About the reality of Postgraduate In Venezuela

Telling the truth is like writing well, you learn to practice is a fact, as disclosed consistently in different media in the country, higher education has declined, not manifest in many universities, academic excellence, the levels of preparedness, training, training of those who study in various graduate programs do not receive the knowledge that the current demand scenarios to deal with their problems, solve them and make way for the changes required to contribute towards the development of the country is perceived decay towards excellence, quality and service of graduate school for various reasons that are briefly discussed how they perceive its effects. (It would in more detailed work, evaluate each of the variables that affect their deterioration, involving all the basic components for the classification of academic excellence) Victo university teaching Morlas Central de Venezuela, through its research, interest in such problems, in all matters relating to education, has left us his views on some of his writings that deserve to be exposed for a glimpse into the reality that faces with respect to graduate. Therefore not surprising that Victor Morlan noted in an analysis on this subject, in Venezuela, as in the rest of Latin America and most of the world, statistics on graduate education are and have been, to date, poor and unreliable.

Take into account some problems arise: a) The exact number of institutions involved graduate but do not know about because it has not fully implemented the Statistics Act that requires all institutions of the country to provide information to the State on matters within its competence. b) In addition we do not know the exact number of institutions that offer courses to graduate, the truth is that the number of courses is less accurate, even if it is only legally authorized institutions. The latter because there are two problems that have not been legally resolved: (1) the course of what is and what is a program, and (2) the account of how the courses or programs of a single institution that work in different places but with similar objectives and content. The tendency is to call the whole course of academic activities that lead to the granting of a diploma similar to all participants, and all the activities program or courses with the same team, but leading to different diplomas. c) The problem of knowing the number of trainees is more difficult, because there is no agreement or formal standard that defines what a student or graduate trainee: Is trainee who attends only one subject?

Is trainee who has completed all courses, courses or seminars and is working on his graduate work?

While there is no official definition of these details can not be serious quantitative studies on this subject. d) The number of teachers is another problem, but may not make sense to ask how many teachers are in a postgraduate course, because it is a very dynamic and dependent on other sectors, which typically does not own teachers dedicated to this activity. Add Morlen, to be taken very true the fact remains that: (1) Graduate education in Venezuela (as a set of formal academic activities of higher education) is still a relatively new, with just over half a century of experience - he was born and has developed spontaneously, in the shadow of basic professional studies at universities and has operated in the image of them playing their flaws and shortcomings. (2) The set of programs and institutions that make graduate education in this country does not yet constitute a coherent national system with clear objectives and scientific and social impact significantly. (3) Despite the rapid growth in recent decades has had this business in the country, the truth is she still nothing more than a marginal sector within the education system, with little social impact and financially underserved.

It is relatively expensive for the state and for the participants, and will generally work in isolation from national issues. She has been evolving in recent decades with little formal guidance effective and, consequently, this has spurred significant growth in programs run by private sectors only see this activity as a lucrative business. Consequently, the graduate could not always fulfill its high purpose of contributing substantially to the development of science, technology and national culture and improving the quality of life of Venezuelans. The performance of this sector is very low, especially when considering indicators such as the proportion of doctoral programs and degree of unfinished work (Valarino, 1990). (4) Graduate education in this country offers opportunities for professional and personal development to a very small proportion of the population and its offer is distorted because there is still a high concentration both from the institutional point of view of geographical and disciplinary and social sectors it serves. While some developed countries over 15% of students in higher education are graduate in Venezuela this figure is less than 8% and less than 1% of Venezuelans enjoy or ever have enjoyed its benefits (5) The academic structure of graduate programs is high frequency, very poor: its objectives are not well defined, the requirements for entry into the system are very heterogeneous, belittle continuing education activities and its development has had little impact on changes needed undergraduate.

(6) Graduate education in Venezuela has a national organizational structure operational shortly, very heterogeneous at the institutional level, with weak linkages not only with other modalities of the educational system but also to the economic social and foreign institutions, particularly with the rest of Latin America, all of which prevents it from increasing resources for development and increase their social relevance and impact. (7) The current legislation on advanced studies is still very poor: there are very few references to the graduate program in both the Education Law and the Law of Universities and the current regulations on the matter contains gaps and contradictions. (8) In general, programs or graduate courses in Venezuela, especially in the official sector initiatives designed and implemented by small groups of academics, active participation of the beneficiaries of their products (the economic sector, the authorities educational, professional, scientific-technical system or the cultural and political) and usually use a traditional pedagogy, underachieving, school-centered, theory class, the teacher-student relationships vertical and alien to the new technologies. Consequently, this set of academic activities obviously requires adjustments that make him really a coherent national system with clear objectives and scientific and social impact significantly.

Currently manifest serious problems that must be solved as: Programs not adapted to the needs that demand domestically and internationally Graduate profile does not conform to the requirements of the current stage of plant No full-time faculty inappropriate Mission and Vision Academic Quality Academic quality of faculty participants No grade tutors to work Lack of attention to the participant for consultation outside of class hours Poor identification Poor use of research linking the needs of the environment publications No magazines, and poor integration use of new computer technologies significantly Absence of virtual classrooms, courses, seminars, conferences online inadequate infrastructure Lack of proactive authorities, strategists, visionaries, involving both the direction and coordination in the absence of appropriate functionality of the Council of Graduate Systems inadequate administrative. Administrative disorganization. Lack of updated databases Institutional Relations Regulations Budget Waste Systems of talent evaluation, human capital, learning methodology. Advertising and promotion requirements for entrance and exit exchanges Absence of Accreditation Quality, productivity and relevance degree work Percentage of graduates in relation to the total number of students at any given time QoS Each of these problems needs to be evaluated, considering its scope, impact on academic excellence, operation of the postgraduates, must provide feedback to the appropriate actions to prevent its manifestation, another reason for writing.