Alignment of the MPPE's Primary Teacher Training Policies (2025-2026) with UNESCO Guidelines
A Comparative Analysis
DOI:
https://doi.org/10.62876/educab.v1i17.8090Keywords:
teacher training policies, MPPE, UNESCO, Comparative analysis, educational qualityAbstract
This study analyzes the alignment of the primary teacher training policies of the Venezuelan Ministry of Popular Power for Education (MPPE) for the period 2025-2026 with the guidelines established in UNESCO's Guide for the Development of Teacher Policies (2015). Through qualitative documentary research, a comparative analysis was conducted of official MPPE documents and UNESCO's normative framework. This research investigates whether the results identify convergences in the formal recognition of the importance of teachers, or reveal significant divergences regarding participation in policy design, the comprehensiveness of training, and articulation with long-term professional development plans. It concludes that while the Venezuelan policy advances a contextualized educational vision, it lacks the necessary systemic framework for its sustainability. The study culminates with a set of strategic recommendations aimed at closing these gaps and building a comprehensive teacher system, aligned with international standards of quality and relevance.
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Copyright (c) 2026 María Eugenia Behrens Bello
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