Joined UNESCO: 25/11/1946
Head of State and/or Government
Presidente de la República: Excmo. Sr. Don Nicolás MADURO
Permanent Delegation to UNESCO
H. E. Mr Hector Alejandro Constant Rosales
Ambassador Permanent Delegate (10/01/2018)
Permanent Delegation of Venezuela to UNESCO
Maison de l'UNESCO
Bureaux M6.12 au M6.24
1, rue Miollis
75732 PARIS Cedex 15
National Commission for UNESCO
||Secretario General: Carlos Luis Uztáris Pérez-
Comisión Nacional Venezolana de Cooperación con la UNESCO
Av. Universidad, Esquina San Francisco, Edificio Centro Mercantil Piso 4. 1010 Caracas, Venezuela
+58 212-8028000 EXT: 7058 / 7057 / 7059
National Commission for UNESCO
Representation in the Executive Board
||Member||Mr Caracciolo Parra-Pérez||1946-1952||1-31||Member||Mr Caracciolo Parra-Pérez||1956-1959||46-54||Member||Mr Mariano Picón Salas||1959-1964||54-68||Member||Mr Arturo Uslar-Pietri||1976-1980||101-109||Member||Mr Alfredo Tarre Murzi||1980||109-110||Member||Mr Alfredo Tarre Murzi||1983-1984||118-119||Member||Mr Luis Manuel Peñalver||1984-1991||119-137||Representative||2003-2007||168-177||Representative||2009-2013||183-192||Representative||2017-2021||203-212
The 1991 amendment modified Article V of the Constitution, regarding the status of members of the Board. From the 27th session of the General Conference (1993), the Executive Board consists of Member States rather than of persons (26 C/Resolution 19.3).
Participation in subsidiary organs
Organs elected by the General Conference
Member (Term expires : 2021)
Intergovernmental Council of the "Management of Social Transformations" Programme
Member (Term expires : 42nd General Conference)
Other intergovernmental organs
Intergovernmental Oceanographic Commission
Councils of UNESCO's Institutes and Centres
Governing Board of the UNESCO International Institute for Higher Education in Latin America and the Caribbean
Representatives of Member States : Pedro Calzadilla (Term expires : 37th General Conference)
Addresses delivered in the general policy debate by the Head of Delegation at the General Conference
37 session of the General Conference His Excellency, Mr Pedro Calzadilla, Minister of Higher Education of the Bolivarian Republic of Venezuela
Speech delivered during the General Policy Debate of the 37th session of the General Conference - revised and corrected version of the verbatim records of plenary meetings
36 session of the General Conference H.E. Mr Luis BONILLA, Deputy Minister of University Planning
Speech delivered during the General Policy Debate of the 36th session of the General Conference and posted as received
35 session of the General Conference H.E. Mr. Héctor Navarro Díaz, Minister of Education
(Translation from Spanish)
“The big inequalities and the increasing of the asymmetric gap between North-South, is prove of the sounding failure of the capitalist model, which is the cause of the biggest problems of humanity and the appearance of new threatens against peace and international security.”
“The political and economic structures of capitalism and most of all its institutional ways, nowadays are questioned everywhere. Consequently, the education of peoples, as a socio-historical phenomenon, remains inevitably rejected by this analysis.”
“During this last decade, economic growth has settled historical records but, nevertheless, there is more hunger than ever, more poverty than ever and an alarming environmental deterioration that threatens the existence of the human species.”
“This situation imposes a profound revision of the educational systems that constitutes the base of the building of the new society.”
“That revision is the task in which we have put our most determined effort as a nation that seeks a real social equilibrium. Education is for us a door towards justice. The education of our people is a first priority issue, that goes beyond the curricular constraints and the typical ways of the teaching-learning processes, to give way to the construction of a liberator education that makes possible this wish of justice, which is a commitment of the peoples of the world (…).”
“The Venezuelan educational system has now a legal framework, the Organic Law of Education, product of a great national task in which the Venezuelan people was involved, until it gives form to an educational project of participative and protagonist nature. The new law is a collective construction of the students, their parents and the communities. The educational process is happening with the conjunction of the inputs of all the participants.”
“For the communication media, the law demands a pro-active participation, link to education and the diffusion of the values consecrated in the Constitution and in a framework of total respect to freedom of expression and the legal State. Our government do not restrict communication media.”
“(…) Venezuelan education is for justice that becomes social peace and recreation of life, is for the individual growth in their physical and psychological integrity, within a framework of social responsibility and collective creation (…).”
“We wish to dedicate a few words of solidarity to the brother people of Honduras that since three months has been deprived of its fundamental rights, with a severe impact to his education.”
34 session of the General Conference H.E. Mr Luis Acuna, Minister of Higher Education
Venezuela actively denounces the existing inequalities between peoples and condemns the destruction of the environment.
“Faced with this reality and standing firmly by our ethics, we Venezuelans have decided to build the socialism of the twenty-first century, based on the creative forces of education, culture and science. This will enable us to build a society in which all Venezuelans can live without being exploited, insulted or scorned.”
The country is committed to a democratic redistribution of power and the establishment of an economic and social system based on sustainable endogenous development.
The Government of the Bolivarian Republic of Venezuela promotes education, science and culture by implementing a regular schooling system for all. The aim is to reduce the privatization of education and make the right to education universal.
The process of universalizing education began in July 2003 with the literacy programme called the Robinson I Mission and the help of Cuba. Higher education has not been left out with the Sucre and Alma Mater Missions. Venezuela is now an illiteracy-free territory.
A special mention should be made of the comprehensive community medicine programme which aim is, together with Cuba, to train 200,000 doctors in 10 years in order to attend to the health problems of Latin America and the Caribbean.
Venezuela has launched a policy of solidarity with other South countries: the University of the South is planned to be created together with the help of Cuba, Nicaragua and other Latin America countries.
Celebration of anniversaries
The life, works and legacy of Andrés Lopez Bello are well known and recognised in the
Latin America and the Caribbean region. Andrés Lopez Bello (1781-1865) was a humanist,
poet, legislator, philosopher, educator and philologist, whose political and literary
works constitute an important part of Spanish American culture. Bello was eventually
hailed as one of the foremost humanists of his time for his theories and ideas.
Born in'Mayagtiey, Puerto Rico, 11 January 1839.
Died in Santo Domingo, Dominican Republic, on 11 August 1903.
He began his studies in Spain in 1852. He made one of the most valuable
contributions to educational work in Latin America and the Caribbean. The
ideal of freedom that inspired his life led him to participate in the
struggles for independence in Latin America and the Caribbean.
He founded the teacher-training college of Santo Domingo.
From that base he opposed scholasticism, applying the most modern
teaching methods of his day."
He consequently proceeded to develop the positivist method.
He insisted on the need to educate women, contrary to the patriarchal
prejudices of his time.
He published sociological and historical works of great importance.
He carried out significant academic work in the Republic of Chile and
was appointed Principal of the Liceo de. Chilian (1889-1890) and of the Liceo
Miguel Luis Amunategui.
He wrote works on various subjects, all profoundly erudite.
In 1900, following tireless travels throughout Latin America, he
returned once more to the Dominican Republic. He was appointed Inspector
General of Public Education and applied himself enthusiastically to
He died on 11 August 1903 in Santo Domingo, Dominican Republic.
His publications include:
Lecciones de Derecho Constitucional
Cartas Publicas acerca de Cuba
Peregrinacion de Baycan (1863)
A contemporary of Marcel Proust, Gabriela Mistral, Alfonsina Storni,
Franz Kafka, and of the cubist and surrealist movements, in her life and work.
Teresa de la Parra combines nostalgia for an antiquated, somnolent, rural
Venezuela with the irrepressible surge of modernism that swept the world at
the turn of the century. Teresa de la Parra draws on this movement in her
descriptions of the ways in which the image and role of women were evolving in
society and art in her two major works: ‘Memorias de Mama Blanca’ and
‘Teresa described the lives lived in the houses of the wealthy, and
revealed the most intimate concerns of women suffocated by patriarchal
attitudes, of little rich girls brought up on haciendas, and of all women’s
experience of their femininity, and in so doing introduced an aspect of
literature that, in the Southern Cone, had until then only been expressed in
the passionate and sensual poetry of the great poetesses’. (Juan Liscano)
Her admirable command of language, her thorough familiarity with the
classics and her cosmopolitan experience of life set a decisive and universal
seal on her vision of the Creole woman and on her literary work.
Reference document: 132 EX/Decisions.
Reference document: 120 EX/Decisions + CORR.
Reference document: 114 EX/Decisions + CORR.
The life, works and legacy of Andrés Lopez Bello are well known and recognised in
America and the Caribbean region. Andrés Lopez Bello (1781-1865) was a humanist,
legislator, philosopher, educator and philologist, whose political and literary
an important part of Spanish American culture. Bello was eventually hailed as one of
foremost humanists of his time for his theories and ideas.
Reference document: 21 C/5)