The Strategic Direction of the Sucre Mission to the Alma Mater Mission based on the Special Plan for the Recognition and Prosecution of Studies (PERPE) from one program to the other, constitutes one of the most significant events in the process of university transformation. The main objective of this research was to evaluate the implementation of this plan from the Sucre Mission Administration National Training Program to the Alma Mater Mission National Training Program in the state of Trujillo, between 2011 and 2013. A field investigation of exploratory character based on a stratified sampling with proportional allocation and the data were collected through a structured interview. The results highlight data that indicates that even though PERPE guidelines are being met,they have not been carried out with the effectiveness and efficiency that they should have, which is why a series of recommendations is proposed.
Key Words: Articulation, Sucre Mission, Alma Mater Mission, PERPE. ix
strategic-direction-in-the-university-transformationINTRODUCTION
In 2003, at the initiative of Supreme Commander Hugo Chávez, the Extraordinary Plan of Marshal Antonio José de Sucre was launched in the Bolivarian Republic of Venezuela, within the framework of social missions aimed at meeting and solving the needs of the poor Venezuelan population, traditionally excluded or with restricted access to education, health, housing and food. This extraordinary plan, commonly known as Misión Sucre, had the initial purpose of canceling the social debt of the Venezuelan State due to the repeated exclusion of university education to which thousands of Venezuelans were subjected by traditional universities. In terms of its definition, the Sucre Mission intended:
“Garantizar el acceso a la educación universitaria a todos los bachilleres sin cupo y transformar su condición de excluidos de la educación universitaria, conjugando una visión de justicia social, con el carácter estratégico de la educación universitaria para el desarrollo humano integral sustentable, la soberanía nacional y la construcción de una sociedad democrática y participativa” (Gobierno en línea 2013).
Later (2008), as part of the university transformation strategy initiated with the Sucre Mission, in accordance with one of the fundamental guidelines of the Ministry of Popular Power for University Education (MPPEU), the Alma Mater Commission is organized with the Aim to devise and define a strategy oriented towards university education that would contemplate the creation of Territorial Universities and the transformation of the IUT and CU into polytechnic experimental universities. As a consequence of the work carried out by the Alma Mater Commission, the Alma Mater Mission was created with the purpose of promoting the transformation of Venezuelan university education and promoting its institutional and territorial articulation, based on the strategic lines of the Simón Bolívar National Project,guaranteeing everyone's right to a quality university education without exclusions (Government online 2013).
In 2011, as a corollary of the necessary link that should exist in the field of university education between the Sucre Mission and the Alma Mater Mission and in order to strengthen the active participation of university institutes and colleges based in the states that make up the national territory, the MPPEU instructed the Inter-institutional Committee of the National Program of Training in Administration (PNFA), to develop a Special Plan for Recognition and Prosecution of Studies with a view to guaranteeing the continuation of their studies to the students of the of the National Administration Training Program that entered the university education subsystem through the Sucre Mission (MPPEU 2011). Further,authorized the management of said plan and the granting of the respective titles to all existing official university institutes and colleges to date.
The articulation between the Sucre Mission and the Alma Mater Mission evidences one of the most notable events of the "University Transformation". As Almeida (2011) points out
"It is an unusual and historical challenge, as far as University Education is concerned, as is the approach and integration of academic, administrative, political and social strategies and actions that have been developed separately from the Sucre Mission and from the Mission Alma mater. The MPPEU as the governing body of the policy on University Education has begun the process of integrating these two important missions based on the process of transforming Venezuelan university institutes and colleges into universities typified as experimental and, in most of the institutions, characterized as territorial polytechnic experimental universities ”.
Today, two years after the implementation of the Special Plan for the Recognition and Prosecution of Studies of the National Administration Training Program in the state of Trujillo, it is necessary to document it within the framework of its implementation.
In this sense, the objective of the present investigation was to gather pertinent information to the instrumentation and follow-up of the Special Plan of Recognition and Prosecution of Studies in the Trujillo State University Institute of Technology (IUTET) in conjunction with the Academic Coordination of the National Program of Training in Administration within the framework of the Sucre Mission in the Trujillo state.
On the other hand, it is pertinent to carry out this work due to the few investigations carried out in relation to the operation, implementation and effectiveness of the Special Plan for the Recognition and Prosecution of Studies as a mechanism for articulation and university transformation.
This work presents, in the first chapter, the Problem Statement, the Research Objectives and their Justification or Relevance.
In the second chapter the Theoretical Framework is developed; the third is devoted to the Methodological Framework and, in the fourth, the Research Results are presented. Finally, the Conclusions and Recommendations are presented, taking into account the theoretical approaches and the data collected throughout the investigation. All of this is expected to be useful for the implementation of the PERPE of other national training programs, such as the Civil Construction and Mechanics program. Likewise, it is expected that it will contribute to the academic effort of all the researchers and people involved and interested in the articulation of the Sucre Mission and the Alma Mater Mission through the territorial polytechnic universities.
CHAPTER I THE PROBLEM OF INVESTIGATION
PROBLEM STATEMENT
It is no secret to anyone that in Venezuela, in the 80s and 90s, out of every 100 children who enrolled in primary school, only 56 managed to finish sixth grade and of these, only 15 to 17 graduated from high school and that, when going through university education, their studies were crowned by 3 to 5 Venezuelans (MPPEU, 2009).
Almeida (2011) points out: "The drop in oil prices in the 1980s and 1990s further exacerbates the crisis in university education, since its budget is drastically restricted."
The father of the Fatherland, Simón Bolívar, always had a very human vision of the world that had to be built, which is expressed in the phrase `` greatest sum of happiness possible '' and that today, after two hundred years, that vision is more valid than when they were expressed as a result of his reflections. This vision of love and desire for the happiness of peoples finds its maximum expression today in the socialism of the 21st century proposed by Hugo Rafael Chávez Frías.
When Commander Chávez first assumed the Presidency of the Republic, he made effective his promise to convene a National Constituent Assembly that, among other things, was in charge of preparing the proposal, consulting the People and writing a new constitution, in which establishes that the State has as its essential purposes the defense and development of the person and respect for their dignity and the construction of a more just society, within the framework of a Democracy, Participatory, Leading and Co-responsible, highlighting that it is through the education that these ends can be achieved.
In the first years of the government of President Hugo Chávez, educational policies were circumscribed within the traditional strategies of the previous governments; This did not allow progress in enrollment and budget, which implied an action to transform social reality and deepen the processes of change in the educational structure that the nation was demanding; This is how Social Missions arose to eradicate educational exclusion.
Given the immense number of Venezuelans who could not access university education during the Fourth Republic and faced with legal obstacles to do social justice, Commander Chávez created the Extraordinary Plan for Marshal Antonio José de Sucre and then the Fundación Misión Sucre in order to achieve the objective of guaranteeing access to university education to all high school graduates and transform their condition of being excluded from university education, combining a vision of social justice, with the strategic nature of university education for sustainable integral human development, national sovereignty and the construction of a democratic and participatory society. (Government online 2013).
The Sucre Mission begins with two General Objectives
In order to contribute to the achievement of the objective assigned to the Sucre Mission, two main objectives were established:
- Facilitate the incorporation and continuation of studies in higher education for all high school graduates who, despite their legitimate aspirations and full rights, have not been admitted or admitted to any official higher education institution, and increase the educational level of the Venezuelan population Promote the reflection, discussion, conception and implantation of a new university educational model, based on the imperatives of participatory and leading democracy, dialogue with the actors involved having as fundamental reference the historical, social, political and economic process that we live.
From these general objectives, seven specific objectives were derived:
- Quantify and characterize the population of high school graduates who have not been able to access higher education. Design and implement a University Initiation Program (PIU) that favors the transition of high school graduates to higher education. Increase enrollment in higher education institutions. Form a Network with all those institutions and organizations that can cooperate substantively in the development and consolidation of the Sucre Mission. Develop curricula that contribute to and promote the endogenous National Development Project. Promote the development of an open, flexible, dynamic and innovative that allows developing and innovating study plans and programs, methodologies and resources for learning, and that foresees the implementation of training modalities such as: face-to-face, blended,distance education, unconventional education, and the accreditation of experiences, among others. Promote strategies for the transformation of the higher education system, based on endogenous and sustainable development, that impact on the local, regional and national levels, which simultaneously correct all those anomalies and mistakes that have been characterizing this educational sector (admission, social bias, desertion, quality of teaching, etc.).social bias, desertion, quality of teaching, etc.).social bias, desertion, quality of teaching, etc.).
It should be noted that the purpose of the Sucre Mission is not only to incorporate the person into the university educational process, but among other things it seeks to promote university education as a right enshrined in the Constitution and, thus, raise the technical, cultural and spiritual level Venezuelans, take university education to municipalities in order to promote regional development, provide quality university education for all and make Venezuela an independent and sovereign nation.
"The Sucre Mission in the Bolivarian Republic of Venezuela emerges as a strategic project of the Revolutionary Government to re-found the republic and thereby overcome the social debt accumulated over decades, the dramatic imbalance in the distribution of national wealth, the high levels of exclusion that maintained to more than 500,000 high school graduates without quotas in University Education ”(Acuña, 2004).
The Sucre Mission and the implementation of national training programs became tools of great social impact for the transformation of an educational system that for more than forty years of the Fourth Republic was unable to respond to the problems of the people Venezuelan. Under these premises, the National Administration Training Program (PNFA) of the Sucre Mission is created, whose administrative management has been carried out by the Mission Sucre Foundation and whose responsibility for academic management and respective accreditation at the national level, was in charge of the University Institute of Technology Dr. Federico Rivero Palacio for a little more than seven years.
The National Administration Training Program - Sucre Mission Legal aspects
In Official Gazette No. 38,388 dated 03/01/2006, Resolution No. 1624 was published, which designated Dr. Arturo Montes Rendón, Coordinator of the Modernization and Transformation Commission of the IUT Dr. Federico Rivero Palacio, as responsible before the Ministry of Higher Education of the Sucre Mission-Administration National Training Program (PNFA-MS).
From that moment, the IUT Dr. Federico Rivero Palacio assumed the commitment to be the governing institution of the PNFA-MS, in view of the powers and functions granted to Dr. Montes. Since that date, Professor Humberto Almeida Eljuri, who had been serving since 2004 as National Coordinator of PNFAMS, in his capacity as Coordinator of the National Academic Commission of PNFA-MS, which was originally made up of teachers, was ratified. Rosanna Chacìn and Irama Jáuregui and by Professor Carlos Dekash who dealt with Teaching Management, Student Performance and Study Control, respectively. Later, in March 2008, Professor Mariella Urbano was in charge of the teaching management unit of said commission.
It should be noted that since IUT Dr. Federico Rivero Palacio is the governing body of the PNFA-MS, at the proposal of the National Coordination of the program, the creation of a Network of Regional Academic Coordinators distributed in 23 federal entities of the country was achieved, in order to supervise the implementation and development of the program in the academic, in the administrative curricular and in the selection, training and supervision of the advising professors, in order to facilitate the learning of the students of the program in each state and to support the logistical-administrative work of the Regional Coordination of the Sucre Mission.
Ten years after the creation of the Sucre Mission, the debate has ceased to focus exclusively on access to university education and expanded to the contents of national training programs, in terms of their management and in terms of quality of the academic processes, particularly those related to the learning of the winners and winners.
Given the large increase in enrollment in national training programs in the framework of the Sucre Mission, a debate was generated on whether overcrowding by itself could be detrimental to the learning process itself, in response to which it was concluded that overcrowding It is not opposed to quality, nor does one exclude the other, even more so if we start from the concept of educational quality as a permanent process in which there must be broad participation and social control by all the actors involved in it and that This requires reviewing, rectifying and re-promoting the educational process from the initial journey to the graduation of the successors of the Sucre Mission.
It is important to point out that the massive entrance to university education as a mechanism of social inclusion in Venezuela, is not enough by itself; This admission must be accompanied by a quality educational process, which allows the formation of a new citizen to critically promote the re-founding of the republic, which must consider, in addition to the participant's own training, the permanent training of the advising teacher.
With the implementation of national training programs in the framework of the Sucre Mission, the concept of university extension needs to be replaced by a new concept based on the reality of the 21st century and in the Venezuelan case in correspondence with the outlined Country Project in the Constitution of the Bolivarian Republic of Venezuela, in the National Plan for Economic and Social Development 2007-2013 and in the Plan for the Homeland 2013-2019. It is in this way that we must approach territoriality, in which national training programs with quality, relevance and training for work are developed, being its governing body the territorial polytechnic experimental universities.
The National Formation Programs and the Sucre and Alma Mater missions
On October 7, 2008, national training programs were created in Electricity, Civil Construction, Industrial Materials Engineering, Maintenance Engineering, Mechanics, Informatics, Chemical Processes, Comprehensive Community Medicine, among others, through the respective resolutions (MPPEU 2008) and in them the institutes and university colleges were authorized to manage them and to grant the respective titles (Technician or Higher University Technician and / or Bachelor or Bachelor and Engineer or Engineer). With this, one of the decisive steps was taken for the university transformation of the country.
On November 3, 2008, the Dr. Federico Rivero Palacio University Institute of Technology began the Initial Journey of the National Administration Training Program, within the scope of the Alma Mater Mission and maintained the national academic management of the National Administration Training Program within the scope of the Sucre Mission.
With the experiences lived by the Sucre Mission and with the aim of transforming university education, through Decree 6,650 of March 24, 2009 published in Official Gazette No. 39,148, the Alma Mater Mission was created, aimed at university education, which contemplated, among other things, the transformation of university institutes and colleges into experimental polytechnic universities.
Within the framework of the Sucre Mission, the definition of national training programs emerged, conceived as innovative programs in which participation, mobility, inclusion, curricular flexibility and other important academic and administrative aspects of the curriculum laid the foundations for a formative route in university education, alternative to the existing one at that time.
With the creation of the Alma Mater mission, the analysis on the matter was resumed and a fundamental conclusion, with an integrating spirit, was the validation of national training programs as the central axis for the development of the aforementioned Mission, aimed at contributing to the institutional and territorial articulation of university education (training, intellectual creation and social connection) based on the strategic lines of the Simón Bolívar National Project, guaranteeing everyone's right to a quality university education without exclusions. In its definition, the need to guarantee that university education is a universal right and the promotion of a cooperative and solidary university education subsystem converge.
One of the most striking facts of the university transformation process is the articulation between the Sucre Mission and the Alma Mater Mission. In the general brochure of the Alma Mater Mission, the President
Chávez points out “… this is going to be a moral avalanche of lights, which is going to cross one another in the short term. They are several atomic bombs together, a moral big bang of lights, it is going to be like when there are fireworks that all go off and explode, this is how it is going to happen here, (…) it is going to be the big bang, here comes a nice big bang, beautiful, of lights, which will also mean, from the political point of view, the confirmation, strengthening, advancement and deepening of the Bolivarian and revolutionary project ”(MPPEU, 2008). This dream of our eternal commander is only possible if all university sectors are integrated in the understanding that the new university belongs to everyone and for everyone.
As we already said, through resolution 1126 published in the Official Gazette
No. 39,687 dated June 2, 2011 instructed the development of the Plan
Special Recognition and Prosecution of Studies for the National Administration Training Program. The purpose of this plan was to establish the academic conditions that would guarantee the recognition and continuation of the studies of the National Administration Training Program implemented within the scope of the Sucre Mission in the context of the national training programs initiated within the framework of the Mission Alma mater.
The university education institutions, created within the framework of the Alma Mater Mission and in accordance with the Sucre Mission, would form a national university network with the aim of guaranteeing joint and solidarity cooperation between the institutions to strengthen their inter-institutional action for training and creation intellectual, in close connection with the social needs that allow achieving the objectives of the Simón Bolívar National Plan.
Following the guidelines established in the Special Plan for the Recognition and Prosecution of Studies, all the winners and winners of the National Administration Training Program within the framework of the Sucre Mission in the Trujillo state, would be transferred to the National Administration Training Program in the Within the framework of the Alma Mater Mission, prior recognition of what has been completed and approved up to that moment and the continuation of studies would be the responsibility of the Trujillo State University Institute of Technology (IUTET).
With the implementation of the Special Plan for the Recognition and Prosecution of Studies at the IUT in the state of Trujillo and after two years of its implementation, some questions arise that, when answered, may yield new options that improve the implementation of said plan. in other national training programs:
- What has been the impact on the successful students of the National Administration Training Program in the state of Trujillo, from the social and educational point of view? Have the strategies and procedures related to the implementation and monitoring of the Special Plan been efficient? of Recognition and Prosecution of Studies at the IUT of the Trujillo state?
- What is the level of satisfaction of the winners in terms of the results of the implementation of the Special Plan for the Recognition and Prosecution of Studies at the IUT in the state of Trujillo?
RESEARCH OBJECTIVES
general
Evaluate the implementation of the Special Plan for the Recognition and Prosecution of Studies of the National Training Program in Administration of the Sucre Mission to the National Training Program within the framework of the Alma Mater Mission, in the state of Trujillo.
Specific
- Analyze the implementation of the Special Plan for the Recognition and Prosecution of Studies of the National Training Program in Administration of the Sucre Mission to the National Training Program within the framework of the Alma Mater Mission, in the state of Trujillo.
- Evaluate the degree of satisfaction of the winners and winners of the National Training Program in Administration of the Sucre Mission when being transferred to the National Training Program within the framework of the Alma Mater Mission. Propose the application of a Special Plan for Recognition and Prosecution of Studies applicable to other national training programs.
Justification
With the creation of the Extraordinary Plan Marshal Antonio José de Sucre (Sucre Mission), in 2003, a process of transformation of university education began in Venezuela whose primary purpose was to pay off the social debt with those people who were excluded from university education. For this, the construction and instrumentation of university villages was promoted to serve as venues for the development of municipalized training programs and to satisfy the high demand that was identified at that time. The management of the training programs was authorized to the official university institutes and colleges who assumed the management of between one and five national training programs.
The structure, monitoring and evaluation of the programs was carried out, from the administrative point of view, by the Fundación Misión Sucre and from the academic point of view, it was in charge of these institutions, despite the initial resistance of the Sucre Mission regional coordinators who feared that university education institutions would "hijack" national training programs. However, the efficiency in the implementation of the programs was directly related to the academic-administrative structure that, for such purposes, was implemented by the university education institutions authorized for its management.
A preponderant factor for the implementation, supervision and evaluation of the efficiency of the training programs was the number of participants taking part in each program, and this was the case of the National Administration Training Program, which had an initial enrollment of 26,852 Students distributed in 22 states of the national territory and operated under the management of the Dr. Federico Rivero Palacio University Institute of Technology from the end of 2003 to 2010.
The IUT Dr. Federico Rivero Palacio, in order to efficiently monitor the implementation of the PNFA-MS, appointed a National Academic Commission whose function was to supervise the development of the program, the training of the advisory teachers responsible for developing the respective study plan and the provision of the academic-administrative service to the participants in the program regarding their academic performance.
Starting in 2008, with the deepening of the process of university transformation through the creation of the Alma Mater Mission, one of whose objectives was the transformation of university institutes and colleges into territorial polytechnic universities, the management of the national programs of training that took place in the different states of the country, to those university institutes and colleges located in those states. However, a policy was not designed to allow the incorporation of the participants in the programs developed within the scope of the Sucre Mission to those designed within the framework of the Alma Mater Mission. In this regard, the National Academic Coordination of PNFAMS presented in June 2009 to the Vice Ministry of Planning
Strategic of the MPPEU, an analysis of the operation of the PNFA-MS and the PNFA-AM and a proposal for the validation of studies and for the incorporation of students from one program to the other. Both the analysis and the proposal presented were rejected by the Vice Minister of Academic Development who held the position for 2010.
In the Official Gazette of June 02, 2011, after multiple claims by many of the participants in the bachelor's degree or graduates as TSU of the national training program in Administration-Mission Sucre, the MPPEU published resolution 1126 of the same date, through the that the Inter-institutional Committee of the national training program was instructed in
Administration to “develop a Special Training Plan for the Recognition and Prosecution of Studies, to guarantee the students of the National Administration Training Program who entered the university education subsystem through the Sucre Mission, the continuation of their studies. ” (Resolution 1126: 1).
The aforementioned committee elaborated the required special plan and submitted it to the MPPEU Vice-Ministry of Academic Development who authorized its execution after making some observations and corrections.
This plan had the purposes of:
- Establish the academic conditions that guarantee the continuation and recognition of the studies carried out within the scope of the Sucre Mission. Create a National University Network that guarantees joint and cooperative solidarity between the institutions to strengthen their Institutional action of training and intellectual creation, in close connection with social needs.
Although the Special Training Plan for the Recognition and Prosecution of Studies organized the academic curricular aspects pertinent to professional training and suggested logistical aspects of the registration and control of studies, it assumed that the work of registration and control of studies and that the flow of information derived from it, it operated efficiently in all university education institutions. For this reason, the present investigation was proposed, in order to corroborate whether the Special Training Plan for the Recognition and Prosecution of Studies is being executed in the different university villages where the PNFA is managed, as established by its original objectives, which will allow evaluating its impact, thus determining both its positive aspects and its insufficiencies.
It is important to highlight that, as a result of the analysis of the results obtained in this research, it is hoped to contribute to the expansion of knowledge about the management of the PNFA and to serve as a reference framework for future research carried out on the subject, especially considering that in the Currently, there are no references or investigations carried out in the country, regarding the evaluation of the impact of the implementation of the Special Program for the Recognition and Prosecution of the Study of the national training program in Administration within the framework of the Sucre Mission.
CHAPTER II REFERENTIAL THEORETICAL FRAMEWORK
The traditional Venezuelan university education founded the structure and organization of the study plans of the careers that make up the academic offer of university education institutions, based on a university conceived as a Teaching University or Classical University (center for teaching and preserving know at the service of an elite and the State) and as a Pragmatic University or multiversity (conceived as an instrument of social progress by fulfilling the functions of teaching, scientific research and service to the community or extension, closely linked to the economy and efficiency and efficiency in relation to its organizational structure (Morles en Cadenas et al. 1999).
For its part, the curricular organization created on the occasion of the so-called University Renewal Movement started in 1969, generated guidelines in the curricular field that led to curricular reforms characterized, among other things, by:
- The establishment of semesterization. The creation of Bachelor's degrees with options. The establishment of the credit-units regime. The implementation of the priority system. The incorporation of elective subjects in the study plan.
As for the administrative-curricular aspects, the creation, control and monitoring of the training plans and programs were the exclusive responsibility of the National Council of Universities (CNU) and, regarding financial aspects, the allocation of resources corresponded to the University Sector Planning Office (OPSU).
Starting in 1971, institutions aimed at training an unprecedented professional in our country appear: the University Technician. The training of these professionals was in charge of the University Institutes of Technology, whose pioneer was the University Institute of Technology of the Capital Region created on January 6, 1971 and named Dr. Federico Rivero Palacio University Institute of Technology from 1988 At the end of 1971 two university colleges were created: the University College of Caracas and, shortly thereafter, the Los Teques University College Cecilio Acosta.
In order to supervise the operation and disburse the financial resources of university institutes and colleges, the Sectoral General Directorate of Higher Education was created, attached to the Ministry of Education, which was later called the General Directorate of Higher Education, and replaced finally in 2000 by the Vice Ministry of Higher Education when the Ministry of Education took over the cultural and sports activity, calling itself the Ministry of Education, Culture and Sports.
Thus, two “parallel” modes of supervision coexisted: one for universities and the other for university institutes and colleges. In the same way, coincident norms were generated in some aspects, both for universities and for university institutes and colleges, but with some conceptual differences among which academic and organizational autonomy in universities stands out, as opposed to academic and organizational dependence on university institutes and colleges, which were initially categorized as decentralized entities and later as decentralized entities.
On January 8, 2002, by Presidential Decree No. 1,634, the Ministry of Higher Education was created, later called the Ministry of Popular Power for Higher Education and called the Ministry of
Popular Power for University Education, from the approval of the Organic Law of Education in 2009 (MPPEU 2009). The Planning Office of the University Sector was attached to this body and the National Council of Universities remained the advisory body of the MPPEU in university matters.
This progressive change of ministerial identity sought to establish the bases for the conception of the university as a space to “… guarantee the participation of society in the creation, transformation and socialization of knowledge,…” (MPPEU 2009: 4). In order to achieve this and other purposes contained in the Sectoral Plan for University Education 2008-2013, the guiding principles of university education were established (MPPEU 2009):
- Education and knowledge as public goods at the service of all and all. Inclusion and social justice. Diversity and interculturality. Solidarity cooperation. Participatory and leading democracy. Comprehensive training. Exercise of critical and creative thinking. Education throughout life Responsible autonomy Territorial equity International cooperation
As part of the achievements in university matters, the start of national training programs within the framework of the Sucre Mission (2004), allowed consolidating the territorial expansion of university education through the municipalization process. For its part, with the start of national training programs in the area of the Alma Mater Mission (year 2008), a new institutional fabric was generated in Venezuelan university education. Both missions have coincided conceptually in many aspects and have differed operationally regarding the management of national training programs.
In order to comply with the due integration of the training effort carried out in the framework of the Sucre Mission with that carried out within the scope of the Alma Mater Mission, the MPPEU published resolution 1126 of the same date, which instructed the Interinstitutional Committee of the national Administration training program to “develop a Special Training Plan for the Recognition and Prosecution of Studies, to guarantee the students of the National Administration Training Program who entered the university education subsystem through the Sucre Mission, the pursuit of their studies. ” (Resolution 1126: 1).
By 2008, the national Administration training program within the Sucre Mission had been operating in 22 states of the national territory under the general institutional responsibility of Professor Arturo Montes, Coordinator of the Modernization and Transformation Commission of the University Institute of Technology Dr. Federico Rivero Palacio and under the supervision and management of the National Academic Coordination of the PNFA-MS, coordinated by Professor Humberto Almeida and integrated by Mariella Urbano in charge of the Human Talent Management unit, Professor Carlos Dekash a in charge of the Study Control unit and by Professor Rosanna Chacín in charge of the Student Performance unit, who was later replaced by Professor Irama Jáuregui.
One of the states in the country where university training was encouraged and started in the training programs for which the Dr. Federico Rivero Palacio University Institute of Technology was responsible, thanks to the vigorous and fervent effort of Professor José Gregorio Oviedo, academic coordinator of Several national training programs in the framework of the Sucre Mission in that state, was the Trujillo state. In this state, national training programs in Administration, Civil Construction and Mechanics were opened, which have been operating efficiently to date.
The national training program in Administration in the state of Trujillo.
The national training program in Administration, within the framework of the Sucre Mission, has been operating in the Trujillo state since 2005, under the management of the Dr. Federico Rivero Palacio University Institute of Technology. The academic organization of the program was structured as follows:
Table No. 1
| Study regime | Quarterly, at the rate of 12 weeks per quarter. |
| Duration of the program | TSU: Initial Trip + 2 Trips of 3 quarters each.
Graduate: TSU degree + 2 3-term journeys each. |
| Modality | Accompanied work (HTA) / Independent work (HTI) / Consulting. |
| Home / Continuation | According to municipalized national programming. |
| Possible hours | Day / Night / Weekends. |
Source: PNFA-MS Academic Coordination, Trujillo, 2013.
PNFA-MS Academic Organization
As of October 24, 2011, the national administration training program within the framework of the Sucre Mission in the state of Trujillo, was actively made up of 648 winners and winners, of which 79.17% (513) are women and 20.83% (135) are men (Figures 1 and 2). This distribution gives us a gender ratio (female: male) of 3.80: 1, that is, for each income of the male gender, four of the female gender are recorded.
As we can see, the gender structure of the national Administration training program in the framework of the Sucre Mission in the state of Trujillo is not alien or different from the reality of the other missions and institutions of the state where the majority participation of the woman.
Women have been prominent protagonists in the Bolivarian revolutionary process, which has made them a fundamental factor in overcoming exclusion and, being more disciplined than men and more consistent with Commander Chávez, it should come as no surprise that out of every ten students who In Trujillo, they enter the national administration training program within the Sucre Mission, eight are women and only three are men. And this trend is further deepened, with the estimate that there will soon be a ratio of 5 women for every man who enters the program.
For its part, the national training program in Administration, within the scope of the Alma Mater Mission, has operated in the state of Trujillo since 2011, under the management of the Trujillo State University Institute of Technology (IUTET) and the academic organization of the program, was structured as follows:
Table No. 2
| Study regime | For Training Paths with managed curricular units based on their scope and duration. |
| Duration of the program | TSU: Initial journey of 12 weeks + 2 Paths of 36 weeks each
Graduate: TSU Degree + Transition Path of 6 weeks duration + 2 Paths of 36 weeks each. |
| Modality | Accompanied work (HTA) / Independent work (HTI) / Consulting |
| Home / Continuation | According to the programming of each university education institution. |
| Possible hours | Day or Night. |
Source: PNFA-MS Academic Coordination, Trujillo, 2013. PNFA-AM Academic Organization
The Special Plan for Recognition and Prosecution of Studies
The national training programs both within the Sucre Mission and within the Alma Mater Mission, constituted a unique and unprecedented educational model. In this sense, the national training programs were conceived as the "… set of academic activities leading to degrees, degrees or certifications of university education studies, created by initiative of the National Executive, through the Ministry of People's Power for University Education, designed with the cooperation of national university education institutions, according to the guidelines of the Nation's Economic and Social Development Plan, to be administered in different areas of the national territory. " (MPPEU 2009: 78).
On the other hand, the instrumentation of said programs was based on the provisions of the Constitution of the Bolivarian Republic of Venezuela:
“Education is a human right and a fundamental social duty, it is democratic, free and compulsory. The state will assume it as an indeclinable function and of maximum interest in all its levels and modalities and as an instrument of scientific, humanistic and technological knowledge at the service of society. ” (Article 102)
Likewise, Article 103 establishes the right of every person to a quality, permanent, comprehensive education, under equal conditions and opportunities, without limitations other than those derived from their aptitudes, vocation and aspirations. The same article exhaustively expresses the gratuitousness of education up to university undergraduate.
On the other hand, in Official Gazette No. 38388 dated 03/01/2006, Resolution No. 1624 appears where Professor Arturo Montes, Coordinator of the Modernization and Transformation Commission of the Dr. Federico Rivero Palacio University Institute of Technology, said institute assuming the commitment to be the leading institution of the program at the national level.
Subsequently, on October 28, 2008, Resolution No. 3,192 was published in the Official Gazette 39058, authorizing university institutes and colleges to manage the national training program in Administration within the scope of the Alma Mater Mission.
Finally, as part of the process of university transformation, the Ministry of Popular Power for University Education, through resolution No. 1,126 published in Official Gazette 39687 dated June 2, 2011, instructed the development of a Special Recognition Plan and Prosecution of Studies (PERPE) of the national training program in Administration from the Sucre Mission to the Alma Mater Mission.
Said plan was applied in the state of Trujillo, as conceived by the drafting commission set up for this purpose with professors and professors who are members of the Interinstitutional Committee of the national training program in Administration within the framework of the Sucre Mission and by professors and professors of the national program of training in Administration within the scope of the Alma Mater Mission.
As a product of the need to evaluate the impact of the Special Plan for the Recognition and Prosecution of Studies, the Academic Coordination of the national training program in Administration of the state of Trujillo considered it pertinent to conceive of said evaluation as a permanent and continuous process of inquiry and evaluation of planning and execution of the educational process of the national Administration training program, considering that the purpose of this process is to generate information, knowledge and learning aimed at feeding timely and pertinent decision-making to guarantee the efficiency, effectiveness and quality of the national training program.
By evaluating the Special Plan for the Recognition and Prosecution of Studies of the national training program in Administration from the Sucre Mission to the Alma Mater Mission, it can be determined to what extent its general guidelines are being met in daily daily practices, so that determine the effectiveness and efficiency of the institutions involved or responsible for their application, in order to appreciate and assess their impact
CHAPTER III
METHODOLOGICAL FRAMEWORK
Kind of investigation
The study presented in this work was carried out based on descriptive exploratory field research, considering that it is the first time that information on the impact of the Special Plan for the Recognition and Prosecution of Studies of the national program is collected and analyzed. Training in Administration in the framework of the Sucre Mission to the national training program in Administration in the scope of the Alma Mater Mission, in the state of Trujillo.
Population
As of October 24, 2011, the national administration training program within the framework of the Sucre Mission in the state of Trujillo, was actively made up of 648 winners and winners, of which 79.17% (513) are women and 20.83% (135) are men (Figures 1 and 2). This distribution gives us a gender ratio (female: male) of 3.80: 1, that is, for each income of the male gender, four of the female gender are recorded.
Figure 1
Source: PNFA-MS Academic Coordination, Trujillo, 2013.
Enrollment Percentage Distribution
PNFA-MS Trujillo 201 – III
Source: PNFA-MS Academic Coordination, Trujillo, 2013.
Chart 3
Source: PNFA - MS Academic Coordination, Trujillo, 2013.
Table No. 1
| JOURNEY | ENROLLMENT | GENDER | |
| F | M | ||
| I | 247 | 187 | 60 |
| II | 181 | 145 | 36 |
| III | 193 | 158 | 35 |
| IV | 27 | 2. 3 | 4 |
| Total | 648 | 513 | 135 |
Source: PNFA-MS Academic Coordination, Trujillo, 2013.
Registration PNFA-MS Trujillo State for Routes
No. 2
| MUNICIPALITY | ENROLLMENT | GENDER | |
| F | M | ||
| Andres Bello | 27 | 27 | 0 |
| Boconò | 47 | Four. Five | two |
| Bolivar | 10 | 7 | 3 |
| Candelaria | 30 | 28 | two |
| Carache | 64 | 59 | 5 |
| Listen | fifty | 26 | 24 |
| José Felipe Márquez C | 5 | 5 | 0 |
| Ceiba | 8 | 8 | 0 |
| Miranda | 19 | 14 | 5 |
| Mount Carmel | 2. 3 | fifteen | 8 |
| Pampan | 103 | 83 | twenty |
| Rafael Rangel. | 40 | 26 | 14 |
| San Rafael de Carvajal. | 22 | fifteen | 7 |
| Sucre | 42 | 32 | 10 |
| Trujillo. | 61 | Four. Five | 16 |
| Urdaneta | 7 | 6 | one |
| Valera | 71 | 58 | 13 |
| TOTAL | 648 | 513 | 135 |
Source: PNFA-MS Academic Coordination, Trujillo, 2013.
Registration PNFA-MS Trujillo State by Municipalities
It is important to note that at the time of this research, the active population of successful students and successful students decreased by 137 people; therefore, the population under study was made up of 511 successful students in the national administration training program within the Sucre Mission in the state of Trujillo, for the academic period 2011-III, by the Coordinators of the Villages of the Trujillo state where the national Administration training program is developed and by the facilitators in charge of the different curricular units of the program, as can be seen in table 5.
No. 3
| Strata | Population | % |
| Achievers | 511 | 81.50 |
| Coordinators of University Villages | twenty | 3.19 |
| Facilitators | 96 | 15.31 |
| Total | 627 | 100 |
Source: PNFA - MS Academic Coordination, Trujillo, 2013. Population Under Study
Shows
Considering the exploratory nature of the research, in accordance with the recommendations made for this purpose by some authors for studies of this nature (Ander-Egg 1981; Sabino 1992), it was established that the study be carried out in 10% of the population object of study and sample size was calculated for each stratum based on the population proportion of each one of them.
In this way, the sample was made up of 64 subjects, of whom 52 are successful and successful, 2 are coordinators of villages and 10 are facilitators.
The sample subjects were selected using a systematic random procedure, taking into account the distribution according to gender in the case of the winners and winners.
No. 4
| Strata | Population | % | Sample size |
| Achievers | 511 | 81.50 | 52 |
| Village Coordinators | twenty | 3.19 | two |
| Facilitators | 96 | 15.31 | 10 |
| Total | 627 | 64 |
Source: PNFA - MS Academic Coordination, Trujillo, 2013
Proportional Sample by Strata
Collection of Information
In order to collect information pertinent to the subject under study, participant observation (Ander-Egg 1981) was used through the use of a structured interview applied directly to the sample subjects, which was validated through the judgment of experts, counting for this with the collaboration of achievers, coordinators and facilitators of other national training programs.
The structured interview had the purpose of exploring the degree of satisfaction towards the following aspects, in relation to the implementation of the Special Plan for the Recognition and Prosecution of Studies of the national training program in Administration within the framework of the Sucre Mission to the national training program in Administration within the scope of the Alma Mater Mission, in the state of Trujillo:
- Expectations for the continuation of studies. Compliance with the objective for which it was designed. Compliance with the academic calendar. Adequate supply of information by the Trujillo State University Institute of Technology. Timetable adaptability. Access to prosecution. Zoning expectations. to solve problems, by the Academic Coordination. Assessment of the Special Plan for Recognition and Prosecution of Studies.
Process
In order to help with the replication of this study and facilitate its organization in other states of the country, the stages completed for obtaining results are listed below. These stages were previously described in the corresponding sections:
- Selection and definition of the subject to study. Delimitation of the aspects to be explored. Identification of sources of information related to the selected subject. Preparation of the theoretical framework of reference. Identification of the population under study (key informants). Determination of the sampling procedure. and calculation of the sample size. Selection and allocation of sample subjects. Determination of the method and technique of information collection. Development and validation of the information collection instrument. Development of the methodological framework. Application of the information collection instrument to the selected sample. Collection of information Analysis of the results Preparation of the conclusions and recommendations.
CHAPTER IV
RESULTS
In addition to the implementation of an instrument for the collection of information, the author has been present at all meetings between the different actors responsible for the application of the Special Plan for Recognition and Prosecution of Studies from the PNFA MS to the PNF AM in the state of Trujillo.
Application of the Special Program of Prosecution of Studies of the national training program in Administration in the state of Trujillo
Following the guidelines established in resolution 1126 published in Official Gazette No. 39,687 dated June 2, 2011, on Monday September 26, 2011 the Inter-institutional Committee of the state of Trujillo was installed to begin the transfer of the PNFA within the framework from the Sucre Mission to the PNFA Alma Mater Mission (after recognition and continuation of studies). That is why the titles and certifications to be granted from the very implementation of the Special Program of Recognition and Prosecution of Studies, is the responsibility of the Trujillo State University Institute of Technology (IUTET). For the purposes of the aforementioned,On October 15, 2011, the First Promotion of Graduates in Administration was carried out within the framework of the Sucre Mission accredited by the Trujillo State University Institute of Technology.
Table Nº 5
| Municipality | University Village | Successful | Achievers | Total |
| Pampan | Pampan | 8 | one | 9 |
| Valera | IUT La Beatriz | 16 | eleven | 27 |
| TOTAL | - | 24 | 12 | 36 |
Source: Academic Coordination PNFA Sucre Mission. 2013.
I Promotion of Graduates and Graduates (PERPE)
For its part, on June 15, 2012 the III Promotion of University Superior Technicians in Administration graduates; In this promotion, successful students who had completed their TSU studies in the academic periods 2011 - I, 2011 - II and 2011 - III graduate.
Table No. 6
| Municipalities | University Villages | Successful | Achievers | Total |
| Andres Bello | Pascual I. Villasmil | 13 | 0 | 13 |
| Bolivar | EU Andrés Bello | two | 3 | 5 |
| Candelaria | Mines | 2. 3 | one | 24 |
| Listen | LB. Ignacio Carrasquero | two | 5 | 7 |
| José F. Márquez. | Creation X | 4 | 0 | 4 |
| Ceiba | Rich Zone | 7 | 0 | 7 |
| Miranda | L: B. Fulgencio Olmos | two | one | 3 |
| Miranda | Enrique Flores | eleven | two | 13 |
| Mount Carmel | Liceo Buena Vista | 7 | 4 | eleven |
| Pampan | Pampan | 41 | 7 | 48 |
| San R de Carvajal | UEN Monsignor Estanislao
Cheek |
4 |
two |
6 |
| Sucre | Valmore Rodríguez | 9 | 3 | 12 |
| Trujillo | Pedro J. Carrillo M | 27 | 8 | 35 |
| Valera | IUT La Beatriz | 2. 3 | two | 25 |
| Total | 14 | 175 | 38 | 213 |
Source: Academic Coordination PNFA Sucre Mission.
III Promotion of TSU in Administration (PERPE)
On July 30, 2012 the II Promotion of Graduates and IV Promotion of University Superior Technicians in Administration graduate; This promotion was made up of achievers who had completed their TSU and Graduate studies in the 2012 - I academic period.
Table No. 7
| Municipality | University Village | Successful | Achievers | Total |
| Boconò | Hilario Pissani Anselmi | 9 | 0 | 9 |
| Valera | IUT La Beatriz | eleven | 4 | fifteen |
| Total | - | twenty | 4 | 24 |
Source: Academic Coordination PNFA Sucre Mission. 2013
II Promotion of Graduates in Administration (PERPE)
Table Nº 8
| Municipality | University Village | Successful | Achievers | Total |
| Boconò | Hilario Pissani Anselmi | eleven | one | 12 |
| San R. Carvajal | UEN Monsignor Estanislao
Cheek |
5 | 0 | 5 |
| Pampan | Pampan | one | 0 | one |
| Total | - | 17 | one | 18 |
Source: Academic Coordination PNFA Sucre Mission. 2013
IV Promotion of TSU In Administration (PERPE)
Since the application of the Special Program for the Recognition and Prosecution of Administration Studies in the state of Trujillo, sixty (60) Graduates and Graduates have graduated, in addition to two hundred and thirty-two (232) University Superior Technicians.
It is worth noting that for the second semester of 2013, thirty-four (34) Graduates and seventy-three (73) Higher University Technicians in Administration are expected to graduate.
It is also important to highlight that the Trujillo State University Institute of Technology assumed the organization, planning and pedagogical support of the national Administration training program, for which reason in addition to continuing to operate the Interinstitutional Committee, an Academic Council was created, made up of the authorities of the IUTET and the Sucre Mission.
Since the 2012-I academic period, all the sections corresponding to the national administration training program within the framework of the Sucre Mission have been implementing the Alma Mater Curriculum Matrix version 5.0, which appears in the Sucre System since February 24 from 2012.
The continuation of route III is the sole responsibility of the Trujillo State University Institute of Technology and all its activities are carried out in the facilities of said institute, for which the following zoning was agreed:
Table No. 3
| Axles | Mission Sucre University Villages Corresponding to the Municipalities | venues IUTET |
| Boconò | Bocono. | Bocono. |
| Pan-American | Andrés Bello, Bolívar, José F. Márquez. La Ceiba, Sucre, Miranda and Monte Carmelo. | Divide. |
| Trujillo | Carache, candelaria, Pampan, Pampanito and Trujillo. | Trujillo. |
| Valera | Escuque, Rafael Rangel, Valera, San Rafael de Carvajal and
Urdaneta |
Valera San Luis. |
Source: Academic Coordination PNFA Sucre Mission. 2013
Zoning for Study Prosecution
It should be noted that the implementation of the Special Program for the Recognition and Prosecution of Studies of the national training program in Administration and the articulation of the Sucre Mission in the state of Trujillo and the University Institute of Technology of Trujillo, has been possible thanks to the Board of Directors and his team, all committed to the revolutionary and university transformation process; However, there are a large number of teachers and employees who do not hide their displeasure towards the Sucre Mission and this is logical to happen since the IUTET, in addition to having been created in the fourth republic, had its original name, IUT “Don Rómulo Betancourt ”, which indicates the motivation and purpose of its creation.
Notwithstanding the aforementioned, it is important to appreciate the degree of satisfaction of the winners and winners of the national Administration training program in the framework of the Sucre Mission when being transferred to the national Administration training program within the scope of the Alma Mater Mission and the achievements made in this matter, in the short term.
Results of the Applied Instrument
The National Administration Training Program in the framework of the Sucre Mission has a quarterly study regime at the rate of twelve (12) academic weeks and two (2) academic-administrative weeks, which, in general, are always met, which It leads successful students to maximize the use of their time and complete their studies in two (2) years. At the beginning of the application of the Special Program of Recognition and Prosecution of Studies, the expectations of the achievers and achievers of the PNFA MS were very positive, but once they graduate and the prosecution is not carried out immediately, they are discouraged when they find important differences between the current situation (PERPE instrumentation) and the previous one (PNFA-MS instrumentation),This is evident when 70% of the interviewees consider that the application of PERPE has been worse than expected.
Regarding the fulfillment of the objectives for which PERPE was created, 50% indicate that it corresponds to what was expected, 40% indicate that it is better or much better than expected and only 10% state that it is worse than expected.
Regarding compliance with the established academic calendar, general dissatisfaction was observed since all (100%) stated that it was worse or much worse than expected.
Table No. 4
| Declarations | MPE | PE | IE | I | MME |
| The application of PERPE has met your study expectations. | 70 | twenty | 10 | ||
| The application of PERPE has fulfilled the objectives for which it was designed. | 10 | fifty | 30 | 10 | |
| With the application of PERPE there is punctual compliance with the established academic calendar. | 60 | 40 | |||
| You consider that IUTET offers you correct and friendly information about the program. | 60 | 40 | |||
| Program hours are tailored to the needs of the students. | 90 | 10 | |||
| The prosecution is easily accessible. | 95 | 5 | |||
| The zoning for prosecution meets your expectations. | 10 | 70 | twenty | ||
| You feel that there is a disposition of the Academic Coordination to solve the problems that appear in the prosecution. | 10 | 70 | 10 | 10 | |
| In evaluating his new situation as a student, he believes that PERPE has been beneficial. | 80 | 10 | 10 |
Source: Academic Coordination PNFA Sucre Mission, Trujillo state. 2013
Caption : MPE: Much worse than expected; PE: Worse than expected; IE: Same as expected; ME: Better than expected; MME: Much better than expected. Percentage Structure of the Applied Instrument
Regarding the treatment and attention of the IUTET staff towards the winners, winners, coordinators and facilitators, 60% indicate that it corresponds to what was expected and 40% indicate that it is better than expected. Most of the PNFA winners in the Sucre Mission framework work from Monday to Friday, so in the different university villages they studied on weekends, which is why 90% expressed their discontent with the schedules offered in principle by the IUTET.
70% stated that the zoning of the prosecution met their expectations, while 20% indicated that it was better than expected. Only 10% expressed that it was worse than expected.
Despite the fact that one of the guidelines of PERPE is to guarantee the continuation of studies, less than 5% of the winners who have graduated as University Superior Technicians have been able to continue their studies. It is important to note that the IUTET Academic Sub Directorate has stated that everyone will be admitted to the prosecution in the second semester of the current year. Along with this situation, the fact that thirty-four (34) Graduates and seventy-three (73) University Superior Technicians are awaiting the completion of their graduation act converges; likewise, the winners of the II promotion of TSU have completed one year of having received their title as TSU and have not started the prosecution.That is why 90% of the respondents consider that the application of PERPE has not been beneficial for them (worse or much worse than expected).
CHAPTER V
CONCLUSIONS AND RECOMMENDATIONS
Conclusions
The Special Plan for the Recognition and Prosecution of Studies arises with the aim of providing the winners of the National Administration Training Program in the framework of the Sucre Mission with the continuity or continuation of their studies towards the degree in the framework of the National program. of Training in Administration within the scope of the Alma Mater Mission. However, the purpose for which said special plan was created, was affected by some problems that could be detected during the conduct of this investigation.
In principle, an attempt was made to implement it in a very short period of time and did not consider all the actors involved in the educational process, in particular “Las Triunfadoras y Triunfadores”.
When reading resolution 1126 published in Official Gazette No. 39,687 dated June 2, 2011, we can see that it was prepared by an excellent technical team, but that it did not consider the opinion of the students; surely the implementation would have been carried out efficiently if they had participated.
The efficiency and effectiveness with which the Special Plan for the Recognition and Prosecution of Studies should have been approached and applied was not as expected, not only in the state of Trujillo; Although it is true that all the institutes and university colleges have recognized the studies carried out in the national training program in Administration within the framework of the Sucre Mission, prosecution has not been implemented in them, with several states not yet prosecution has begun.
Another problem that was detected in the application of the Special Plan for the Recognition and Prosecution of Studies is the lack of motivation for those who have already graduated from TSU for more than a year and have not yet continued, which is causing them to start studies in other national training or career programs, as well as travel to other states to begin their studies.
The schedules that the IUTET has offered so far for the continuation of studies, do not correspond to the schedules in which the achievers studied for more than two years, which stimulates the abandonment of studies since these schedules are not adapted to your needs.
It is important to highlight that in meetings held with the Academic Subdirectorate of the IUTET, it has expressed all the best disposition to overcome the difficulties presented and articulate the academic work in a firm and decisive way together with the Sucre Mission.
recommendations
It is obvious that the first recommendation is to incorporate the Inter-institutional Committee and the Academic Committee with the right to speak and vote to the student spokesperson; that is to say, with full functions and in conditions of equality since they are not just spectators, but rather they become the main protagonists of the educational process.
For the academic period 2013 - III, a plan of continuation should be initiated at the national level, which allows the thousands of TSUs in Administration to be incorporated who have not yet been able to join the bachelor's degree.
For the plan to join the prosecution to be truly effective, agreements must be reached and several shifts must be offered: day, evening, night, weekends and a combination of the above, which would allow a greater incorporation of winners and winners to the prosecution.
The university institutes of technology, university colleges and territorial polytechnic universities must implement awareness-raising and induction programs and courses for their teaching staff, employees and workers, based on information and procedures linked to the development of training programs, in order to facilitate a better articulation with the Sucre Mission.
At the national level, a Permanent Training Plan for the facilitators of the Sucre Mission should be started, just as was done in the university institutes of technology, university colleges, and territorial polytechnic universities, a task that was certainly carried out efficiently by the Academic Coordination National of the national administration training program within the Sucre Mission from 2007 to 2009.
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