GLOBOVISION — Analisis situacional
20260920 150000 UTC
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[00:00:01] heaven,
[00:00:05] under your mantle,
[00:00:08] I'm
[00:00:10] quality and on the issue of not afraid,
[00:00:14] full of grace,
[00:00:17] Hail
[00:00:18] Mary,
[00:00:22] today I offer
[00:00:27] a law, well, this is not contemplated in my whole to start life to you.
[00:00:33] Hail Mary, full of grace, the Lord is
[00:00:36] proposal for a law that what with you, blessed are you among all
[00:00:39] women, and blessed is the
[00:00:46] but also to preserve the theme of systems to enter fruit of your womb, Jesus. Holy Mary, mother of God, pray for us
[00:00:48] sinners, now and at the hour of our
[00:00:52] death. Amen.
[00:00:55] the humanization of
[00:00:56] been able to enter Let us pray.
[00:01:00] May your help, Lord, always accompany us who feed
[00:01:05] quota and demand, quality of on your sacrament, so that through them and our own life we may receive the
[00:01:09] fruits of redemption,
[00:01:12] through Jesus Christ our Lord. Amen. Well, always remember that
[00:01:15] God is a friend who accompanies us, who is by our side, who is always
[00:01:19] close to our needs and also
[00:01:22] accompanies us in our moment of happiness, so may this
[00:01:26] new week that begins encourage you and may we find our strength in him.
[00:01:32] stage, with the resources of due to the issue of sanctions. and The Lord be with you and with your spirit and the blessing of Almighty God, Father,
[00:01:36] Son and Holy Spirit, descend upon you, upon your
[00:01:39] family and accompany you always. Amen. With the
[00:01:43] joy of participating in this celebration, you may go in
[00:01:46] peace. Let us give thanks to God. Have a happy week, God
[00:01:50] bless you.
[00:01:55] As you walk through life.
[00:01:57] you are alone,
[00:02:02] and that is still pending in with you on the
[00:02:05] debate and how will they be path, Saint Mary
[00:02:09] goes,
[00:02:11] come with us
[00:02:13] adoption of the Universal Declaration of to walk,
[00:02:16] Saint Mary,
[00:02:17] come, come with us
[00:02:21] to walk, Saint
[00:02:25] Mary,
[00:02:27] come, Saint Mary.
[00:02:43] training, and the to keep students in
[00:02:59] for the honor of God is news,
[00:03:02] voices that awaken, my heart is with
[00:03:06] open doors, today there is
[00:03:08] news from
[00:03:10] this complexity, seeing the issue of above, God speaks to you firm as a jump,
[00:03:29] I know.
[00:03:37] to manage the issue of
[00:03:50] Next, situational analysis, a mixed
[00:03:53] program, informative and opinion with elements of
[00:03:57] language, health, sex and
[00:03:58] already left the top 10, the top 20 of violence, systems engineering, social communication for all audiences,
[00:04:02] a national independent production program, certificate
[00:04:05] number
[00:04:06] 27,389.
[00:04:15] Banco de Venezuela, because your greatest
[00:04:19] value is you, they present, what's happening in the
[00:04:23] country, trends in national
[00:04:26] events, situational analysis.
[00:04:31] Welcome to situational analysis,
[00:04:34] remember, it's not enough to be informed, it's necessary to
[00:04:38] analyze the situation, a deep,
[00:04:41] intelligent, plural,
[00:04:44] academic training of democratic analysis of what is happening, the trends, the
[00:04:47] scenarios,
[00:04:50] today we are joined by the Minister of University
[00:04:54] that we can improve the quality of Education, Ana María San Juan, she is a psychologist, she
[00:04:58] is also a coordinator. of the peace and democratic
[00:05:01] coexistence program,
[00:05:04] for 20 years
[00:05:06] working on all the issues of student housing she was director of the center for peace, a center dedicated
[00:05:09] among other things to research on peace and human
[00:05:12] rights, Minister, how are you? Very
[00:05:16] well, thank you very much for the invitation, I really
[00:05:20] appreciate your presence and being able to talk
[00:05:23] about higher education and
[00:05:26] other related topics that are
[00:05:29] of great interest at this time, well, very
[00:05:32] well, how have you felt as Minister after being dedicated to
[00:05:36] research, university teaching, well very well
[00:05:39] it's another thing of course, but it's very interesting.
[00:05:42] because the university sector always shows many
[00:05:46] challenges, it has a lot of movement and
[00:05:49] we have decided to have a management for
[00:05:51] students, mainly to dedicate ourselves to ensuring
[00:05:55] that they are in the careers they want to study, that
[00:05:59] universities perform at their best
[00:06:02] and that they can graduate and be part of the
[00:06:06] professionals that the country needs at this moment of its
[00:06:08] development. What is the situation of the university sector?
[00:06:12] In general, quotas, gap between
[00:06:18] education, material conditions for the
[00:06:21] exercise of the university profession, what can
[00:06:24] you tell us about the situation of the sector, how can we describe it? The
[00:06:28] Venezuelan university sector is a sector that has gone through a complex
[00:06:32] period due fundamentally to the entire
[00:06:35] process of underfunding that occurred in many
[00:06:39] sectors of the state
[00:06:42] the coercive unilateral measures,
[00:06:46] so like
[00:06:49] other sectors of the country, this underfunding
[00:06:53] has had significant repercussions on its infrastructure,
[00:06:56] student dropout,
[00:06:59] and professor migration. And at this
[00:07:03] moment when the country is in a process of
[00:07:06] evolution in economic and social
[00:07:08] matters, one of the priorities is also
[00:07:12] to support the strengthening of universities.
[00:07:16] So at this moment, the national
[00:07:19] admissions system process is just ending. On
[00:07:23] this occasion, 397
[00:07:26] students registered,
[00:07:29] and for a number of available spots of
[00:07:32] 363,971,
[00:07:36] so here begins
[00:07:39] one of the problems. The Venezuelan
[00:07:42] state has created numerous universities to
[00:07:46] territorialize education to the
[00:07:49] most remote places from the
[00:07:53] center. How many universities have been created? We are at 61 universities, 61 universities
[00:07:56] in the last 20 years, no, the universities
[00:08:00] started to be created, well first the central university
[00:08:04] 300 years ago and so on,
[00:08:07] from the 70s of the law of the university reform law,
[00:08:10] the experimental universities
[00:08:13] began to be created and since 1999,
[00:08:16] the university colleges became
[00:08:20] universities and those are the
[00:08:23] universities this and the polytechnics
[00:08:26] also universities in these last 20 25 years during the revolution
[00:08:30] exactly exactly so we have 61 institutions of
[00:08:33] higher university education
[00:08:35] and to address one of the main
[00:08:39] challenges of third-level education. which is
[00:08:43] coverage, so we have adequate geographic
[00:08:46] coverage, we have and the other two issues that are
[00:08:50] also important which are equity in access to the
[00:08:53] system and quality are two
[00:08:56] functionalities that at this moment
[00:08:59] constitute our main challenge to work on.
[00:09:03] How is equity translated into concrete terms? Equity
[00:09:06] is that
[00:09:10] equity has many, there are many ways to see it, but equity is
[00:09:13] that all sectors have access to university
[00:09:16] education, so
[00:09:20] that there is no bottleneck because they come from a less
[00:09:24] favored social sector and that, on the contrary, they have
[00:09:28] all the help that is required to be able to
[00:09:31] develop a profession in any university,
[00:09:34] the quotas, well, there I am,
[00:09:38] that's what we are working on regarding the quotas, the issue of quotas is a
[00:09:41] complex issue in Venezuela throughout history. There are fewer quotas than
[00:09:45] demand, not at this moment, there are fewer,
[00:09:48] the state in the entire university system
[00:09:50] offers a number of quotas that
[00:09:54] can meet demand, the issue is
[00:09:57] that the demand is concentrated in the quotas in
[00:10:01] certain universities and in certain careers, so there
[00:10:05] we have a problem because, for
[00:10:07] example, to study medicine at the central
[00:10:11] university, there were 90,000 applications,
[00:10:14] the one with the highest demand, no, the highest demand for a career, which was the most
[00:10:18] demanded career, and the possibility of places at the central
[00:10:22] university for medicine are 300. So
[00:10:26] there is a very significant disparity, it is a
[00:10:29] disparity, it is very important, and for example,
[00:10:33] at a total level,
[00:10:36] the applications to study at the Central University of
[00:10:40] Venezuela were
[00:10:41] 244,128,
[00:10:44] and the Central University of Venezuela had
[00:10:48] available, has available
[00:10:50] 11,947 places,
[00:10:53] so that's a problem, how to solve it
[00:10:56] eh,
[00:10:58] we have to solve it together with the universities, we have
[00:11:01] to, moreover, this has generated great frustration because the career
[00:11:05] of medicine requires very high levels of academic
[00:11:09] performance, so exclusive
[00:11:11] dedication, not only but also students who have
[00:11:15] had 19 between 19 and
[00:11:18] 19.9 have not
[00:11:21] the career because
[00:11:24] of circumstances and also because
[00:11:27] it does not have the
[00:11:30] other conditions such as, for example, the quota
[00:11:34] assigned to OPSU, of those 300 quotas that the
[00:11:37] faculty of medicine has, OPSU was assigned
[00:11:41] 55, so
[00:11:44] there is greater arbitration by the central university in the management of
[00:11:48] quotas and in general in all universities
[00:11:52] that is happening, so the student's perception is
[00:11:55] that even having made an effort, the student's
[00:11:59] family to make that brain,
[00:12:02] that little brain of the family reach the
[00:12:05] university with the best grade, that has been
[00:12:09] frustrated in large part here,
[00:12:12] so we have made an appeal, 1300 students
[00:12:16] with grades between 19 and 19.99
[00:12:20] were left out of the options they chose as first
[00:12:23] to study. So we have asked all the rectors of all the
[00:12:27] universities to please those students who applied with
[00:12:30] those grades to be able to enter the universities, there are some
[00:12:34] universities that have said no, that they are very full,
[00:12:37] but I think we will continue negotiating so
[00:12:41] that at least those who have that record of 19 in
[00:12:44] all, in all high school can
[00:12:47] enter, if you get
[00:12:49] 18 two times in the
[00:12:53] 5 years of high school. Your average drops to 19,
[00:12:57] just like those who got 20 in all
[00:13:00] high school, if they got 19 twice, the average
[00:13:03] grade dropped, so that's an effort that
[00:13:07] not only that guy or that
[00:13:11] girl made, it's an effort that the family made, it's a family
[00:13:14] pride, and I think that we have to sit down,
[00:13:17] universities, state, students,
[00:13:21] and Venezuelan society to talk about how we change
[00:13:25] that equation, how we make the state
[00:13:28] expand the quotas in those universities that people have a greater
[00:13:32] preference for, not only because the majority of the population is in
[00:13:35] this coastal northern corridor, but also because
[00:13:39] we have other universities with that
[00:13:43] capacity for quotas so that
[00:13:46] they are considered by students as valued to
[00:13:49] be able to enter, what are the careers with the highest demand in addition to medicine,
[00:13:53] the careers with the highest demand? 20 more careers,
[00:13:56] even how
[00:14:02] meritocracy which in the end is also an unfair, somewhat
[00:14:05] inequitable system, but please answer me when we return to the
[00:14:08] commercials, we'll be
[00:14:09] right back,
[00:14:12] what's happening in the country,
[00:14:15] trends in national events, situational
[00:14:19] analysis.
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[00:15:23] paying for your trip. comfortable installments, so stop doing
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[00:15:57] you
[00:16:01] The following is a public service message
[00:16:03] broadcast in accordance with the provisions of
[00:16:07] Article 10 of the Law on Social Responsibility
[00:16:10] in radio, television and electronic
[00:16:13] media.
[00:16:16] Fuel restrictions in Europe and the
[00:16:20] historic heatwaves demand
[00:16:23] attention from the entire planet. Recent
[00:16:26] blackouts in industrial powers
[00:16:29] show that global electricity grids
[00:16:31] are at their limit, it is the structural
[00:16:35] reality of an energy crisis that knows
[00:16:39] no borders. Power outages affect
[00:16:42] millions of
[00:16:45] homes around the world today. The climate
[00:16:48] crisis is a global
[00:16:51] reality.
[00:16:53] Today, Sunday, at 8 p.m., situational
[00:16:57] analysis, I will talk with the Minister of University
[00:17:00] Education, Ana María San Juan, about
[00:17:04] the situation of higher education and the new
[00:17:09] artificial intelligence, I believe that all universities have to agree
[00:17:13] and set out in a law what the use will be, not only the
[00:17:17] moral use or the use
[00:17:21] from the perspective of humanity, but the
[00:17:24] factual use of artificial intelligence,
[00:17:28] go back to situational analysis,
[00:17:31] Sunday at 8 p.m. on
[00:17:33] Globovisión.
[00:17:46] What's happening in the country?
[00:17:48] Trends in national events, situational
[00:17:52] analysis.
[00:17:55] What are the careers with the highest demand, where are the opportunities? What
[00:17:59] challenges does the university have to respond to the
[00:18:02] profound needs of
[00:18:04] professionals and brains in the country? for
[00:18:07] economy and society,
[00:18:10] Ana María San Juan is
[00:18:13] answering, she is the Minister of Higher
[00:18:17] Education in the country, what were you
[00:18:21] saying, well, here I am reviewing the most
[00:18:24] demanded careers, and I made a mistake,
[00:18:28] 90,000 places for medicine were not requested
[00:18:31] at the university, but in total in the
[00:18:34] country, that is, 90,000
[00:18:37] students opted for
[00:18:40] medicine, and the satisfaction of that
[00:18:43] demand was only covered by 15-20%
[00:18:47] in all seven faculties or possibilities
[00:18:51] of studying medicine in the country. The second most popular career has been
[00:18:54] administration, the third is physiotherapy,
[00:18:57] which is highly demanded everywhere, law
[00:19:01] appears as the fourth option, it was one of the favorite, favorite
[00:19:05] medical careers. medical careers.
[00:19:12] now with this it's impressive, it's one of the categories that has grown the most in the
[00:19:15] last two or three years, incredible, so,
[00:19:18] then psychology,
[00:19:22] public accounting, mechanical engineering,
[00:19:25] nursing, computer science, tourism,
[00:19:28] civil engineering, industrial engineering,
[00:19:32] 20 years ago it was one of the favorites, it has
[00:19:36] the demanded careers, well, I think also because
[00:19:39] people now think that they can communicate without
[00:19:43] having to go through school because you can be an influencer without
[00:19:47] being a social communicator,
[00:19:50] right? So, but it's not among the 20
[00:19:54] most demanded, so the issue we have is
[00:19:57] that we have a concentration of applications
[00:20:01] in 10 universities and
[00:20:04] we have the course capacities due to the proximity. I imagine
[00:20:07] also, no, no, there are still many students
[00:20:11] from the regions of the country who want to study
[00:20:14] at the central university, and well, the central university is an emblem of the country
[00:20:18] for 300 years, and so
[00:20:21] it has, let's say, a symbolic history, it is
[00:20:24] in the Venezuelan
[00:20:27] idiosyncrasy, now the problem we have is that we have
[00:20:30] requests from students, the state has worked on fulfilling
[00:20:34] the issue of coverage
[00:20:37] this and now
[00:20:40] we have to find how we reorganize that
[00:20:44] coverage so that we can serve those students who want to study a
[00:20:47] career in a certain place.
[00:20:50] in a certain university and we have to focus with
[00:20:53] great, with great enthusiasm, I ask
[00:20:57] you on the issue of
[00:21:00] equity, so we have equity,
[00:21:04] meritocracy, how do we combine that, well, that is a
[00:21:07] challenge because you told me before that
[00:21:10] in some careers only those with the highest
[00:21:14] qualifications enter, not even that, I mean, the problem is that
[00:21:17] neither does meritocracy some clubs. it's difficult to
[00:21:20] enter, and the idea is
[00:21:23] that
[00:21:25] there is, this generates, this generates a lot of debate in all countries of the world, in
[00:21:29] Latin America we have several
[00:21:32] universities, we have the systems
[00:21:35] that, countries that each university manages admissions,
[00:21:39] for example, in Mexico, at UNAM, there was a problem two months
[00:21:43] ago because the admission exam was
[00:21:46] leaked by artificial intelligence, so they asked the
[00:21:50] secretary of the university, let's say some complex things in
[00:21:54] Argentina, which has a very high quality of universities,
[00:21:57] it is always among the first places, it has what they
[00:22:01] call the common basic cycle, all of them enter the
[00:22:04] careers that they are going to enter,
[00:22:07] they spend a year and it is like a kind of a long
[00:22:10] propaedeutic with an exam that allows them to stay or
[00:22:14] leave there and well like that in other countries in
[00:22:18] Europe it has a lot of weight.
[00:22:20] A lot of weight, the student's academic record, they reward
[00:22:23] the student's perseverance
[00:22:27] during their secondary education, so
[00:22:30] the question is, was there an admission exam here? There was no
[00:22:34] admission exam, this, now there is an admission exam,
[00:22:38] although they are prohibited in some
[00:22:40] faculties of the country, so the question is
[00:22:44] how do we guarantee students
[00:22:47] access to university education that is
[00:22:51] fair, that respects meritocracy, that is
[00:22:55] inclusive for a quality university,
[00:22:58] eh, they are not contradictory
[00:23:01] things, we don't have to say that
[00:23:05] equality does not
[00:23:08] accept meritocracy because
[00:23:11] those who have entered universities
[00:23:14] this year, those who were assigned,
[00:23:17] 90% have grades between
[00:23:20] 15 and 20 points, only 2% have
[00:23:24] between 10 and 10.99,
[00:23:27] so I believe that there is an effort by families
[00:23:32] secondary education, which is a space where there is always
[00:23:35] an exception, well, because adolescents are growing up, some want to drop out, some
[00:23:39] are forced to drop out due to the economic situation,
[00:23:43] so the effort of a Venezuelan family
[00:23:49] their child graduating from university, is something that
[00:23:52] we want to protect and something that we want to strengthen,
[00:23:56] so that is why, let's say, seeing
[00:24:00] the complexity of financing,
[00:24:02] seeing how universities compensate for the
[00:24:06] lack of resources that we don't know well
[00:24:09] how the resources are,
[00:24:12] they charge tuition fees, so
[00:24:16] in the end there are some charges in which they are gradually
[00:24:20] imposing impediments due to grades, with
[00:24:23] impediments with the tuition
[00:24:26] fees, so I believe that it is time to
[00:24:30] have a new university law that allows
[00:24:33] discussion and seeking consensus in
[00:24:37] the National Council of Universities about what university
[00:24:40] model Venezuela needs in this
[00:24:43] conjuncture that is so particular,
[00:24:47] so unprecedented, we come from a January 3 that
[00:24:50] had severe impacts on sovereignty
[00:24:53] and everything else, on politics, on the economy, on
[00:24:57] common sense, on common sense, so I think this is the time
[00:25:01] for us to sit down and be able to move forward in a
[00:25:04] process that in the end
[00:25:07] safeguards the constitutional right of young
[00:25:11] Venezuelans to a public and quality education,
[00:25:15] I want us to delve into the issue of the university
[00:25:17] law later on.
[00:25:22] and return now to the issue of careers and quotas,
[00:25:25] this, but what are the country's
[00:25:28] priorities, where should efforts be concentrated in the professional
[00:25:34] young Venezuelans, well what we
[00:25:37] have been seeing during this period
[00:25:40] that we have been in the ministry, which has been
[00:25:43] accompanying the entire process of economic opening and
[00:25:47] all this and all this challenge that we now have. in oil
[00:25:50] matters, there has been a requirement
[00:25:54] for more engineers, countries develop
[00:25:57] with engineers and that career is
[00:26:01] very important for everything. to support the type of development that we
[00:26:05] are committed to having, so there
[00:26:09] is another issue, students at
[00:26:12] this time of fast-paced life that is lived
[00:26:15] very, very intensely in a short time,
[00:26:19] students want short careers, that is another challenge, they don't want
[00:26:23] to spend 5 years in university studying, so we
[00:26:26] can't, they can't, some who can get
[00:26:29] bored and others can't. So a bit of what
[00:26:33] we've been thinking about is making a kind of training nodes, so that
[00:26:37] a student can enter, graduate as a
[00:26:40] technician, leave, re-enter, not have to do it again.
[00:26:44] process and that you can continue if you want to become an engineer, if you want to do a
[00:26:48] specialization, a master's degree, up to a doctorate, that implies
[00:26:52] harmonizing the offers, so that we have equivalent
[00:26:55] offers in all universities so that
[00:26:59] a student can move around the country. Now there will be much more mobility in the country because
[00:27:03] we have all these developments that are not in the north
[00:27:06] but rather further inland in
[00:27:10] the country, Monagas state, Bolívar state, etc. So, if
[00:27:13] we can have a student who can graduate
[00:27:17] with high quality, they can enter the industry
[00:27:21] or the labor market in the area they choose
[00:27:24] and if they want to continue training, they have the options to
[00:27:28] do so. That will help us a lot with what we were talking about now, artificial
[00:27:31] intelligence, which also allows for mobility
[00:27:35] and greater capacity
[00:27:37] to be in several places in the training process. However,
[00:27:41] that requires agreements also on what
[00:27:44] will be the country's regulations regarding artificial intelligence, and
[00:27:48] in which I believe universities are
[00:27:51] called to be, shall we say, the main
[00:27:54] contributors
[00:27:57] to the substance of what that law should be. That
[00:28:01] means a great challenge for the country,
[00:28:04] the National Assembly. Engineering is therefore one of the
[00:28:08] most necessary careers, most necessary for this new
[00:28:11] development model. And what about
[00:28:14] humanist careers? What presence do they have today
[00:28:17] in this territory? But
[00:28:21] please answer me when we return from the commercials. We'll be
[00:28:24] right back.
[00:28:27] What's happening in the country?
[00:28:29] Trends in national events. In situational analysis.
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[00:28:49] market, invites you to watch
[00:28:53] Primera Página.
[00:29:21] This Sunday we will be talking with Gabriel
[00:29:24] Montiel, an artificial intelligence expert, whom we ask:
[00:29:28] in a few years, will artificial intelligence replace
[00:29:31] humans? Yes, it will undoubtedly
[00:29:35] replace it, but it's not necessarily because a robot will come and
[00:29:38] take your job and do everything for you, but because another human will use the
[00:29:42] tool, and right now what we have to think about is how to adopt and understand this
[00:29:46] tool for one's productivity. Don't miss this
[00:29:49] and other topics. Jesus asks
[00:29:52] Sunday 6:30 p.m. on
[00:29:56] Globovisión.
[00:30:02] More than 20 years analyzing in depth the
[00:30:05] most impactful events on the international
[00:30:08] agenda, the journey through international
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[00:30:18] understanding within the framework of diplomatic relations
[00:30:21] and current
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[00:30:28] of the events that transcend our
[00:30:31] borders. International Compass
[00:30:34] from Monday to Friday at 2 p.m. and Embassies and
[00:30:38] Ambassadors Sundays 7:30
[00:30:42] p.m. on Globovisión.
[00:30:57] What's happening in the country?
[00:31:00] Trends in national events. In situational
[00:31:03] analysis, engineering is one of the
[00:31:07] priority careers for national development, but where
[00:31:11] do humanistic careers stand, especially because
[00:31:14] there is an increase here, and perhaps more so in other
[00:31:17] countries, in the demand for careers such as
[00:31:21] philosophy, sociology, psychology in this hyper-digitalized
[00:31:24] world? What can you tell us, minister? Well,
[00:31:28] psychology is among the top 10 most
[00:31:32] requested careers. It has increased a lot this year. This also has
[00:31:36] to do with social media where psychologists
[00:31:39] do therapy through
[00:31:41] networks, addressing specific issues. Nobody
[00:31:45] knows if they are psychologists or not. I mean, one should be cautious about
[00:31:48] that. But well, I believe that the
[00:31:51] harshness of all labor issues, of all technical
[00:31:55] issues, also requires philosophy,
[00:31:58] literature, this, but, well, that's a
[00:32:01] battle that students have to fight sometimes in their homes. If they tell their mom or
[00:32:05] dad that they're going to be a philosopher, well, yes,
[00:32:08] a philosopher, what's that, what do you eat with that, and how are you going to eat? Or if they want to study
[00:32:12] music, if they want to study anything
[00:32:16] else that means giving
[00:32:18] breath to that sensitive part of the soul that we all have and that we all
[00:32:22] should have. Anyway, we have in the university sector
[00:32:26] offers for all these types of careers,
[00:32:29] philosophy, literature, before they were highly demanded,
[00:32:32] now they are less so. Well, well, before, when we were in the
[00:32:35] Renaissance, everyone studied philosophy to understand the world.
[00:32:38] Now people understand it in another way. This,
[00:32:42] but well, these are options that students have to be
[00:32:45] and they have many possibilities, spaces, and there are
[00:32:48] spaces, there are quotas, there are quotas and there
[00:32:52] are also quotas in this unfortunately, in literature, they didn't open
[00:32:55] the school of literature this year at the central university,
[00:32:58] but but there is an offer for the student who wants to study that.
[00:33:02] Anyway, the number of applications for admission to engineering
[00:33:06] careers has increased in this
[00:33:10] call because it has
[00:33:13] been, and it seems to us that it has to do with all
[00:33:17] the announcements that are being made in economic matters, the
[00:33:19] university
[00:33:22] law, how is it contributing
[00:33:26] or the debate that is going to open about a new university
[00:33:29] law, how can it contribute to the development of
[00:33:32] university education, to the service of the country? Well, I think
[00:33:36] in many ways. I think that the
[00:33:39] university, the legal framework we have since
[00:33:42] 1970,
[00:33:44] the world has changed
[00:33:46] 70 times,
[00:33:49] since then, the country has also changed a lot.
[00:33:52] Young people have other
[00:33:55] expectations regarding their professional
[00:33:58] model of
[00:34:01] university that we have, which is a victorious
[00:34:04] model after hundreds of years, is a model that is
[00:34:07] subject to many challenges precisely because of artificial
[00:34:11] intelligence. There are countries like China where there are no
[00:34:14] professors, where they have classes, students go to classes,
[00:34:17] through cameras, they take attendance,
[00:34:21] who was in class, who was attentive, etc., and they
[00:34:24] take the exam and it's verified that they didn't cheat. That is,
[00:34:28] that is a very important challenge, which we have to
[00:34:31] think about, how to use it positively for
[00:34:35] learning, for teaching, and I think
[00:34:38] it is a good time to do it, because we also have
[00:34:42] challenges, as all public universities in the world have, regarding
[00:34:46] financing. In Venezuela, the right to
[00:34:49] free education is guaranteed by the
[00:34:52] constitution. But we have very expensive
[00:34:55] careers in universities. For example, medicine requires very
[00:34:59] very high investments. That's why the Venezuelan private sector has never
[00:35:03] created medical faculties due to the costs
[00:35:07] they have. But nevertheless, we
[00:35:10] have to look not only at the costs there, but also at the costs of engineering
[00:35:14] laboratories, of chemical engineering, of chemistry, of
[00:35:17] physics. So, it is a
[00:35:20] time to reflect on that, not only on
[00:35:23] financing but also on the relevance of some
[00:35:26] options. We have 6,700
[00:35:29] study opportunities at the undergraduate level and
[00:35:32] 2,700 at the postgraduate level. Are so many
[00:35:36] options necessary? Do we need more
[00:35:39] options for students? Do we need fewer? Do we need to
[00:35:42] concentrate knowledge? We need to
[00:35:45] transversalize it and have cooperative knowledge. How
[00:35:49] to expand the possibilities is through
[00:35:52] digitalization, exactly. That's what we have,
[00:35:56] because we have, for example, multimodal education, but we have
[00:36:00] institutions that do not have the capacity to have
[00:36:03] that training capacity from
[00:36:07] their institution, and we also have many limitations for some young people
[00:36:11] to be able to access that education. Has that
[00:36:14] segment grown, right? Quite a bit. Yes, it has
[00:36:17] grown, but it has grown, in our opinion, with many of the
[00:36:21] warnings from students, it has grown
[00:36:24] with serious quality problems. So I think
[00:36:27] there are no rules.
[00:36:31] There is a regulation, but I believe that as
[00:36:35] time passes and regarding artificial intelligence, I believe we should
[00:36:38] modernize that regulation through the law. The
[00:36:41] system, since the law has not changed since
[00:36:43] 1970, has been governed by 2,500
[00:36:47] decrees. So
[00:36:50] decrees, since we don't have
[00:36:54] the law, this is not resolved, because we cannot make the
[00:36:57] law, we issue a decree. I think it's time to
[00:37:01] leave the 2,500 decrees and provide ourselves with
[00:37:04] a new law that we are
[00:37:07] proposing to be approved and
[00:37:09] discussed by the National Council of Universities. I would like us to
[00:37:13] delve into this project or this idea around
[00:37:16] a change in the university law, but once we return to
[00:37:19] commercials. We'll be
[00:37:21] right back.
[00:37:24] What's happening in the country?
[00:37:27] Trends in national events. Situational analysis.
[00:37:43] Banco de Venezuela, because your greatest
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[00:38:29] September 15 was declared by the
[00:38:32] United Nations Organization in 2008 as
[00:38:36] International Day of Democracy, in
[00:38:41] Democracy by the Inter-Parliamentary Union in
[00:38:44] 1997,
[00:38:46] a topic now more relevant than ever with the changes that
[00:38:50] are occurring in the current global geopolitical
[00:38:54] recomposition. In Venezuela, Democracy Day
[00:38:58] is celebrated on January 23 in memory of the
[00:39:01] fall of Pérez Jiménez's dictatorship that day in
[00:39:04] 1958. This was the analysis on the table.
[00:39:20] This podcast talks about our roots, our essence,
[00:39:24] and being Venezuelan. We need to market folklore
[00:39:28] to make it attractive and friendly for new generations. I believe that Venezuelan
[00:39:31] music, especially Llanera music, needs to raise its level. The
[00:39:35] Llanero has always sung about his lyrics, his delivery of poetry
[00:39:38] has always been focused on nature, love, heartbreak. I
[00:39:42] am very proud to be Juan Vicente Torrealba's granddaughter. I am dedicated to
[00:39:46] talking about his beautiful work. I have had that challenge, to show that there is something
[00:39:50] beyond the Torrealba surname. He also sings a joropo, as it is sung in the
[00:39:53] plains, a tonada, or whatever song you want, countryman,
[00:39:57] that the Venezuelan spirit gallops in my blood.
[00:40:00] Subscribe now and discover a new way to communicate.
[00:40:17] What is happening in the country?
[00:40:20] Trends in national events. Situational
[00:40:24] analysis.
[00:40:27] Why is a new university law so necessary and
[00:40:30] urgent? Today we talk with the Venezuelan
[00:40:33] Minister of Higher Education, Ana María
[00:40:36] San Juan. What can you tell us? Well, we have
[00:40:39] several issues that are important to
[00:40:41] address in a new institutional and
[00:40:45] legal framework. One of them is the
[00:40:47] quotas, the admission process, how to make an
[00:40:51] admission process more equitable and that respects
[00:40:54] meritocracy and the effort of young people in
[00:40:58] high school, how to make a process
[00:41:00] of accompanying
[00:41:04] high school students on vocational issues,
[00:41:06] that is, this famous crisis,
[00:41:10] famous because we have all experienced it at home with our children, or we experienced it as
[00:41:13] teenagers: what am I going to
[00:41:16] study? So mothers would say: no, you are good
[00:41:20] at engineering, you are good at math, you are good, you
[00:41:23] are good at talking, so you can be a lawyer like your father, or you have to follow in your
[00:41:27] father's footsteps. So, having a robust vocational guidance
[00:41:30] system that accompanies entry to
[00:41:33] university, that's regarding entry. Then we have
[00:41:37] what are the mechanisms that we have for the approval
[00:41:40] of subjects or careers or core subjects or
[00:41:44] universities. That is a mechanism
[00:41:47] that,
[00:41:50] besides the 2,500, 800 decrees, is there
[00:41:54] so that every time we create something, we create a regulatory
[00:41:57] path to be able to create it. So the idea is
[00:42:01] exactly where we want the university to go
[00:42:04] in this country in the next 30 years,
[00:42:07] how we preserve the universality
[00:42:11] of knowledge and at the same time how we respond
[00:42:15] to the challenges of the country's development. So not to
[00:42:18] lose one thing for another, that is, not only to open
[00:42:22] thousands of engineering options,
[00:42:26] the universality of knowledge where philosophy has a place, where
[00:42:28] literature, arts, everything,
[00:42:32] the whole system, knowledge,
[00:42:35] humanity, exactly. The system,
[00:42:38] we also have everything about financing. Public
[00:42:41] financing can have limits in relation to
[00:42:45] universities, but how do we finance them so that it doesn't exactly
[00:42:49] depend on students, because students have the right to public
[00:42:52] education guaranteed. So how do we equip ourselves with mechanisms
[00:42:56] of resolution
[00:43:00] and work with the possibilities that universities
[00:43:04] have to generate their own income? Now we have a myriad of
[00:43:07] options in which each faculty
[00:43:10] produces its own fees for
[00:43:13] postgraduate studies. We have postgraduate studies that are free in relation
[00:43:17] to what is charged. So there are many disparities in the
[00:43:20] prices of postgraduate studies, which is an important option if we
[00:43:24] want more robust specializations in terms of
[00:43:28] professionalization. So,
[00:43:30] we have all the issues of postgraduate studies, we have all the issues
[00:43:34] of multimodality. We have to guarantee
[00:43:37] that it is a very solid
[00:43:41] system so that we can guarantee
[00:43:45] the student who wants to study through these
[00:43:48] technological platforms that this platform is of
[00:43:52] quality, that this platform does not have leaks, etc.,
[00:43:56] etc. So there are many issues, there are all the issues, there are all the issues
[00:43:59] and they require, well, to see how other countries are doing,
[00:44:03] what is being done, how we
[00:44:07] recover this time from the economic
[00:44:10] crisis that affected universities more
[00:44:14] quickly with the resources of artificial intelligence. I
[00:44:17] believe that all universities have to agree and put into a law what the
[00:44:21] use will be, not only the moral use or the
[00:44:25] use from the perspective of
[00:44:28] humanity, but the factual use of artificial
[00:44:31] intelligence. The programs are
[00:44:34] one of the challenges of the new law, it is one of the challenges of the private
[00:44:38] sector. There is talk of a mixed economic model with different forms of
[00:44:41] ownership, of an alliance between workers, the state, and
[00:44:45] capital.
[00:44:48] What role can the private sector play in these
[00:44:51] reforms and in the possibilities of a better university
[00:44:55] education? A lot, a lot, a lot. It has a very
[00:44:58] important role, it has a very important role basically
[00:45:02] because the private sector of the country is the place
[00:45:06] where the innovation that corresponds to
[00:45:09] university research can be developed. Here
[00:45:12] thousands of projects are developed
[00:45:16] in laboratories in universities where the field of
[00:45:19] application is in the private sector. So now there is
[00:45:23] much more relationship between
[00:45:26] both sectors. There is a lot
[00:45:29] of demand, there is awareness in the private sector that
[00:45:33] universities can be their main ally
[00:45:36] in a medium-term or long-term
[00:45:40] project, its economic
[00:45:42] specialty. What other points do you think are key in
[00:45:46] this new university law?
[00:45:49] Quality, accreditation. We don't have
[00:45:52] universities in the only country in Latin America where their universities are not
[00:45:56] accredited, not even internally, and
[00:45:59] only a few externally. In the
[00:46:02] university rankings, we appear in a
[00:46:05] place where we
[00:46:08] could be higher, and that has to
[00:46:12] do with research issues. So that's why
[00:46:15] we are currently preparing a program for
[00:46:18] strategic research that will be developed from universities
[00:46:22] on the most complex
[00:46:25] issues of the current geopolitical
[00:46:29] and political economic context so
[00:46:34] universities, and that will be allowed by the law. In the context of
[00:46:38] 1970, when the renewal took place, the
[00:46:40] economic world was different, and technological challenges
[00:46:44] did not exist in the way they do
[00:46:47] now. That's why it's so important that we can above all reach a
[00:46:51] consensus because the debates about the
[00:46:54] law have been characterized by unnecessary
[00:46:57] infighting, mainly the ideological
[00:47:01] burden, the ideological burden and the
[00:47:04] political burden too, no, let's not forget
[00:47:07] that the reform of the 1970 law was to
[00:47:10] liquidate autonomous universities with experimental
[00:47:13] universities, exactly. That fortunately
[00:47:16] happened. So I think it's time for us to be able to
[00:47:20] try in a mature way the entire university
[00:47:23] sector in working groups, a
[00:47:28] we are proposing is that this be the law that we
[00:47:32] have by consensus in the National Council of Universities that we take to
[00:47:36] the National Assembly for its approval, hopefully
[00:47:39] unanimously by all
[00:47:41] parliamentarians. Progress is already being made in that regard, right? We are
[00:47:45] just proposing it. First we started with
[00:47:49] creating 12 commissions in the National Council of Universities.
[00:47:52] To address each of these issues that we have been talking
[00:47:56] about here, the issue of fees, the issue of quality, the issue of accreditation,
[00:48:00] the issue of how to reorganize the entire
[00:48:03] approval system for new careers, the new
[00:48:06] demands, how to do that, and these 12
[00:48:09] commissions are, let's say, the initial point, in my opinion,
[00:48:13] that each of their conclusions will be
[00:48:16] collected in the new law. Whatever is missing, well,
[00:48:20] it will be done. But it has already started, at
[00:48:24] least it's on the agenda, it's on the table, it's
[00:48:27] it's on the table, it's on the table, the most
[00:48:31] important issue for Venezuelans, the economy, university
[00:48:35] dropout rate is
[00:48:38] high, surely explained
[00:48:42] by the economic situation, by the economic difficulties. But we also
[00:48:46] have another fundamental issue, which is the salary
[00:48:49] of university professors. How
[00:48:51] does it fit into this debate, these material
[00:48:55] demands, how do they fit into this
[00:48:58] resolved outside or in parallel with the debate on the new university
[00:49:02] law? But please answer me when we return from the
[00:49:05] commercials. We'll be
[00:49:07] right back.
[00:49:10] What's happening in the country?
[00:49:12] Trends in national events. Situational
[00:49:16] analysis.
[00:50:29] If there are good and bad people in the world, the bad ones
[00:50:32] are bad because they made themselves bad, but the
[00:50:36] good ones are only good with the help of
[00:50:39] God. José Gregorio Hernández,
[00:50:43] an example of
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[00:51:30] closely from September 16 to
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[00:51:57] What's happening in the country?
[00:51:59] Trends in National Events.
[00:52:02] Situational analysis.
[00:52:06] The university and economy, the university and the material
[00:52:09] conditions of existence of students, of professors,
[00:52:13] is a super important topic. What can
[00:52:17] you tell us, minister, that for us this topic is very important, the
[00:52:20] big topic, the big topic, the most difficult
[00:52:24] one too, and the most difficult one due to the situation we are in. But well, we
[00:52:27] started, we started a trajectory
[00:52:31] rebuilding the teaching career, and
[00:52:35] we are currently redistributing in the
[00:52:38] income according to the professorial
[00:52:42] category in the hierarchy with a corresponding
[00:52:45] bonus called academic responsibility bonus. It's
[00:52:49] a single bonus, it's a single bonus because it has to
[00:52:52] do with the scales. We
[00:52:55] have proposed that this be the
[00:52:58] re-start of the reconstruction of the teaching
[00:53:01] career, and we have
[00:53:05] several proposals. We have to strengthen teaching
[00:53:08] capacities in universities, well, because many professors
[00:53:11] are not in the country. So
[00:53:14] we have proposals to incorporate professors.
[00:53:17] retirees to return to be active because some
[00:53:20] retirements were also early at 25
[00:53:24] years old, which is when a person is also at the zenith of
[00:53:28] their eh theoretical
[00:53:30] proposal if it's a researcher at the Central
[00:53:33] University. So at the Central
[00:53:37] University because then what we have is eh eh
[00:53:40] contemplated eh not
[00:53:43] only eh to strengthen the
[00:53:46] income of the professors eh
[00:53:50] also that of the rest of the university community and open some
[00:53:53] research options that
[00:53:56] allow them to be complementary in the income of the professors
[00:54:00] who participate in it and with that strengthen the research process in
[00:54:04] Venezuela. So we are going to open those possibilities very soon,
[00:54:07] we are designing them together with the Ministry of Science and Technology
[00:54:11] in order to make the
[00:54:13] capacity very attractive,
[00:54:17] for professors to participate and we are
[00:54:20] also proposing that several universities
[00:54:23] work together so that there is more collaboration between institutions and more
[00:54:26] complementarity, so that young professors are incorporated
[00:54:30] to train young researchers as well and
[00:54:34] and in a way that we also incorporate professors who
[00:54:37] are outside Venezuela researching so that they
[00:54:40] enrich from their institutions and from
[00:54:44] their universities in the projects that are developed
[00:54:48] here, we also want to incorporate meritorious students from
[00:54:51] abroad so that they also maintain a link with
[00:54:54] Venezuela and participate in these investigations which they
[00:54:58] will enrich in a substantive way, the
[00:55:02] living conditions of students, there are many who do not pursue a
[00:55:05] university career, who drop out in the fifth year of high school due to
[00:55:09] the urgency of subsisting, of economic
[00:55:13] subsistence, what plans are there, what ideas are there
[00:55:16] to somewhat alleviate the material burden of
[00:55:20] students and for them to continue their university studies, not
[00:55:23] abandon them permanently,
[00:55:26] they talk about young people in qualitative studies of interfaces, they
[00:55:30] talk about a pause, I have an economic urgency, then
[00:55:34] I start
[00:55:39] Well, we are proposing now
[00:55:42] and it will be announced this coming week,
[00:55:45] we have a proposal for a
[00:55:48] very robust scholarship program in which
[00:55:51] half of the scholarships will be assigned
[00:55:55] by socioeconomic situation, one
[00:55:58] quarter of the scholarships will be given for academic
[00:56:01] merit and another for those. before
[00:56:05] they start to be preparers to enter the teaching
[00:56:08] career, we think in this scholarship
[00:56:12] program to increase the scholarships that are now have arrived, they are
[00:56:15] $5, so now we are going to reduce
[00:56:19] a bit and we are going to make a scholarship call, we are strengthening the
[00:56:22] dining halls in the universities so that students have the
[00:56:26] option to eat at the university, at least those
[00:56:30] who need it most, we are
[00:56:32] working on the recovery of all transport, which is another
[00:56:36] activity, eh, another expense that students
[00:56:39] have and that not always the half student ticket is
[00:56:43] recognized, so we are trying that in the
[00:56:46] universities that are further away, for example, in Simón
[00:56:49] Bolívar, we were there the day before yesterday in Simón Bolívar reviewing part of the
[00:56:53] infrastructure that is being recovered, this has problems of
[00:56:57] access for students who do not have cars to get to the
[00:57:01] university, so we are creating attention
[00:57:04] to transport. Attention to dining halls, reinforcement of
[00:57:08] scholarships, we are
[00:57:11] and residences, that is, a set of measures
[00:57:15] that will support the student, we are also thinking about
[00:57:19] all the orientation issues, because in the third semester
[00:57:23] everything happens, students stop liking their career, they have an economic
[00:57:27] urgency, eh, they want to
[00:57:30] change and they don't know where eh, because it seems very challenging and they
[00:57:34] want something that takes less
[00:57:37] time if they are working, that is, eh,
[00:57:40] to look for eh a set of
[00:57:43] measures and support for students that
[00:57:46] allows them to continue at the university, eh, we have to
[00:57:49] improve retention, we have to improve the number of graduates,
[00:57:53] because at this moment it is not as high as we
[00:57:57] should have for the number of students we have
[00:58:00] inside the universities, as a
[00:58:02] psychologist, what,
[00:58:06] where, what do you observe regarding the social
[00:58:10] and cultural impact on youth, including the
[00:58:14] social networks are having,
[00:58:17] well, and what impact do they have on teaching, the
[00:58:20] learning processes at the higher level? Well,
[00:58:24] they have a lot of impact, even in many universities it has already
[00:58:27] been decided not to finish subjects
[00:58:30] with written assignments but with oral exams to
[00:58:33] certify the learning of students,
[00:58:36] no, that on the one hand is a challenge for
[00:58:40] issue and for young people it has a big issue
[00:58:44] e the anxiety it generates.
[00:58:47] The expectations they generate and that is why we see this search to study
[00:58:51] psychology, we see the searches to have
[00:58:54] meditation, to do yoga, it is one of the
[00:58:57] most widespread options for rest among
[00:59:01] university students, exactly, from social
[00:59:03] networks, which spontaneously are
[00:59:07] developing the same societies and yes, of course, and also because it's not something you
[00:59:10] can't control, I mean, I think the first challenge of adult
[00:59:14] control things.
[00:59:18] of your life, no, you stop being the son of your
[00:59:21] parents or your mother or whatever, and you start to make
[00:59:25] of the things about social networks inhibit decision-making
[00:59:29] due to the multiplicity of options that exist for everyone,
[00:59:32] even in thought, in the position eh regarding a
[00:59:36] social event, etc., so eh it is very
[00:59:39] important here, we have not studied it despite
[00:59:42] the fact that social networks were one of the battlefields of politics, it was all about
[00:59:46] communication. And all about social networks and all about social media
[00:59:50] and that is one of the topics that we will also
[00:59:54] call for study because in the background there is an attempt to
[00:59:57] reprogram societies of citizens, a
[01:00:01] reprogramming of identity and common
[01:00:03] sense. Minister, thank you very much for this
[01:00:07] situational analysis, I think many issues were very
[01:00:10] clear, a very didactic way to explain to people
[01:00:14] what the situation of university education is, thank you very
[01:00:18] much. Really, much success, I hope to see you here, when
[01:00:22] you deem it appropriate, thank
[01:00:25] you very much, no, thank you, thank you for the invitation, very interesting, we will
[01:00:29] see you in a next situational analysis by Globo
[01:00:32] Visión, free, independent,
[01:00:35] responsible and truthful journalism. See
[01:00:38] you soon.
[01:00:57] This program.