BOLIVARIAN REPUBLIC OF VENEZUELA

TERRITORIAL POLYTECHNIC UNIVERSITY OF

WEST OF SUCRE 'CLODOSBALDO RUSSIÁN'
DEPARTMENT OF UNIVERSITY EXTENSION

Educational Missions
Professor:
Miguel Bennasar
Prepared by:
Orlando González
CI: 24,402,725
Daylis García
Ci: 26,651,137
Luis Jiménez
CI: 25.416.051
Michelle Mayz
27,351,469

Cumaná, May 2018

Sucre Mission: The Extraordinary Plan Mariscal Antonio José de Sucre,
called 'Misión Sucre', is an initiative of the Venezuelan State and of
Bolivarian government aimed at enhancing institutional synergy and the
community participation, to guarantee access to university education
all graduates without spots and transform the condition of those excluded from
higher education subsystem. It was created to break, through the path of Education
Superior, these exclusion circles. The Sucre Mission was created by the government.
Venezuelan on November 3, 2003, as a strategy to train
university professionals, three years for higher technicians and five years
long careers (graduates).

Mission:
Its purpose is to promote and guarantee access to higher education in a way
free and quality for high school graduates. Favoring their inclusion in the
higher education programs like in the rest of the social programs
productive initiatives developed by state institutions. In addition to enhancing the
community participation, to guarantee access to higher education to
all the graduates and change their condition of being excluded from the system of
higher education.
Developing integral human beings, as well as the construction of a society
democratic and participatory, for this it is essential the participation of the
society in the generation, transformation, and diffusion of knowledge.

Vision

The development of skills and attitudes for the full exercise of

a responsible citizenship; committed with the problems,
needs and demands of the country.

The elevation of the educational level of Venezuelans and their access to training
integral throughout life, as a form of empowerment of
population that allows them to win and open new options for
personal growth and social, economic, cultural, and political participation

The reduction of social inequalities in the educational area, and its

favorable impact on reducing inequality gaps in others
areas.

What Is It Based On:

The Selection and Admission Systems: The selection and admission system that
It applies to students who aspire to enter Higher Education.
suffered, almost since its inception, the questioning from different sectors of the
academic community. Basically, the selection system is shared among
the procedures applied by the Sector Planning Office
University (OPSU), which combines the results of the grades of
Secondary Education (Average of High School) with the Aptitude Test
Academic (Verbal and Mathematical Reasoning) in an index that integrates them,
referred to as Academic Index; and the one used by universities that,
Fundamentally, it is made up of what are called Internal Assessments, which
they combine aptitude tests with specific knowledge tests, according to the
nature and interest of the corresponding area or discipline.

The aspect that has been most questioned is the social discrimination that the
procedure establishes among the applicants, evidencing that the results
The tests tend to favor students with greater resources
socioeconomic, a characteristic that is valid in the national system of
admission, as in the internal tests of universities, although more
accentuated in this last one.

The Exclusion In Higher Education: If a brief review is conducted

historical and social context regarding the problem of exclusion from higher education, we
finds that starting from the 1980s, the social composition of high school graduates that
they enter public universities, it is increasingly formed
by citizens coming from the middle and upper sectors of the population,
while few of the graduates belong to the less
Benefited individuals from the population manage to integrate into the higher education system.
Trend that goes against the sense of social promotion that must have the
education and facilitates the increase of the equity gaps that exist in
our social fabric.

The exclusion from higher education must be understood considering the

totality of plans that affect. Exclusion not only means a decrease of
educational opportunities but also affects future prospects of the
population.

Objectives of the Sucre Mission

Facilitate the incorporation and continuation of studies in education
superior of all high school graduates who, despite their legitimate
aspirations and full rights, have not been admitted
no official higher education institution, and increase the level
educational of the Venezuelan population.
Promote reflection, discussion, conception, and implementation of a
new university educational model, based on the imperatives of the
participatory and protagonistic democracy, the dialogue with the actors
involved having the historical process as a fundamental reference,
social, political, and economic context we are living in.
It seeks to facilitate the incorporation and continuation of studies in education.
superior of all high school graduates, in accordance with the postulates of the
Constitution of the Bolivarian Republic of Venezuela.
Guarantee access to the new high school graduates who complete the Mission
Ribas; promote reflection, discussion, conception, and implementation of a
new university educational model and train professional citizens
required for development under the terms of the Constitution.
 The design and implementation of the University Initiation Program (PIU) that
it favors the transition of high school graduates to higher education.

Robinson Mission
The name Robinson comes from the pseudonym used by the writerSimon
RodríguezIt is a social program of the national [Link]
Chávezto teach reading and writing to the illiterate Venezuelan population, with
educational materials different from the usual and made inCuba,
calledI can, yesAmong the teams, books, school supplies stand out,
slides, as well asglassesfor people with vision problems, which are
gifted to the beneficiaries. The program is divided into different levels, according to the
knowledge of the educated. The goal is to end with theilliteracyin the country, and
Since Misión Robinson, other mass instruction programs have been created.
for the population, such as:Sucre Mission yRibas [Link] to a survey of
Datanálisis found that 72.2% of the population supported education missions.

The activities began on May 23, 2003, with a pilot plan implemented.
in the Capital District and the states of Vargas, Miranda, and Aragua. The results
Successful pilot plan confirmed the selection of the educational project, for which
On July 1, 2003, the Extraordinary Plan officially began.
Literacy known as Mission Robinson. The Robinson Mission aimed to
purpose to eliminate illiteracy among youth and adults throughout the country. Promoted
reading comprehension in each of the beneficiaries. This mission was
inspired by the principles of equity, gender equality, and respect
to all currents of thought. The purpose was to develop potential
creative aspect of every human being and the full exercise of their personality in a
democratic society.
Scope: The Robinson Mission has made a very high contribution and service in the
fight for literacy in our country, addressing all sectors of the
population, emphasizing the most vulnerable groups and those with
special educational needs.
Methodology: Each class has a global character, so it is recommended that
the participants observe it first in its entirety. The essential support of the
teaching reading and writing is the audiovisual medium that combines with
the booklet. The booklet follows the path of three logos: ear-eye (listen-see) ear -
book (listen-read) ear-pencil (listen-write).
to train is to practice, to train, to guide, it is to prepare for something, in this case, for
learn to read and write. This first stage includes the 10
first classes of our method. The first five allow:
Familiarization, development of oral expression and weaknesses
psychomotor
Ensuring the graphical representation of numbers from 0 to 30.
 The five remaining classes are aimed at the study of vowels.
2nd Stage: Learning to read and write
In this stage, 42 classes are dedicated, in the first 23 classes you learn:
Every day a new letter or phoneme.
In the remaining 19, the difficulties that arise are introduced.
in our language. Example: Combination of ce-ci, güe-güi Use of the rr in
loud and soft sounds.
Location of the literacy participant in a number he/she knows accompanied by a
lyrics that are unknown.
Recognize an easy figure and below, the word subject of study.
Presentation of an idea or sentence.
key is divided into syllables.- Normal and inverse combinations.-
Verbal production of new words and ideas.
When the illiterate master all the spellings, it is being introduced,
gradually, the italic type, which is one of the goals of the post-
literacy.
3rd Stage: Consolidation
The objective is to solidify the knowledge. Ensure that what is done at certain times is
has taught and checked to what extent it has been learned well. They dedicate 11
classes and 2 writing finals.
Consolidate the difficulties of the spellings as a game or
entertainment. Example class number 14.
Develop intelligent writing and reading at a very elementary level. The
The illiterate must organize words until they make sense.
logical.
With different images, say the name and write it down, with assistance.
of the numbers and locating the letters in the box on the page of what
It is addressed. The role of the facilitator should focus on those
knowledge that requires some form of explanation requested by the
alphabetizing and reinforcing the different writing exercises.

Ribas Mission
The 'José Félix Ribas' Mission is an educational mission aimed at young people.
adults for their education at the secondary level to graduate as
bachelors of the Republic.
The Ribas Mission was created on November 17, 2003, at the initiative of the leader.
from the Bolivarian Revolution, Hugo Chávez, with the aim of completing the
secondary education or high school studies of those individuals who have personal reasons
or economic ones have not been able to finish. It is not a derivative of the Robinson Mission.
(which is meant to "instruct" illiterate populations), but rather for those who
they have basic education instruction, the granting of 100,000 is provided
for those people who wish to complete their bachelor's degree and have limited resources
economic resources.
Once secondary studies are completed, labor incorporation is planned.
of the participants in the energy, oil, and mining sectors, or they will not be able to
continue their studies at Misión Sucre.
Mission: To provide the Venezuelan population access and participation in a
educational system without exclusion and of quality, that facilitates their incorporation into
national productive apparatus and the higher education system, improving its
quality of life in the short and medium term.
Vision: The vision of the Ribas Mission is to elevate the educational level of the population.
Venezuelan committed to the principle of social justice, enshrined in the
Constitution of the Bolivarian Republic of Venezuela.

Objectives
1- Incorporate the excluded population into the Basic Formal Education System.
Diversified.
2- Achieve that all Venezuelans are high school graduates, promoting
thus, a new national educational project, which in a systematic way will contribute
decisively to the transformation of the country.
3- Democratize education within a framework of national integration,
guaranteeing access to a quality educational system for all
Venezuelans.
4- Provide the Venezuelan population with access and participation in a system
educational without exclusion and of quality, that facilitates their incorporation into the system
national productivity and the higher education system, improving its quality of
short and medium-term life.
We can also say that the fundamental objective of the mission is to benefit.
All citizens, regardless of their age, who want to complete their studies.
secondary after having taken theprimaryeither derived from theMission
Robinsonor conventional education. It also aims to
provide the Venezuelan population access and participation in asystem
educationalwithout exclusion and of "quality", which facilitates their incorporation into the system.
national productive and to the system ofhigher educationimproving its quality of
short and medium-term life, granting participation to the people in decision-making
country without being excluded.

Purpose: It consists of providing to citizens who have not

having completed high school, the opportunity to enter an educational system
non-exclusive and of quality, which facilitates their incorporation into the productive apparatus
national and the higher education system, improving their quality of life.
Participating institutions:
Ministry of Energy and Mines. PDVSA. CADAFE.
Ministry of Education, Culture and Sports (Educational Zones and Districts)
Schoolchildren)
Ministry of Higher Education.
Ministry of Defense (CUFAN).
Ministry of Science and Technology.
Ministry of Communication and Information.
National Youth Institute.
Front of Social Fighters 'Francisco de Miranda'.
Bolivarian Federation of Students.
It is noteworthy that the Ribas Mission, along with the Robinson educational missions
(literacy and primary education) and Sucre (university education), adds the
three educational programs created during the Bolivarian Revolution to support
to the people who were excluded from the formal education system.
It is a mission inspired by the patriotic leader José Félix Ribas, who the
February 12, 1814, he commanded the group of teenagers who defeated José.
Tomás Boves in the Battle of La Victoria.
Subjects Taught: La Misión Ribas teaches the following subjects:
Language.
Mathematics.
Universal Geography.
Economic Geography of Venezuela.
History of Venezuela.
Universal History.
Foreign Languages.
Elective subjects, such as Civics, History of Bolívar, Analysis of the
Constitution of the Republic Bolivarian of Venezuela y
the Patriotic Symbols.
Educational Evaluation System of the Ribas Mission: The evaluation is
conceived as a profoundly human process, of an integral nature, that
recognizes the different rhythms and developments of each individual as a person
unique and changing in accordance with the philosophical approach of the expressed country
in our constitution.
 Self-assessment: The participant evaluates their performance and the achievement of the
competencies developed during the learning process.
Co-evaluation: The group of participants assesses the performance and achievements of
each of the members and the group as a whole in the
collective learning process.
Hetero-evaluation: The facilitator collects the self and peer evaluation of
each participant and the group in general to follow up and
Evaluation in a qualitative and quantitative manner so that it
reorient the learning process and/or report the completion of the process.

The evaluation scale used by Misión Ribas is based on the following

items
Consolidated: The participant achieved all competencies. Score
for the conversion.
Advanced: The participant achieved some of the competencies. Score
for the conversion.
In progress: The participant promotes, however, requires attention
individualized with an emphasis on the deficiencies detected in the process.
Score for conversion.
Started: The participant does not promote, needs to restart the process to
Thus develop the competencies. Score for conversion.