Venezuelan education is in trouble. What can be done to improve the situation? This report aims to address this question by analysing a number of initiatives, particularly in science education, promoted by various groups in the country. The aim is to highlight the key contributions of their approaches to the various difficulties facing Venezuelan education.
This report was originally published in December 2013 in the predecessor internet forum of this magazine.
This report was prepared by Javier Toro.
This translation has been automatically generated and has not been verified for accuracy.
This report is based on desk research and in-depth interviews. The following persons (listed in alphabetical order by surname) participated in the interview programme:
Education, like any other area, requires prepared people, well-trained teachers. Good teachers, according to the findings of educational researchers, are those who know how to harness and apply three types of knowledge1 : “content knowledge” or, in other words, knowledge about the subject being taught; “pedagogical knowledge”, i.e. knowledge about teaching strategies in general; and “didactic content knowledge”, i.e. knowledge about how to transform knowledge about the subject being taught into didactic representations and actions that can be assimilated by students.
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