INDEX.

No table of contents entries found.

INTRODUCTION.

The process of profound transformation outlined in the Constitution of

the Bolivarian Republic of Venezuela implies for the new Republic the
formation of a new citizen who will build the foundations of the new society.
To this end, the Ministry of People's Power for Education is generating
educational policies strengthening the new Teaching State that promotes the
transition from a political and representative democracy to a social and
participatory democracy, from a state of law to a state of justice; all this linked
to the productive cultural revolution that allows us to make the transition from
a rentier country to a productive country.

In this context, the level of Diversified and Professional Secondary

Education experiences transcendental changes that merit systematic efforts
both at a conceptual and operational and normative order. To achieve this,
the transformation of the level into a dynamic, integral and decentralized
process was proposed that allows planning, executing, controlling and
evaluating the educational task to speed up decision-making, effective
communication, efficient use of resources and supervision understood as
accompaniment and monitoring of the educational process.

1
 The Directorate of Diversified and Professional Secondary Education is
framed within the general lines of the Economic and Social Development Plan
of the Nation 2001-2007, Strategic Plan for Comprehensive Development of
National Education and Reduction of Social Imbalances 1999-2006. National
Territorial Development Plan

HISTORICAL EVOLUTION OF TECHNICAL EDUCATION.

Technical education as we know it today has its roots in three

educational models that have followed one another over time:

1. Artisanal apprenticeship system: Which had its peak during the so-called
first industrial revolution and remained in use until the end of the 19th century.
Teaching was individualized or in very small groups. Master craftsmen took
on very limited numbers of apprentices and taught them while producing work
for their clients.

2. Manual Training: It began in the United States, Russia and other European
countries at the end of the 19th century. Instruction was given in workshops
for each craft or trade: carpentry, plumbing, blacksmithing, among others.
Each of these trades was analyzed from the perspective of its component
skills, which were then organized in pedagogical order. The courses
combined drawings, plans, models and a systematic series of exercises that
allowed students to acquire a specific skill, like a link in a chain. In this way,
students could progress with minimal supervision until they achieved the
expected level of skill.

2
3. Progressive School: It was a movement that was born in the United States
and Europe at the end of the 19th century, as one of the many attempts by
some educators who wanted to contain the negative social effects that
urbanism and industrialism left on the dispossessed classes of those
societies. It was a movement for the democratization of schools that
attempted to shift the focus of the curriculum from the content of the
disciplines to the students and their physical and social development needs.
The idea that originated this method was to allow the student to find a
purpose or meaning in the learning activities they carry out.

New Technical Education (1977 – 1991): It was a nostalgic but failed

attempt to return to the past, since it was a curricular essay and not an in-
depth institutional reform, which arose as a response to the negative effects
of decree 120 on the quality of vocational training. In 1976, Carlos Andrés
Pérez announced the reestablishment of industrial technical schools, taking
measures that seek to rescue the theoretical rigor and practical depth of the
old programs, offer vocational training close to the primary level and rescue
the institutional identity of technical education. 38 technical schools were
reopened in the industrial (ETI), commercial (ETC), agricultural (ETA) and
welfare areas.

Considering a two-year period too short to train a professional, the new

technical school puts aside the common basic cycle and requires the sixth
grade as an admission requirement, offering a three-year basic technical
cycle, where the student would receive fourteen hours a week of practical
preparation (training for work). Having acquired basic manual and theoretical
skills in various disciplines in those years, the graduate of the basic technical
cycle would continue specialization studies in a two-year professional cycle.

The graduate would then obtain a technical degree equivalent to a

bachelor's degree for the purposes of admission to higher education

3
institutions. No governing body was created for the program, the organization
of the high schools for the new technical schools was maintained, the
standardization of teacher salaries established in 1969 was maintained, so
the profile of the teacher did not change either.

The New Reform (1991: It was implemented on a trial basis in fifteen

schools in the sector. The basic technical cycle is eliminated and a new
fourth-level curriculum is implemented that aims to be more up-to-date,
rigorous and comprehensive than that offered in the diversified cycle. From a
structural point of view, the sequence of studies does not differ much from the
latter. The biggest innovation, from a curricular point of view, is the extension
of internships in companies from six weeks to two periods. The aim is to
institutionally link the training of students with the needs of the productive
sector.

The businessman Hans Neumann, director of the intersectoral

commission for improving technical education in the country, suggests the
implementation of a dual education system based on the German system,
where young people receive simultaneous training at school and in the
workplace. The proposal calls for giving schools the status of Civil
Association with representation from the Ministry of Education, the regional
government, the teaching union, parents and representatives and the
business sector. These associations would develop a permanent dialogue
around curricular aspects and an exchange of information about new
technologies.

What has been happening with secondary technical education in

Venezuela?: In the secondary technical education subsector it is possible to
differentiate an administrative and institutional dimension from a philosophical
and conceptual dimension. Unfortunately, the lack of consistency in the
development of conceptual philosophical aspects has harmed the institutional
development of the subsector. As the objectives of the subsector have been

4
modified time and again, without clear direction and without systematic
development of ideas, the administrative apparatus has undergone
substantial changes that have prevented full institutional development.

From very early on in history, a problem arose that persists to this day:
an education that was excessively academic, impractical and poorly linked to
the country's productive system. The lack of definition of the secondary
technical education sector and of secondary education in general continues.
Currently, with the proliferation of senior technicians in the job market, the
ability of an average technician to compete in the labour market is beginning
to be questioned. On the other hand, high levels of early school exclusion are
observed in Venezuela, especially among young people with fewer
resources. The problem therefore arises of how to give these young people
the necessary tools to lead a dignified life.

Robinsonian Technical Schools: Refoundation of the Technical

Schools Project 2000 to 2006: This project is part of a broader program that
aims to refound the technical schools. This program is based on four
fundamental objectives that are interdependent: improvement of
infrastructure, curricular transformation, maintenance and staffing, teacher
training and permanent strengthening of technical-professional training
centers. The scope of this project is based on the commitment to the
comprehensive training of young people and adults to face productive work
and the autonomous development of the country.

VENEZUELAN EDUCATIONAL SYSTEM AND SECONDARY EDUCATION

SUBSYSTEM.

The Educational System is an organic and structured set, made up of

subsystems, levels and modalities, according to the stages of human
development. It is based on the postulates of unity, co-responsibility,
interdependence and flexibility. It integrates policies, schools, services and
communities to guarantee the

5
http://www.monografias.com/trabajos14/administ-procesos/administ-
procesos.shtml - PROCEeducational process and the ongoing training of
individuals regardless of age, with respect for their abilities, ethnic, linguistic
and cultural diversity, addressing local, regional and national needs and
potential.

The basic education subsystem, made up of:

a) Initial education level.

b) Primary education level and

c) Secondary education level.

The initial education level: It includes the maternal and preschool

stages aimed at the education of boys and girls between the ages of zero and
six.

Primary education level: It lasts six years and leads to obtaining the
primary education certificate.

The level of secondary education: It includes two options.

General secondary education: lasting five years, from first to fifth year.

Technical secondary education: lasting six years, from first to sixth

year. Both options lead to obtaining the corresponding degree. The duration,
requirements, certificates and degrees of the levels of the basic education
subsystem will be defined in the special law.

THE VENEZUELAN STATE AND TECHNICAL EDUCATION.

Diversified and vocational secondary education is curricularly and

administratively linked to higher education. The purpose of secondary
education is to deepen the scientific, humanistic and technological knowledge

6
of students, as well as to continue their
ethicalhttp://www.monografias.com/trabajos6/etic/etic.shtml and civic training
and, in particular, to prepare them for their dignified and effective
incorporation into the job market and to continue their studies in higher
education. It constitutes the third educational level, which lasts 3 years.

The completion of secondary education studies will lead to the

obtaining of the Bachelor's Degree and those who have passed all the
established requirements will obtain the title of Professional Technician.
Mission: The Directorate of Diversified and Professional Secondary Education
is the organization that guarantees the students enrolled in the Level, their
permanence and successful graduation, through a comprehensive scientific,
humanistic and technical training that enables their incorporation into
productive work and the continuation of higher education.

TECHNICAL EDUCATION IN VENEZUELA: LEGAL BASIS AND

PHILOSOPHY.

The National Basic Curriculum has its legal reference fundamentally in

the National Constitution and in the Organic Law of Education, which allow
the implementation of educational reforms in line with global educational
advances, in accordance with national and state policies and interests, in
addition to incorporating other norms or legal provisions that, due to their
importance and correspondence with current social facts, become pertinent.
In this order of ideas, educational reform requires the modification of sub-
legal standards to adapt them to the curricular components, inserted in a
qualitative, constructive, participatory and global paradigm.

The Organic Law of Education in Article 21 states: "Basic education

aims to contribute to the comprehensive training of the student through the
development of his or her abilities, skills and scientific, technical, humanistic
and artistic capacity, to fulfill educational exploration and guidance functions."
This global and comprehensive dimension of formal knowledge offers an

7
important alternative to contextualize the education of the population that is
studying the Basic Education Level, in an ethical framework in accordance
with the reality of Venezuelan society and culture, where the subject is
vindicated in being, privileging his capacity to create, know, do and propose
changes in the current structure of life. Transversality gives the level
responsibility for dignifying the being, which is consolidated in three
subsequent stages.

Among the organizations that have direction, control, and responsibility

for the Legal Framework of the Basic Education Level are:

The Constitution of the Republic of Venezuela

Article 43: Everyone has the right to the free development of their
personality, with no limitations other than those derived from the rights of
others and from public and social order. Article 55: Education is compulsory
to the extent and under the conditions established by law. Parents and
guardians are responsible for fulfilling this duty; the State will provide the
means for everyone to fulfill it. Article 80: Education shall have as its purpose
the full development of personality, the formation of citizens fit for life and the
exercise of democracy, the promotion of culture and the development of the
spirit of human solidarity.

· Organic Law on Education

Article 6: Everyone has the right to receive an education in accordance

with his or her abilities and aspirations, appropriate to his or her vocation and
within the requirements of national or local interest, without any discrimination
on the basis of race, sex, creed, economic or social position or any other
nature.

Article 7: The educational process will be closely linked to work

in order to harmonize education with productive activities specific to national

8
and regional development, and must create habits of individual responsibility
for production and the equitable distribution of its results.

Article 13: The participation of the family, the community and all
institutions in the educational process will be promoted.
Article 21: The purpose of basic education is to contribute to the
comprehensive training of the student through the development of his or her
skills and scientific, technical, humanistic and artistic abilities.

General Regulations of the Organic Law on Education:

Article 19: Basic education is the second compulsory level of the

educational system.

Article 21: Basic education will preferably be offered starting at

six years of age.

Article 23: In all grades and activities of basic education, the organs of
the educational community will attend to the formation of habits and forms of
behavior of the students.

· Organic Law of Central Administration:

Article 1: The development of programs for preschool education, basic

education, secondary education, diversified education, including technical
education, as well as the modalities determined by the Education Law.
Article 5: The creation, provision, organization and operation of educational
and cultural facilities, institutions and services for the implementation of study
plans and programs.

Article 6: General supervision and control of education. Inspection and

surveillance of educational institutes.

Organic Law on Decentralization and Transfer of Public Power

Competencies

9
 Article 4: In the exercise of the concurrent powers established by the
Constitution, and in accordance with the procedures set forth in this Law,
services currently provided by the national power will be progressively
transferred to the States.

· Table of the Rights of the Child

Principle 5: A child who is physically, mentally or socially handicapped

should receive the treatment, education and special care required by his
particular case. Principle 8: The child should in all circumstances be among
the first to receive protection and relief. Principle 9: The child must be
protected from all forms of neglect, cruelty and exploitation. You will not be
subjected to any type of mistreatment.

ROBINSONIAN AND ZAMORANA TECHNICAL SCHOOLS OF.

They began as Robinsonian and Zamorana technical schools in

September 2006.

Purpose: It is based on the diversification of education for young men

and women with an impact on the productive sector and the autonomous
development of the country.

Curriculum: It is adapted to endogenous development, culture and the

local environment.
Evaluation: It is quantitative-qualitative.

The Robinsonian and Zamorana technical schools have the following

objectives:

To offer training aimed at endogenous development, promoting skills,

abilities, values and virtues that strengthen this orientation: at the same time
that it encourages critical, reflective, humanistic, liberating and
environmentalist thinking.

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 Its methodological strategy is focused on planning productive, social
and cultural projects that benefit the community, achieving comprehensive
training, supported by a social commitment to the transformation of the
country.

It also guarantees specialized training for young people in the

scientific, humanistic, artistic, technical and technological fields, for their
incorporation into the productive process and continuation of higher
education.

CURRENT SITUATION OF THE TECHNICAL SCHOOL.

The creation of the Bolivarian High Schools, as well as the

Robinsonian and Zamorana Technical Schools (general and technical
secondary education level, article 25 of the LOE), which in the recent past
was deliberately the most neglected level (they aspired to its privatization).
Today, the indispensable challenge is the urgent need to strengthen
academic and curricular changes at the secondary and technical education
level that allow progress in the construction of a curriculum based on the
interdisciplinary approach and endogenous development; it is necessary to
train teachers in the area of sciences from the perspective of specialists in
fragmented disciplines whose purpose obstructs the performance of the
teacher based on the integral vision of knowledge.

Another challenge is the proposal of a new model for organizing the

work of secondary school teachers. In this same sense, the rescue and
relaunching of technical schools has been taking place, which had been
truncated due to neoliberal policies in education. Today, they have been
provided with innovative equipment to promote technical education within the
vision of knowledge and work as a tool for comprehensive endogenous
development.

11
 A project that has had a great impact on the Venezuelan population
and that meets the expectations of parents and children is the “Canaima
Educativo” project, which was born from the need to universalize access to
information and communication technologies to advance in the
democratization of the use of laptops called “CANAIMITAS” as a teaching
tool, as a resource for liberating and emancipatory learning.

The Bicentennial Collection of the LEER project (School Books for

Students of the Republic), as part of which millions of books have been
distributed free of charge, is an educational policy that has been developed
with the provision and donation of books from the Bicentennial Collection that
has been deployed since 2011 and for this year 2013 thirty-five million texts
have been delivered in the different areas of knowledge; said collection was
created to develop reflective thinking, open debate, analysis, creative
synthesis and the creation of knowledge from a transformative perspective.

Based on an interdisciplinary approach with a transformative vision of

reality, which allows us to overcome the confinement of positivism in four-by-
two pedagogy; these are books that become tools for a transformative
pedagogy. These are the result of research by many Venezuelan teachers
who are familiar with the social, political and scientific reality, and of course,
non-unique content, which allows us to overcome the exhausted and
schematic content of the reductionist vision of the mercantilist publishers of
education.

EDUCATION IN TECHNICAL SCHOOLS.

The policies of the General Directorate of Robinsonian Technical

Schools are framed within the general lines of the Economic and Social
Development Plan of the Nation 2001-2007 and characterized by the
operation: "Access and permanence to a comprehensive and quality

12
education for all", defining quality of education: Construction through the
participation of the social actors involved, a quality Technical School
Education in terms of relevance, equity, social justice and flexibility that
contributes to the comprehensive training of students with emphasis on the
development of creativity and production.

Of knowledge transferable to the world of work”, to achieve this, the

Transformation of the Administration of the Diversified and Professional
Secondary Education Level was proposed in a dynamic, integral and
decentralized process that allows planning, executing, controlling and
evaluating the educational task to speed up decision-making, effective
communication, efficient use of resources and supervision understood as
accompaniment and monitoring of the educational process.

The General Directorate of Robinsonian Technical Schools must

guarantee students who graduate from Basic Education access to quality
education, aimed at expanding their comprehensive and specialized
development; offering them opportunities to define their field of study and
work, providing them with scientific, humanistic, ecological and technical
training. As well as the development and consolidation of ethical values that
allow incorporation into productive work and orientate towards the
continuation of studies at the Higher Education Level with the same rights
and equal conditions, in accordance with the changes and transformations
that occur in the areas of knowledge, culture, society and scientific,
humanistic and technological advances.

PRIVATE AND DERIVED COMPANIES OF INCE-FUNDEI TECHNICAL

PERSONNEL.

The Fundei1 National Internship Program This program was the first
created with the initial purpose of facilitating the insertion of secondary

13
technical education students in the work environment, and then progressively
extending this education-business intermediation activity so that the rest of
the academic levels in Venezuela can carry out a student internship (also
known in some countries as professional practice). The origin of the
Fundación Educación Industria-Fundei dates back to 1972, at the III National
Assembly of Industrial Chambers and Associations of Venezuela, where for
the first time the need to establish effective communication and collaboration
between the industrial sector and the educational sector was considered.

Then, in 1975, the Capital Region Education and Industry Commission

was structured, which acquired institutional status that same year, with
Fundei being formed through the joint work of the Venezuelan Council of
Industry (Conindustria) and one of its founders, Roberto Salas Capriles, who
was a prominent teacher, union member and industrialist. In 1976, within the
framework of the First National Seminar on Internships in Industry, the
Charter of the First National Seminar on Internships was developed through
the joint work of the industrial, education and research sectors, which served
as the basis for the promulgation of Decree No. 1,982, (December 26, 1976.

Fundei is a social support network that acts as a link between the

educational sector and the Venezuelan employer sector, with multidisciplinary
projects in the field of Corporate Social Responsibility, Preparation for Work,
Professional Training, Profitable Environmental Management and Sustainable
Development in its broadest expressions. “FUNDEI can be considered as a
group of private non-governmental organizations, with national coverage,
which has an extraordinary role in communication and interrelation. In this
perspective, FUNDEI is an interesting experience of self-management with
central coordinated direction and operational decentralization.”

Interns, Organizations and Society In the organization, an intern is a

temporary worker in an apprenticeship and training capacity. He is not on the
payroll but receives a monthly fee generally equivalent to the minimum wage.

14
Their role should not be confused with an apprentice of the National Institute
for Educational Cooperation (INCE), nor with an apprentice in the terms
defined in the Organic Law of Labor (LOT) that defines them as "minors
subject to systematic professional training in the trade in which they work and
without having previously graduated from training courses for said trade
before their placement."

( LOT. Article 267) From the point of view of society as a whole, not
considering an intern as a potential worker in training, with a real possibility of
making a career within the organization, would be a sub-optimal solution. This
is why organizations that wish to use interns should consider this option
within a formal program to recruit potential workers who can begin their
training process within the organization in this way. Similarly, young people
who wish to do internships should prefer companies that have formal
internship programs as an integral part of their recruitment and job training
programs, because otherwise they run the risk of being underemployed
without the possibility of later accessing a position within the organization.

By the turn of the millennium, nearly 35,000 organizations had

registered their programs with the U.S. Department of Labor's Office of
Apprenticeships and Training. In Venezuela, there is no precise data
available at the national level, but the business sector has the Education
Industry Foundation (Fundei) which, among other objectives, promotes
preparation for work, and since 1978 has implemented the National Internship
Program (PNP) in business organizations in the country. The PNP offers
companies a regulatory, logistical and management consulting system that
facilitates the use of interns within the country's business organizations,
without losing sight of the benefits for industry and society, and the promotion
of values such as social and environmental responsibility.

15
 Well-structured internship programs are a very useful option to connect
the academic world with the productive and social reality of the country, to
reduce labor costs in organizations and provide them with a young, malleable
workforce and to raise the qualification level of the population seeking work
for the first time. Ultimately, they are a win-win option.

TECHNICAL EDUCATION TECHNOLOGY.

Prior analysis of the target group. The teaching staff of the ETR is
characterized by being an eclectic team of professionals, most of whom are
graduates of undergraduate studies in the area of Technical Education in its
various specialties; in addition to a significant percentage of professionals
from specialized areas with a teaching component and a small number that
corresponds to technical personnel with proven experience in different ETR
mentions. This teaching group, for the most part, works in parallel in other
educational institutions, whether public or private, which considerably reduces
the time they could devote to teacher training and updating.

Conditions of technological infrastructure and equipment. Currently,

the ETRs have the latest technology and a small percentage of them are
equipped with CBITs (Bolivarian Centers for Information Technology and
Telematics) from FUNDABIT; given the process of Reactivation and
Modernization that has been taking place in the last two years, these facilities
have been equipped with new equipment. It should be noted that even at this
time the possibility of connecting the Internet to the ETR Computer Rooms is
being studied; this would contribute significantly to strengthening the following
categories of the new School, “School as a space for new Information and
Communication Technologies” and “School as a space for pedagogical
innovations” and would provide the necessary conditions for the
materialization of this proposal.

PROPOSAL.

16
 Rodríguez (1974), referred to by Vélez and López (2004), explains that
he found four types of student dropout: absolute student dropout or mortality,
which corresponds to student withdrawals for academic or other reasons;
relative student dropout or mortality, referring to the proportion between
students who drop out and the total number of enrolled students; absolute
academic dropout, which would be the number of students who do not pass
the following academic semester in which they are enrolled, because they
withdrew from the university or failed courses and did not accumulate the
total number of credits required to advance to the following semester, and
finally relative academic dropout, which is the relationship between the
number of students who do not pass the following academic semester, with
respect to the total number of enrolled students in any academic semester.

For their part, Magenzo and Toledo in 1990, say that desertion "is
considered a psychosocial phenomenon, and as such is complex, it combines
structural, social, community, family and individual aspects, and above all it is
related to the social and political structure and the ideology that the State tries
to impose."

In this regard, Fitzpatrick and Yoels (1992) comment that dropout

mainly occurs when a student leaves his or her studies without obtaining a
degree that endorses the type of education they were receiving at the time of
dropping out. For Dr. Salvador Cárdenas (2007), school dropout is
“considered a social problem with an impact on the economy and well-being
of people as well as issues that affect the family environment.”

The scientific problem refers to how to reduce school dropouts in

INCES-FUNDEI technical secondary schools, and the object of study of the
research focuses on school dropouts, and its specific field of action is school
dropouts in technical schools. The objective is to develop a pedagogical
proposal that contributes to reducing school dropouts in INCES-FUNDEI
technical schools. To follow a heuristic path in the process of understanding

17
the problem and delve into the ways to solve it in the pedagogical field, the
following scientific questions are assumed:

How is school dropout and its causes treated in international and

national http://www.monografias.com/Literatura/index.shtmlliterature?

What factors promote school dropout in Venezuela?

How does school dropout rate behave in INCES-FUNDEI?

What characteristics should a pedagogical proposal have that

contributes to reducing school dropout?

The tasks proposed for the development of the research are:

1.- Search, review and processing of bibliographical references on school

dropouts.

2.- Diagnosis of dropout rates in technical schools and their possible causes,
through http://www.monografias.com/trabajos12/recoldat/recoldat.shtml -
queessurveys and
interviewshttp://www.monografias.com/trabajos28/docentes-evaluacion/
docentes-evaluacion.shtmlhttp://www.monografias.com/trabajos12/recoldat/
recoldat.shtml - entrev with teachers and managers. Students and parents.

3.- Development of a pedagogical proposal that contributes to reducing

school dropouts.

4.- Evaluation by specialists of the proposal prepared

Due to its approach, it is part of a dialectical approach and due to its purpose,
it has http://www.monografias.com/trabajos34/el-caracter/el-caracter.shtmlan
explanatory character in trying to offer a proposed solution to the
aforementioned scientific problem.

18
 CONCLUSION.

Diversified and Professional Secondary Education as a simple means

of accessing the University; it was not possible to capture the interest of the
student population towards professional mentions, maintaining the preference
for the mention of Sciences as a status symbol and gateway to the most
socially valued professions.

The exploratory study of the situation of Diversified and Professional

Secondary Education with a focus on Technical Education for the year 1999,
determined the need to rethink the current educational model and the
understanding of the urgency of adapting it not only to the new legal, political
and social conditions, but also to the demands and pressures of communities
and localities, families and individuals for its universalization.

The strategic lines of the educational sector indicate the aspects that
justify the positioning of the Teaching State as rector and guarantor of the
quality of the educational service, both in the improvement of the teaching-
learning process, as well as the health, nutrition, recreation and sports
conditions of adolescents, young people and adults who attend the
Diversified and Professional Secondary Education level, emphasizing the
importance of deepening and concretizing the relationship between Education
and Work as the axis of national development.

Technical Education. Definition. Functions. Goals. Historical Reference

Framework: Progressive School. Artisanal learning system. Manual Training.
Progressive School. Periods of the institutional history of technical education
in Venezuela according to Calzadilla and Bruni: The first experiences (1884-
1936). The first technicians (1936-1945). The glorious era (1945-1969).
Baccalaureate education (1969-1977). The new technical education (1977-
1991). The new reform (from 1991).

19
 BIBLIOGRAPHIC REFERENCE.

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40412008000100007&script=sci_arttext

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http://www.monografias.com/trabajos80/propuesta-pedagogica-disminuir-
desercion-escolar/propuesta-pedagogica-disminuir-desercion-
escolar2.shtml#ixzz3TvI4gCUU

DELFINA HERNANDEZ VALERIO 2006

http://www.aporrea.org/actualidad/a174643.html

Heriberto Rivera 05/10/2013

http://www.buenastareas.com/ensayos/Ensayo-Escuelas-T%C3%A9cnicas-
Robinsonianas/231146.html

17/4/2010 Calzadilla and Bruni

http://www.monografias.com/trabajos32/educacion-venezuela/educacion-
venezuela.shtml#ixzz3Tv3retZFGledys
and Xioleidy

http://www.monografias.com/trabajos82/estructura-del-sistema-educativo-
venezolano/estructura-del-sistema-educativo-
venezolano.shtml#ixzz3TuzrgNCh

Alfredo Enrique Gil Rondon

Date: 2008

http://www.monografias.com/trabajos66/educacion-tecnica-venezuela/
educacion-tecnica-venezuela2.shtml#ixzz3TuvGHEA2

Rossana Silva Fernandez

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Date: January 2009

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