What to know about Venezuela’s new opposition leader  

What to know about Venezuela’s new opposition leader  

María Corina Machado is the leader of the Venezuelan opposition. She has a background in engineering and public administration, but has been involved in politics for two decades.  

Ideologically, Machado supports the liberal doctrine. She plans to reduce the involvement of the State in public policies and believes in the free market’s ability to create wealth and employment (Santaeulalia, 2023). She supports the separation between the State and the Church, and the decriminalization of abortion, the use of Marijuana, and gay marriage (Ibid.). Concerning foreign policies, she wants Venezuela to partake in numerous multilateral organizations (Ibid.). Internally, she wants to build a more self-sufficient country where the petro-state and oil industries impact significantly less the population’s daily lives (Ibid.). She is both against Chavez and Maduro, and refused to join political endeavors with them as it would represent a means to legitimize the regime (Ibid.). She founded Vente Venezuela, a political party dissolving the dichotomy of “left” and “right” (Vente Venezuela, 2014). In the early days, her proposals appealed to Venezuelan emigrants and members of the upper classes, but, in recent years, people from different economic backgrounds have attended her rallies, including traditional pro-chauvinism groups as the disillusion with the government seeped horizontally and vertically into the population (Santaeulalia, 2023).  

Machado’s first role was in 2010 when she was elected as the State of Miranda’s representative (Financial Times, 2018). Two years later, she came third in the election to lead the opposition. In 2014, she was removed from the position for, allegedly, violating two articles of the Constitution, after accepting the “substitute ambassador role” at the Organization of American States, OAS (Venezuela opposition congresswoman’s mandate revoked, 2014). According to international newspapers, pro-Maduro representatives, who had the majority of the national assembly, made such claims. In the same year, she appeared on the global political stage for her role during the protests called La Salita, where demonstrators were attacked with tear gas and 43 people were killed (El Pais, 2024). Machado joined the riots in support of Leopoldo Lopez, a politician who got arrested and charged with military crimes. She spoke against the Madurian government and invited the Venezuelan people to engage in nonviolent disobedience (Gelvis, 2016). Moreover, she highlighted how the Madurian regime employed police and state violence- torture, abuse, and killings- against civilians who joined manifestations (Ibid.).  Her early years were characterized by fighting for political transparency and she founded Súmate, a vote-motoring NGO association (Georgetown Americas Institute, 2024). It aims to defend and protect citizens’ rights as established in the country’s Constitution, and it promotes democratic participation (Ibid.). In 2004, the organization played an essential role in organizing the recall referendum against Chavez (Ibid.).  

From 2014 to 2021, she took a break from governmental roles and worked as a broadcaster and political commentator (Murolo, 2014). In 2022, she affirmed her intention to participate in the presidential primaries.  She spoke in favour of manual voting and against the technical assistance of the National Electoral Council (Redacción Runrun.es, 2023). Her political run was characterized by tension with the government when the latter disqualified Machado from political enterprises for 15 years for allegedly approval of sanctions during the Venezuelan crises and support of  Juan Guaidó’s crimes (Rodríguez, 2023). Machado received international support. The ban was approved in January 2024, three months after winning the primaries (Le Monde, 2024). Edmundo Urrutia became her replacement.  

Machado continues to be de facto the leader of the opposition, as her support for Urrutia is essential to maintaining the majority of the pools.  

The presidential election took place in July 2024 and both the factions claimed to have won. Maduro and his party got 51% of the votes; however, international bodies and the opposition criticized the CNE for its lack of transparency (Pozzebon, 2024). Machado stated that Urrutia received 70% of the votes (Machado, 2024). She, also, spoke out against Maduro’s attempts to maintain authority over the country which passed through unfair political moves (Ibid.). Machado was forced to quit the presidential run and several opposition team members were forced to live in the Argentinian Embassy in Caracas (Ibid.). Machado attacked Maduro for electoral fraud as he claimed the win but lost in all 24 states. Despite the hoax, the Venezuelan Court announced Maduro as the country’s next president at the end of August (Il mandato di arresto contro Edmundo González Urrutia, 2024), and political opponents were forced to flee the country and hide. Urrutia asked Spain for protection (Barbarena, 2024); Machado was forced to hide (Machado, 2024).  

 

REFERENCES 

 Barberena, R. C. (2024, December 12). España anunció la concesión de asilo al opositor venezolano Edmundo González. France 24; FRANCE 24. https://www.france24.com/es/am%C3%A9rica-latina/20241220-espa%C3%B1a-anunci%C3%B3-la-concesi%C3%B3n-de-asilo-al-opositor-venezolano-edmundo-gonz%C3%A1lez 

 EL PAÍS. (2024). VENEZUELA | ¿Quién es María Corina Machado? | EL PAÍS. YouTube. https://www.youtube.com/watch?v=tJZ5LCXHsSw 

Financial Times Times. (2018). Venezuela’s opposition claims majority. 

 https://www.ft.com/content/064cc06a-cb30-11df-95c0-00144feab49a 

 Le Monde. (2024, January 27). Venezuela’s Supreme Court disqualifies opposition leader from running for president. Le Monde.fr; Le Monde. 

 Gelvis, R. L. (2016, May 31). María Corina Machado: En Venezuela se vive bajo una dictadura militarista.https://web.archive.org/web/20170406110425/http://www.panorama.com.ve/politicayeconomia/Maria-Corina-Machado-En-Venezuela-se-vive-bajo-una-dictadura-militarista–20160531-0115.html 

 Machado, M. C. (2024, August 1). I Can Prove Maduro Got Trounced. WSJ; The Wall Street Journal. https://www.wsj.com/articles/i-can-prove-maduro-got-trounced-venezuela-election-stolen-772d66a0 

 Murolo,l. (2014, September 22). María Corina Machado estará “Contigo” todos los martes en RCR 750 AM. La Region.  

Santaeulalia, I. (2023, October 1). María Corina Machado, the Venezuelan Margaret Thatcher.El PAÍS English. https://english.elpais.com/international/2023-10-01/maria-corina-machado-the-venezuelan-margaret-thatcher.html 

 Il mandato di arresto contro Edmundo González Urrutia. (2024, September 3). Il Post. https://www.ilpost.it/2024/09/03/venezuela-mandato-arresto-edmundo-gonzalez/ 

 Pozzebon, J. Y., Tara John, Stefano. (2024, July 29). Both Venezuela strongman Nicolas Maduro and opposition claim election win, as US voices “serious concern.” CNN. https://edition.cnn.com/2024/07/29/americas/venezuela-election-maduro-winner-intl-hnk/index.html 

 Rodríguez, R. (2023, June 30). Contraloría inhabilita a María Corina Machado por 15 años, dice José Brito. Efecto Cocuyo. https://efectococuyo.com/politica/contraloria-inhabilita-a-maria-corina-machado-por-15-anos-dice-jose-brito/ 

 Redacción Runrun.es. (2023). María Corina Machado insiste en primarias sin CNE: “La gente no es pendeja.” Runrun.es: En Defensa de Tus Derechos Humanos; Runrunes. https://runrun.es/noticias/495043/maria-corina-machado-insiste-en-primarias-sin-cne-la-gente-no-es-pendeja/ 

Venezuela opposition congresswoman’s mandate revoked. (2014, March 25). BBC News. https://www.bbc.com/news/world-latin-america-26726282 

 Vente Venezuela. (2014). https://www.ventevenezuela.org/nuestros-ideales-2/ 

Challenges in Venezuela’s Education System

Introduction 

The Venezuelan education system is structured into four main levels, ranging from early childhood education to higher education, with the aim of ensuring the comprehensive education of students. Education in Venezuela is free and compulsory up to secondary school, as established by the 1999 Constitution. The system comprises early childhood education (for children aged 3 to 5), basic education (for children aged 6 to 12), and secondary education, which can be either general or technical, catering to students aged 12 to 18. 

In recent years, the Venezuelan government has implemented several initiatives to expand access to education, such as the “Misiones Bolivarianas“, which aim to combat illiteracy and provide education for adults and marginalised populations. Despite these efforts, the system faces significant challenges, including the economic crisis, which impacts the quality of education, school infrastructure, and the retention of qualified teachers. 

Higher education is offered at universities and technical institutes, with a variety of programmes ranging from undergraduate to postgraduate degrees in various fields of knowledge. Universities such as the Central University of Venezuela (UCV) are important references in the country’s educational landscape. 

Evolution of Venezuelan educational policies 

Beginning in 1999, with the new Constitution and the government of Hugo Chávez, education was recognised as a fundamental human right and a national priority. The government launched seven initiatives known as “Misiones Educativas” (Table 1), aimed at combating illiteracy and expanding access to education in rural areas and for historically marginalised populations (Peters, 2021). 

Table 1. Missiones Educativas (2003-2007) 

Misión Robinson I  2003 
Misión Robinson II  2003 
Misión Ribas  2003 
Misión Sucre  2003 
Misión Cultura  2004 
Misión Ciencia  2006 
Misión Alma Mater  2007 

Source: author’s elaboration. 

The “Misiones Educativas”, combined with other public policies such as the Programa de Alimentacion Escolar (PAE), have led to an expansion of access to education. According to United Nations Educational, Scientific and Cultural Organization (UNESCO), the gross enrolment rate in primary education rose from around 85% in 1999 to over 95% by the mid-2000s. In secondary education, the enrolment rate also increased, rising from approximately 40% in 1999 to around 70% in 2015. 

Regarding the literacy rate, Venezuela was declared free of illiteracy by UNESCO in 2005, based on the “Mission Robinson” programme, which was a massive literacy campaign that reached millions of people. The government reported having taught more than 1.5 million people to read and write between 2003 and 2005. 

In parallel with the reduction in illiteracy rates and the expansion of education, there has also been an effort to improve student nutrition and support school attendance through the “Programa de Alimentacion Escolar” (PAE). According to data from the World Bank and the Food and Agriculture Organization of the United Nations (FAO), millions of children have benefited from this programme, although the economic crisis has hampered its continued implementation in recent years. 

Finally, the Venezuelan government has significantly increased public investment in education. According to UNESCO data, education spending as a percentage of GDP increased from 3.8% in 1999 to approximately 6.9% in 2013. This has placed Venezuela among the Latin American countries that invest the most in education as a percentage of Gross Domestic Product (GDP)1. 

Challenges in Venezuela’s Education System 

Despite significant progress, Venezuelan education has faced critical challenges, especially in the last two decades, due to a turbulent political and economic context. Four key issues can be highlighted: Deterioration of Educational Quality, Exodus of Teachers, Deficient School Infrastructure, and Regional Inequality. 

The expansion of access to education has not been accompanied by a qualitative improvement, with Venezuelan students performing poorly in international assessments. According to the OECD, although Venezuela does not regularly participate in PISA (Programme for International Student Assessment), regional indicators point to unsatisfactory results in basic skills such as reading, mathematics, and science. 

In addition to poor quality, many schools face a shortage of teaching materials and inadequate infrastructure, which directly impacts the quality of learning. Finally, the completion rate has also been a challenge. According to the National Institute of Statistics (INE) and UNESCO, the secondary school completion rate has remained around 50-60% over the past two decades, indicating difficulties in student retention. 

Another challenge for Venezuelan education relates to the low salaries and working conditions of teachers. Combined with the ongoing economic crisis, this has led to an exodus of education professionals. Hyperinflation has eroded teachers’ salaries, leaving many with insufficient income to cover basic needs. 

The third challenge is the deficient school infrastructure, with many schools in Venezuela in poor condition due to a lack of maintenance and inadequate facilities. According to UNESCO, more than 50% of public schools face serious problems, such as lack of clean water, electricity, and adequate sanitation facilities. Finally, these challenges affect urban and rural areas differently. Schools in rural areas often lack qualified teachers and basic infrastructure, further exacerbating inequality. Data from National Institute of Statistics (INE) Venezuela shows that enrolment and school completion rates are much lower in rural areas compared to urban areas. 

Conclusion 

While Venezuela has made significant strides in expanding access to education, particularly through the implementation of various educational missions and public policies, the country’s education system continues to face serious challenges. The increase in enrolment rates and the successful reduction of illiteracy are notable achievements, yet these gains are overshadowed by issues such as deteriorating educational quality, teacher shortages, inadequate school infrastructure, and regional inequalities.  

The economic crisis, particularly hyperinflation, has severely impacted teachers’ salaries and working conditions, leading to an exodus of qualified professionals and further exacerbating the country’s educational crisis. These challenges must be addressed through sustained investment in education, improvements in infrastructure, and policies that support the retention of teachers if Venezuela is to fully realize the potential of its educational system and ensure equitable access to quality education for all its citizens. 

References 

Food and Agriculture Organization of the United Nations (FAO). “Venezuela.” News, May 20, 2016. Accessed September 2, 2024. https://www.fao.org/venezuela/noticias/detail-events/en/c/345111/. 

Garcia Zea, Daniel. “Brain Drains in Venezuela: The Scope of the Human Capital Crisis.” Human Resource Development International 23, no. 2 (2020): 188-195. 

Gonzales, Ignacio. “Venezuela’s Education System.” The Borgen Project, 2019. https://borgenproject.org/venezuelas-education-system/. 

Peters, S. 2021. “The Education System of Venezuela.” In The Education Systems of the Americas, edited by S. Jornitz and M. Parreira do Amaral. Global Education Systems. Cham: Springer. https://doi.org/10.1007/978-3-319-93443-3_15-1. 

UNESCO. “Venezuela.” 2024. https://en.unesco.org/countries/venezuela. 

UNESCO Institute for Statistics. “Venezuela.”  2024. http://uis.unesco.org/en/country/ve. 

World Bank. Education in Venezuela. 2024. https://www.worldbank.org/en/country/venezuela/publication/education. 

 

Unlocking Venezuela’s future: Addressing Primary Educational Challenges

Written by Olimpia Guidi

Education stands as the cornerstone of a nation’s future, casting a guiding light on the path to development, prosperity, and a brighter tomorrow. The pursuit of knowledge is not just a fundamental human right but a critical catalyst for individual, societal, and economic progress worldwide, transcending borders to unlock opportunities for personal growth and national success. In Venezuela, at the heart of South America, the imperative of education becomes even more pronounced due to the nation’s myriad political, economic, and social challenges. 

This article will delve into the primary challenges within Venezuela’s education system, from funding shortages to deteriorating infrastructure, plummeting enrollment, and diminishing educational quality. These challenges serve as a wake-up call, demanding a closer examination of Venezuela’s educational landscape (Marquez, 2023).Venezuela’s education woes are tightly woven into its past, present, and future fabric. By proactively addressing these issues, the nation can reinvigorate its education system and, by extension, its prospects.

Historical Context

Venezuela’s educational system mirrors the nation’s complex history. It’s vital to traverse the educational past to understand its current challenges. Before the Spanish conquest, indigenous cultures had their knowledge transmission methods. In the 16th century, Spanish colonists introduced significant changes. The Catholic Church established educational institutions to convert and educate the native population (Haggerty, 1990).

In the early 19th century, Venezuela’s fight for independence recognised education as a nation-building tool. In 1827, under Simón Bolívar’s leadership, a pioneering statute was enacted, laying the foundation for a public education system and primary and secondary schools (Bushnell, 1983). The 20th century brought educational expansion and illiteracy eradication (Gonzales, 2019), altering curricula and enhancing teacher training.

However, recent decades have seen Venezuela’s educational system grapple with economic crises, political turmoil, and budget constraints, impacting its stability and quality. Reforms were introduced in response to these challenges, yielding mixed outcomes. The introduction of the Higher Education Law in 2010 was part of a broader set of education reforms. Unfortunately, these reforms, including changes in university autonomy and regulations for social inclusion, faced implementation challenges.

The law’s impact raised concerns about academic freedom and compromised the quality of education in the higher education sector, contributing to the overall challenges within Venezuela’s educational system. This connection between historical context and contemporary reforms highlights the complexity of the issues facing the nation’s education system.

Current Educational Challenges

In Venezuela’s contemporary educational landscape, several challenges undermine the holistic development of the nation’s youth. These complex issues are deeply intertwined with political and economic turmoil, affecting access to education and financial resources. The following sections will delve into these problems, exploring their consequences and the ongoing search for effective solutions.

Infrastructure and Maintenance Issues

The deteriorating infrastructure of educational institutions threatens the basic foundations of high-quality education in Venezuela. The safety and supportive learning environment essential to fostering great education has been compromised by deteriorating school structures and poor upkeep (Marquez, 2023). For instance, many schools in Caracas, the nation’s capital, have dilapidated infrastructure, including leaking roofs and collapsing walls.

In addition, 85% of public schools lack internet access, 69% experience severe electrical shortages, and 45% lack running water (World Bank, 2023). These startling figures highlight the critical need for infrastructure renewal to provide Venezuela’s pupils with a secure and supportive learning environment.

Worries have been expressed about the infrastructure problem, which not only jeopardises the well-being of educators working within these unstable premises but also looms over the holistic growth of children. Apprehensions have arisen regarding the possible impacts of this challenge on students’ psychological well-being and physical security. It is imperative to address these multifaceted infrastructural challenges to ensure that students can learn in a safe, supportive, and conducive environment, which is fundamental to their educational journey.

Brain Drain and Teacher Shortages

Venezuela’s educational system grapples with a two-pronged challenge stemming from teachers’ scarcity and inadequate income. This dilemma is exacerbated by the ‘brain drain’ – the departure of educated professionals seeking better prospects abroad – and the consequent shortage of qualified educators. Particularly evident in regions like Mérida, once a vibrant university town, this loss of skilled teachers has left schools in a state of understaffing, resulting in significant imbalances in student-teacher ratios (The World Factbook, 2022).

The scarcity of educators with the necessary qualifications further compounds the issue. Some teachers have abandoned the profession or sought opportunities abroad due to wage disparities and difficult working conditions (Zea, 2020). The high student-teacher ratios alone pose a significant burden, but the exodus of talent exacerbates the problem, hindering the ability to deliver targeted instruction and effective pedagogical engagement.

It is essential to underscore that the shortage of teachers in Venezuela directly results from the ‘brain drain’ and the inadequate compensation provided to educators. Many teachers, unable to make a decent living on their salaries, have resorted to strikes and protests in response to this dire situation. This twofold dilemma significantly compounds the challenges faced by the educational system, raising serious concerns about the continuity and quality of education in the nation.

Venezuelan Refugees in Brazil, 2018. Photo by Romério Cunha / Casa Civil Presidência da República via Flickr

Impact of the Economic Crisis                          

Funding for the education sector has dramatically decreased due to Venezuela’s economic crisis. The lack of money leaves schools with few resources to deliver high-quality education and impacts the provision of necessary services and teacher salaries. Many schools find it challenging to keep up with basic maintenance, much less update their curricula or invest in cutting-edge technology.

The government’s ability to fund education investments has also been limited since other budgetary priorities like infrastructure and healthcare have taken precedence (UNESCO, 2023). Because of this, efforts to deliver a high-quality education are hampered, and funding for education is disrupted.

Furthermore, the financial crisis has reached a point where many parents find it increasingly challenging to afford to send their children to school. The economic hardships have pushed families to make agonising choices, sometimes prioritising essentials like food and shelter over their children’s education (Sanchez & Rodriguez, 2019).

This heartbreaking reality has led to declining student enrollment as more children are forced to stay out of school due to financial constraints. It also highlights a worrisome trend where access to education is no longer a guarantee for many Venezuelan children, further deepening the educational challenges faced by the country.

The financial crisis has not only impacted education spending but has also restricted the ability of families to provide their children with the fundamental right to education.

Political Instability and Impact on Education

Political unrest in Venezuela has developed into a recurrent and disruptive force that significantly impacts the educational system. The sudden closure of schools, the postponement of courses, and the relocation of pupils are characteristics of these situations.The unpredictability of such occurrences adds a chaotic element to the educational environment, leaving students and teachers unsure about the continuation of their academic endeavours.

The country’s approach to education has suffered from a lack of continuity and coherence, one of its most severe effects due to this political unrest.Every time a new leadership is appointed, educational policies are revised, resulting in a fractured and fragmented foundation for education. It is difficult to execute long-term strategies for improvement because of these frequent changes that disturb the educational ecology (Education World, 2023).

This puts teachers and students in limbo and makes it harder to provide high-quality education consistently. Political unrest disrupts the operation of the educational system and affects students’ educational experiences in a long-lasting way.

In addition, the effects of the unrest transcend far beyond the short-term interruptions to Venezuela’s educational system. The nation’s future is now in doubt due to the instability, which prevents the growth of an educated and skilled labour force due to ongoing changes in educational and political policies. The potential for advancement in the country is jeopardised as pupils struggle with missed classes and teachers battle to keep up with ever-shifting mandates. Political unrest’s long-term effects on education are felt in the classroom and Venezuela’s broader socioeconomic prospects, making it difficult for its population to navigate an unsteady educational environment.

Efforts and Initiatives

The government of Venezuela continues to deny the terrible condition of the educational system in the nation. The prospects for Venezuelan school children would be quite bleak if not for the brave efforts of foreign humanitarian groups, private charities, and the helpful aid from parents and local volunteers. These youngsters, who lack access to school, will have an unclear future and will be more vulnerable to exploitation. Numerous other organisations are stepping forward to start programs to change the situation due to the government’s apparent unwillingness to confront the problems in the educational system.

Among them is UNICEF, a leading advocate for children’s rights worldwide. Their 2021 initiatives cover a variety of crucial activities:

• Balanced School Meals: To promote the healthy development of over 110,000 students, balanced school meals are provided.

• School Supplies: Providing more than 304,000 kids with necessary school supplies can make their educational journey easier.

• Life Skills Development: Through specialised programs, equipping more than 50,000 teenagers with useful life skills.

• Preparing more than 10,000 teachers through programs, such as those geared toward a safe return to school.

• Support for Teachers: Enabling nearly 7,000 teachers to carry out their vital tasks more efficiently by providing them with food incentives, financial aid, and technological equipment.

In addition to UNICEF’s efforts, the Norwegian Refugee Council (NRC) significantly contributes to resolving Venezuela’s educational problems. NRC works with various partners to develop solutions and assist disadvantaged families in keeping their children in school.

NRC is aware of the complicated circumstances of displacement and financial difficulties that frequently drive children out of school. This is especially crucial in light of the socioeconomic crisis that has resulted in a paucity of school supplies, deteriorating infrastructure, and a lack of teachers.

To support students returning to school after lengthy absences, NRC’s holistic approach includes disseminating instructional resources, enhancing teacher training, and improving school infrastructure to improve accessibility and hygiene. These programs address critical issues and highlight the possibility of significant reform in the country’s educational system, offering a glimmer of hope for the future of education in Venezuela.

Conclusion

Significant funding shortfalls, deteriorating infrastructure, dropping enrollment rates, and declining educational standards are some significant issues facing Venezuela’s educational system. It is imperative that these issues are addressed in the context of the nation. When we examine these problems through the prism of the Sustainable Development Goals (SDGs), it becomes clear that they play a crucial role in the trajectory of the nation’s growth. In particular, SDG 4, which aims to guarantee inclusive and high-quality education for all, is closely related to these educational difficulties.

The change in the educational system is crucial for the welfare of the Venezuelan population and possibilities for the future. It is crucial to acknowledge that access to high-quality education is a fundamental human right and a pillar of greater social and economic development, in keeping with the global commitment to the SDGs. Venezuela may navigate a road towards reaching the SDGs and pave the way for a more egalitarian, successful, and promising future for all its residents by making significant efforts to solve these educational difficulties.

References
  1. Bushnell, D. (1983). The Last Dictator-ship: Betrayal or Consummation? The Hispanic American Historical Review, 63(1), pp.65–105. https://doi.org/10.2307/2515359
  • Haggerty, R.A. (1990). Venezuela: A Country Study. Washington: GPO for the Library of Congress.
  • Marquez, H. (2023). Venezuela’s Educational System Heading Towards State of Total Collapse. Inter Press Service.
  • Norwegian Refugee Council. (2022). NRC in Venezuela.
  • Sanchez, E., Rodriguez, L. (2019). 4 Ways the Venezuelan Crisis is Affecting Children’s Education.  Global Citizen.
  • The World Factbook. (2022). Explore All Countries Venezuela.
  • UNESCO. (2023). Country Profile: Venezuela.
  • World Bank. (2023). Education in Venezuela.
  • Garcia Zea, D. (2020). Brain drains in Venezuela: the scope of the human capital crisis. Human Resource Development International, 23(2), pp.188-195.

Featured Image: Venezuela, 2016. Photo by tomscoffin via Flickr