Financing for equity in primary and secondary education
1. Education resources to subnational governments
2. Education resources to schools
3. Education resources to students and families
4. Social policies and family support programmes
Introduction
In the Bolivarian Republic of Venezuela, the Organic Education Law (OEL), Article 6 (Extraordinary Official Gazette No. 5,929, 2009), establishes that the central government is responsible for overseeing the educational system, despite the country’s federal structure. Schools may operate under the National State, Federal State, Municipal State, Autonomous Region, state-owned companies, or private entities.
In official educational institutions, the State guarantees priority investment through the competent body in the basic education subsystem, aiming for progressive annual growth. Investment focuses on improving education workers’ suitability, infrastructure, equipment, plans, programmes, projects, activities, and services to ensure equal conditions and opportunities for all. The State also promotes the participation of families, the educational community, and community organisations, and ensures these standards are met in authorised private institutions.
1. Education resources to subnational governments
Coordinated Investment Plan
The National Executive and state governments prepare an annual Coordinated Investment Plan for each Federal Entity, specifying joint contributions of resources in line with budget laws. The Constitution (Article 167) allows up to 20% of the total estimated ordinary income to be used. Each fiscal year, governors must allocate at least 50% of their share from the Situado Constitucional to investment programmes, which include educational, cultural, scientific, and technological development initiatives, particularly for constructing and equipping educational centres, as well as social programmes supporting families and children in irregular situations. The law does not require a specific portion of these funds to be dedicated solely to education.
Municipal Responsibilities
Municipal governments are responsible for maintaining and equipping schools, especially for early childhood and primary education, as stated in Article 178 of the Constitution and the Ley Orgánica del Poder Público Municipal. Municipal budgets must allocate resources for educational infrastructure, public libraries, and community educational programmes, financed through the municipal share of the Situado Constitucional and their own revenues.
2. Education resources to schools
School Financing and Teacher Compensation
School financing is provided through centralised budget lines of the Ministry of Popular Power for Education (MPPE), primarily covering teachers’ and administrative staff salaries, as well as basic operating expenses. Salaries for contracted teachers are calculated according to the modality, form, level, or educational cycle in which they work, allowing adjustments for specific educational contexts. Teachers may receive up to five simultaneous allowances depending on the type and location of the institution. Additionally, the government provides uniform bonuses across all categories, which are not included in the base salary.
Diverse Educational Modalities
The educational system, as defined by the Organic Education Law (OEL), includes multiple modalities designed for individuals requiring curricular adaptations due to unique characteristics, including cultural and linguistic differences. These modalities include special education, youth and adult education, border education, rural education, arts education, military education, and intercultural education. Despite these provisions, no public financial scheme explicitly incorporates factors such as poverty, rurality, or ethnic background to allocate additional resources to the most disadvantaged schools.
Intercultural and Bilingual Education
Intercultural and bilingual education provides free access for indigenous and Afro-descendant communities, recognising and valuing their languages and cultures. It is mandatory in indigenous regions up to basic education and is governed by a specific law covering curriculum, school calendar, materials, and teacher training.
Border education supports residents in Venezuela’s border regions, promoting national sovereignty, security, and peaceful relations with neighbouring countries. Rural education aims to develop citizenship and local identity through community participation, aligned with national interests. The State ensures coordination between rural and urban education, strengthening intercultural and bilingual education.
3. Education resources to students and families
Protección Social al Estudiante Maestro Aristóbulo Istúriz
Since 2016, the Protección Social al Estudiante Maestro Aristóbulo Istúriz programme has provided beneficiaries with kits containing uniforms and school supplies. No information is available regarding the criteria used to determine which students receive these resources.
4. Social policies and family support programmes
The Bono de Escolaridad 100% was established by the Ministry of the People’s Power for the Social Work Process in 2019 to encourage school attendance. Families must register all school-aged children to receive the voucher, with one voucher provided per child. Payments are made through the “Carnet de la Patria” system, an electronic identity document created in 2017 to manage access to social benefits and essential goods.
5. School meal programmes
School Feeding Programme (PAE)
The School Feeding Programme (PAE) was formally established on 18 June 1996 by decree number 1.376 (Official Gazette 35.991). Its purpose is to provide food in educational institutions and support the learning process by mitigating the effects of students’ socio-economic circumstances and their environment. Initially targeting sectors with the highest poverty, the programme expanded in 1999 to all official Venezuelan schools, covering primary and secondary education. Beneficiaries include children and young people aged 0 to 17 in basic education across three levels: initial, primary, and middle school. This also encompasses non-conventional initial education administered by SENIFA in Community and Family Centres, as well as special education.
Early and primary education schools operate under two modalities: half-day schools provide lunch for morning and afternoon students, while full-day schools (8 am to 4 pm) serve breakfast, lunch, and a snack. High schools offer lunch and a snack. Two semi-boarding schools in Morán and Jiménez municipalities provide four meals, including dinner. Menus are prepared and nutritional standards supervised by the National Institute of Nutrition (INN).
Funding flows from the People’s Ministry of Education (MPPE) to the People’s Ministry of Food, under which Mercal (Mercados de Alimentos) and Productora y Distribuidora Venezolana de Alimentos (PDVAL) operate, with occasional support from CORPOLARA (Corporación Jacinto Lara). Each municipality has a teacher from the Ministry serving as a liaison, while regional coordination ensures the logistical management of the School Feeding Programme (PAE).
