Edward J. Nemeth Escutla unitaria One-teacher primary school Facultad Faculty; more or less equivalentAssociate Professor of Comparative Ecilmation to a university college or school University of Nebraska

GOVERNSIENT PRINTING GIFFICI:1976.578-141