Abstract
The objective of this article is to present the good practices in the conception of the redesign of spaces for university education in the Venezuelan context of the Sucre Mission, taking into consideration the historical context in which it takes place. The training of professionals is considered a priority for the development of nations, being desertion or abandonment a latent phenomenon that emerges as a result of dysfunctional economic scenarios or the emergence of exceptional situations. The use of the internet and mobile technology make it possible to mitigate such a situation in a challenge to maintain a quality university education; all of which demands relevant, timely and viable organizational processes.
Highlights
The education of the people has been a recurring theme in which pedagogues and psychologists, sociologists, lawyers have studied; in pursuit of reaching higher levels of quality of life in different nations
We focus on placing the Sucre Mission in distance education
Education in its maximum expression constitutes the support of the development of the people. The fact that it is taken into consideration as an integrating objective, a transversal axis that is inserted in the 17 objectives of the 2030 Agenda for Sustainable Development; it supports the true dimension of its importance
Summary
The education of the people has been a recurring theme in which pedagogues and psychologists, sociologists, lawyers have studied; in pursuit of reaching higher levels of quality of life in different nations. In the Bolivarian Republic of Venezuela there are public policies that guarantee the access of the excluded population to educational processes, both in conventional and non-conventional programs, where the Educational Missions, devised by Hugo Rafael Chávez Frías, are reflected It is consistent with the provisions of the Magna Carta (1999) in articles 102, 103 and 110: the right of everyone to a quality, comprehensive education, equal conditions and opportunities. The missions are based on the principles of equity, gender equality, race and ethnicity They constitute strategies of the inclusion policy that enables the promotion and protection of citizens' rights, for which they are classified into four groups: Robinson I, aimed at the literacy process; Robinson II: aimed at obtaining the 6th grade; Ribas, referring to secondary and professional technical education and the Sucre Mission, linked to access to University Education. There are exceptional situations that make it impossible to develop a harmonious teaching process in which face-to-face and distance education converge with the use of technology; such is the case of the historical social context facing the Bolivarian Republic of Venezuela
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