Showing posts with label Education. Show all posts
Showing posts with label Education. Show all posts

Saturday, May 10, 2008

Unions, collectives, wage increases, colourful wool and blackouts

Report by Tamara Pearson http://gringadiary.blogspot.com/

I write this while I’m watching Chavez on TV in my friends’ apartment in Caracas. He’s giving the May Day speech (the night before May day) where he usually announces the new increase in the minium wage.
It’s amazingly relevant to the brigade that we have on at the moment and the discussions that we had today (I’m here in Caracas helping out with an AVSN brigade, 12 Aussie trade unionists here to learn about the revolution, with a focus on the trade union aspect).
We finished today off by talking to the vice president of the Latin American Parliament, Carolus Wimmer. He argued that in a way, Chavez is blocking the development of movements, because he keeps handing down change- that for example, the trade unions have little reason to struggle, because he keeps just giving them pay increases.

Everyone is coming down from their rooms because he’s about to announce the wage increase and people are debating how much it will be. The atmosphere reminds me a bit of the final announcement of Australian Idol. Chavez has a graph out, asking the cameras to focus on it, using a book as a ruler to draw lines on it. Such a funny guy, drawing lines and explaining the way wages are worked out, how you have to include the ‘basket tickets’ – food vouchers. Not to mention all the free services and subsidies etc.
A lot of people share his excitement. Often throughout the brigade people have gotten so into what they were saying that we had to interrupt them so we could translate.
Haha. Chavez announces that the raise is 2%, Everyone looks at eachother then suddenly laughs, including him “This is what a capitalist government would say.”
It’s a 30% increase. Higher than the rate of inflation. “it is justice, nothing more”
And now Venezuela has the highest minimum salary in Latin America. If you include the food voucher almost 3 times the average of Latin America.

Wimmer also said that “If we can say that Chavez is a military leader, he can’t fight without any army- on his own.” And he named “3 enemies of the revolution: corruption, bureaucracy and inefficiency.”

Before him we met with the president of BANMUJER- the ‘different’ bank for women- which gives micro credit to majority women collectives at very low interest rates and with a long time to pay it off, and with the objective of helping women achieve self sufficiency, and not of profit.
Nora Castenada is her name, she is NOT against abortion, and she spoke very generally. I asked her how she felt about the creation recently, announced by Chavez, of a minister for women, “The women’s movement demanded INAMUJER, BANMUJER (etc), and so we demanded a minister, and we demand a ministery… since it was created by the movement, it is good for women, and whatever is good for women is good for BANMUJER”. They are also campaigning for a compulsory 50/50% representation of women in any elected representation.

And this morning we met with Eduardo Pinata, National director of the FSBT, of one of the Teachers Unions, and also of Foundation of the Formation of Socialist Workers. At the moment teachers are working- teaching- 54 hours a week, with an average of 38 students in each classroom (bad but other South American countries are worse). They want to decrease both these numbers, to 36 hours of teaching face to face, with 6 hours of research and 4 hours of community work each week.
He was great, very nice, and interesting. He joked that half of Cubans are in Venezuela and vice versa (Venezuelan teachers went to Cuba for 15 days to observe their education system).

On Tuesday in the morning we visited NUDE- a nucleus of all sorts of missions and collectives. Walking past car repairers and factories, you suddenly arrive at a street with colourful murals on each side (painted by participants in the missions).
We saw a textile collective, It was great, the women (for they were mostly women working there) seemed quite relaxed. They have assemblies of all the workers once a year where they choose their new division of labour: who will sew, work in administration, run the factory etc. It changes every year and the people who do the ‘real’ work- the sewing, get paid more. They made some t-shirts for the members of our brigade right there, in under an hour :). Their wage is 30% of earnings, and sometimes they might need to work weekends or nights, when they have extra work- but it’s a choice each person makes.
We also saw a barrio adentro (dentist, 2 gyanacolegists, a farmacy, etc, all completely free), a Mercal- which sells food at a solidarity price- ie very cheap, and PDVAL- which sells it at cost price- but with per person limits to prevent businesses buying it to use for profit. All of these function under the rules of collectives.

After that we talked to some of the leaders of the Electricity Union. Boy was that an adventure! They talked about some of the difficulties of combining what was once private and public companies into one public company- the different regulations, pay scales, etc. They are currently working towards a law which will see the company have 50% state representation and 50% workers. Before it was nationalised like this, the 10 years in private hands meant that no infrastructure was built, there was no development. Now under Chavez, with all the wage increases and free services, consumption has gone up a lot and people have money to buy electrical goods like blenders, TVs etc. There’s also quite low environmental consciousness here, so the amount of electric consumption has gone up massively. So finally I understand all the blackouts! And the problems are worse in places like Merida because it is further away and further back in the ‘queue’.
Then, as we said our goodbyes, there was a blackout! Haha. Outside it was chaotic, as the traffic lights weren’t working, the trains had stopped and motor taxis quickly caught on and started charging 40Bs ($20). The buses were packed, with people hanging out, and the streets were full with people waiting for buses. Finally they just started walking, and it looked like May day had come early :). After 4 hours, we eventually decided we’d walk too (the centre was about 14km away), but just as we did the trains started again. They were PACKED and there were little shouts each time it stopped and more people tried to squeeze in.

There’s a lot to say :) I haven’t even got to the bureaucratic mess of ONIDEX which is where passports and visas are processed. And the cold bus ride down here where I was freezing despite wearing thermal underwear, shirt, jumper, pants and 2 skirts J and to top it off they played loud cheesy music from about 7 in the morning (it’s a 12-14 hour trip).
And the other world that is Caracas- it hits you in the face as you walk out of the bus terminal, especially as it is so different to Merida- the stall holders yelling out at you, all the concrete and towers and rubbish and humidity….(and stories of my friends who live here of being robbed and people being shot in gang fights during a party they were at)..
And the surreal experience of walking to one of these humid stations (god they are uncomfortable but at least the trains come like every 2 minutes…and are extremely cheap) and the stairs were covered in different coloured wool that went out into the street where people were playing with it and making music and doing acrobatic things- it seemed to coincide with Chavez’s announcement that day of a national circus and reminded me of that ad where people drag big balls of wool through the street- it was just like that.

Tuesday, May 6, 2008

Inclusion in Elementary and Secondary School Increases 23%

The inclusion of Venezuelans in the educative system increased 23% in the last nine years, said the Venezuelan President Hugo Chávez during a Cabinet meeting held on Tuesday April 29.

The Venezuelan head of State affirmed that the government is responsible of strengthening education in high schools and Bolivarian schools, and pointed out that education “is everybody’s responsibility.”

Chávez recalled that they approved about $1.4 billion in order to continue construction works in 1,225 schools. Some of them must be rebuilt, and widened, but new facilities must be built in order to have them ready in 2008.

The resources came from the Ministries of Education; Infrastructure; Housing and the Environment.

He pointed out that the Housing Ministry is in charge of recovering 161 schools; widening 199 and building 54 new facilities. The Infrastructure Ministry will be in charge of recovering 160; widening 197 and building 50 new schools.

Regarding the Environment Minister, President Chávez said that its mission is to build 47 new schools, widen 197 and recover 160.

Chávez explained they will build a total of 151 new buildings, including 47 Simoncitos (kindergarten); 47 Bolivarian schools (elementary school); 35 Bolivarian high schools, 4 educative towns, and 16 special education schools.

He said that Venezuela’s government expects to build one educative town in every state of the country; this year they expect to build four.

When talking about the students’ organizations, President Chávez stated that “Venezuela’s United Socialist Party (PSUV, Spanish acronym) has to promote it and respect student’s movements.”

He said that the spokespersons of students’ movements will be named “pioneers”, and stressed that they must be strengthened from first year to fifth year in high-school.

The Venezuelan president highlighted the need of taking values and social education to the Bolivarian schools and high-schools.

UNESCO’s figures

As he compared the growth of education in Venezuela (69%), President Chávez mentioned that - according to UNESCO’s figures - the percentage of kids attending kindergarten is still below 20% in Africa and the Arab countries.

Venezuela’s new education model moving forward

President Chávez said that while the new education model is under discussion, the Venezuelan government is open to debate, and explained that the new project will be an educative tool for all Venezuelans.

Likewise, he stated that those criticizing the implementation of this new educative model must contribute with ideas in order to improve it.

The Venezuelan president made clear that the new model is based on the Constitution, which is the project of all Venezuelans.

Finally, he stressed that it is also based on the respect to all thoughts and leanings because young people must be provided with tools in order to help them make decisions; that’s the reason why the new educative model discusses socialism and Bolivarian ideals, as well as capitalism.

”It is not a dogma. It must be a collective creation,” he affirmed.

Presidential Press Office

Sunday, April 13, 2008

Chávez asks for an expansion of the network of intellectuals for Latin American peace and sovereignty

ABN 12/04/2008
Caracas, Distrito Capital

Caracas, Apr 12. ABN.- The President of the Bolivarian Republic of Venezuela, Hugo Chávez Frías, asked for an expansion of the network of intellectuals and artists for Latin American peace and sovereignty, which gathered this Saturday in Caracas to hold a meeting that was called “Armed with Ideas: Intellectuals and Artists for Latin American Peace and Sovereignty”.

Venezuelan President arrived at that conclusion after stating that the network of intellectuals and artists has, beyond individual commitment, a great task with the collective; therefore, it has to multiply.

“You, gunners of words and thoughts, have a great task individually in your countries, universities, but beyond the individual factor is the collective one; therefore, I ask this network to be multiplied and strengthened”, Chávez said.

Furthermore, Chávez stressed how important is for this network to be stronger and the impact that could have in the reality of each country in the continent, as well as it has to work in a more coordinated way every day more.

Moreover, Venezuelan President emphasized that both ideas and knowledge are the way to get to the consciousness of people. With them the people of the world can be organized and mobilized.

“It is impossible to have consciousness without ideas and knowledge. There is organization and mobilization only with consciousness (...) The will is a product of the consciousness”, he stated.

In this regard, he held that Bolivarian Revolution is peaceful but armed with ideas to fight capitalism. In turn, he expressed that battalions of ideas have to be organized to neutralize the misinformation machinery used by the North American empire.

Thursday, April 10, 2008

Bolivarian Curricular Model: an open book for the debate, a people's election

Caracas, April 7 ABN (Lena Jahn).- As part of the public policies progressed by the National Government in matters of human and social rights, the Curricular Model of the Bolivarian Education System places as the spearhead of the process of improving education in Venezuela, once the primary goal of inclusion is achieved.

Around 320 thousand teachers of the whole country have taken part in the different workshops to create the new Curricular Model, carried out at national, state and municipal level, since December 2007 until now; and around the debate have arouse different proposals, observations and considerations necessary for the definite structuring of this model.

Precisely due to being widely debated, the president of the Republic, Hugo Chávez Frías, proposed to submit it to a referendum perhaps for next year, at the time he invited the Venezuelan opposition to present their own proposal, just as the Government is doing.

In fact, this is not an isolated issue. During the coming days, the World Peace and Anti-imperialist Conference, to take place in Caracas, as part of its schedule will tackle with the defense of the rights of the nations of the world, among them education, linked to the repressive actions and domination on behalf of the United States and suffered mainly by Latin American nations.

In Venezuela, the education issue is not out of the discussion, neither is foreseen to retire it from the scenery during a long time. On the contrary, it is every time more noticeable the discussion of a human right and of basic social duty that, besides a constitutional article which defines it, has ten years materializing through public policies that make feasible the legal framework.

From the neoliberal model to the education's democratization

Talking about education in Venezuela and, even more, about the direct influences that the United States has played upon this important area for development requires a hindsight that covers at least the last 20 years of national and international history.

'In the world dynamics of the nineties and the eighties were boosted policies addressed to privatize the educational spaces. After the fall of the Berlin Wall and the crumble of the Union of Socialist Soviet Republics (USSR) is imposed a capitalist ideological and political model in Latin America which fosters a paradigm of decentralization and privatization of the educational sceneries.'

The analysis corresponds to the general director of the International Relations from the Ministry of People's Power for Education, Luis Alejandro Sauce, who affirms that statements as individualism and mass production of economic resources, proper form the capitalist model, led to the misunderstood necessity of privatizing education due to arguments like the State could not satisfy the educational demand nor sustain the infrastructure because it was inefficient and incapable.

'In the Venezuelan case, infrastructure was abandoned, investment was abandoned, the rate of schooling registration diminished, and it showed that the State should take part in education. However, behind that imposed the ideological and political model of the capital. This model called to privatize education because it is a profitable space by nature since everybody want to study, at the time it favored the perfect path to control the production, generation and supply of knowledge,' he explained.

In other words, the education offered by the State was effectively deficient, but that answered to a strategy of power with a political aim.

Sauce commented that while the financial control was exerted by the World Bank, the United Nations and the International Monetary Fund made the same with the political and economic power, respectively.

'They took part on education policies and it were even created, at the then Ministry of Education, offices that stimulated -allegedly- the development of a competitive education in negative, unequal and excluding terms for the people of low economic resources,' he affirmed.

Thus, the parameters that defined education, according the 1961 Constitution, were not in keeping with the public policies because there was no coherence between the legal dispositions and the sociopolitical scenery.

Fortunately, Venezuela reacted first with the Caracazo (wave of protests, riots and looting that occurred in Caracas) in 1989, to the package of neoliberal measures, and started the rupture of a political, economic and social process that was the starting point for the breaking-off of the constitutionality in political terms.

Nevertheless, the representative of the education office affirmed that the highest rupture was in 1998, when president Chávez came to power. 'On the reconfiguration of the new State is given expression to the basic idea of retaking education as a human right, which guarantees it to be free, accessible, plural and democratic nature,' he expressed.

This way came up a Constituent Assembly and a new Constitution which confirms a series of social rights considered as the central axis of the national state's transformation and the jump to the real democratization of education.

First step, Inclusion

With the arrival of Hugo Chávez at the presidency of the Republic, besides generating a new political and legal structure of the State, it is showed the political will of attending the education sector in order to make the legal framework correspond with reality.

Among the measures taken, the percentage of the Gross Domestic Product allocated to education increased from 2% to 7%, at the time that the schooling registration went from 5 million 800 thousand students in the school period 1996-1997 up to 11 millions 800 in the period 2006-2007.

'In education exists knowledge, wisdom to build a country, to develop a nation and achieve independence, improvement and sovereignty of the nations; and, finally, the State understood that in order to achieve this it should rule this sector and invest on it,' indicated Sauce.

Among the actions to carry out, the Revolutionary Government started with educational missions as leading projects, oriented to guarantee the right to education to those who discarded the option of studying due to the necessity of entering the labor world.

This way came up Mission Robinson I, oriented to the literacy of more than a million 500 patriots; and Mission Robinson II, in order to continue primary studies, in which -according to information given by the General Direction of Situational Analysis of the education office- are studying 258 thousand 826 Venezuelan, besides the 395 thousand 302 who have already graduated.

Other missions, as Ribas and Sucre, offer access to secondary and university education to people in the same conditions of social exclusion, result of the schemes of power that had ruled and which let out those who had no possibilities to pay studies in private institutions.

Additionally, in Venezuela is guaranteed the right to food for more than 4 million children and young people, through the Program of School Feeding (PAE, for Spanish), addressed to strengthen the academic return of students.

In educational matters, it is interesting to check out articles in the constitutional framework as the 103, in which is recognized early education starting since nursery school, with which Venezuela becomes the first country in the continent to guarantee education since they are given birth. This way started the Simoncitos, educational institutions with pedagogical characteristics designed for children since zero to six years old.

Likewise, article 106 not only recognizes but also fills with constitutional nature the private education under the strict inspection and surveillance of the State and under previous acceptance of this one. According to Sauce, private education is not infringed since there are the structural conditions required and the supreme aim of education predominating over profitability.

There are also dispositions to count with a system of special education, which is currently one of the spaces of the ministry's workshop, created as part of the attention and protection policy for disabled people who, consequently, have special education needs and have always belonged to the traditionally excluded groups.

The goal, high quality education

'The scheme of work of the Bolivarian Government has been, firstly, social inclusion, to then go to the improvement, high quality education,' stated Luis Alejandro Sauce.

That way began the need for a new curriculum that fits no only in appearance but also in essence to the constitutional rules referring to the integral, democratic, participatory and permanent nature of education.

Learning to create, learning to coexist and participate, learning to value the basic mainstay of the Bolivarian Curricular Model, all of it closely related with human rights.

'Having the opportunity to distinguish and construct under your own principles, views, ideologies, as master Simon Rodriguez said, either we invent or we err, we cannot import models,' expressed Sauce. He also affirms that there are sectors which with a deep ignorance disown themselves when obviating in the new curriculum proposals as the possibility of creating, which influence in the possibility of being free.

'We foster other human rights, as the diversity of thought, coexistence in a plural, democratic, participatory space,' he added.

Sauce stated as well that the debate of this curriculum should take place in a political context but also in the pedagogical and philosophical, 'Mass media have limited it to the political space, but they obviate that it is the first time in the democratic history of Venezuela that education guidelines are being submitted to a discussion and to the collective construction.'

The director explained that it deals with a great social debt inherited due to the imposition of a scheme that influenced in the education dynamics of the complete continent; a model that intended to privatize and control the creation and production of knowledge in order to dominate nations.

Thus, he insistsed on that improving education will be done just if people feel part of a curriculum and collaborate with their contributions for the structuring of an original and homegrown education.

'What a better democratic exercise that bestowing the new curriculum at everybody's disposal, which links to a scenery of full exercise of human rights?', he wonders. Now, with the president's proposal of holding a referendum to decide the fate of this project, the sovereign practice and people's power are highlighted once more in Venezuela.

Translated by Felitza Nava López