According to Bauman (2005), education in solid modernity was linked to a stable social and economic structure that maintained a balance between specialized labor and economic growth. This educational model, focused on technical and qualified training, ensured employment for a skilled workforce, oriented towards material, technical, and economic production sectors. However, in Venezuela’s current context, this structure has collapsed due to the deep economic and social crisis the country is experiencing.
Since the end of 2017, Venezuela’s economic crisis has drastically eroded the purchasing power of the population. The Venezuelan Observatory of Social Conflict (OVCS) (2019) states that workers’ wages, regardless of the sector, no longer allow them to meet basic needs. This phenomenon has particularly affected the public sector, and especially the educational system. The lack of adequate remuneration has caused a massive desertion of teachers, further weakening the quality of education and generating a severe crisis in the formation of new generations.
The situation got worse when considering that since 2014, Venezuela has been facing a “complex humanitarian emergency.” This prolonged crisis affects all areas of life, from food to education, including health and security. Inflation and economic contraction have destroyed workers’ purchasing power and left many without access to basic goods and services. This scenario has had a direct impact on education, with a decline in school enrollment and a brain drain of professionals from the education sector to other countries in search of better opportunities.
On the other hand, the digital divide in Venezuela remains a significant barrier to access to information. Although some public policies have been implemented, such as the creation of Infocentros and the provision of equipment to schools, infrastructure is still insufficient and unequal. In rural and marginalized areas, internet connectivity remains limited, perpetuating digital exclusion. Policies regulating internet access and the acquisition of technology have also created additional obstacles, limiting the potential of ICT as a tool for development.
This landscape, marked by a lack of resources, transparency, and growing disinformation, is leaving Venezuela in an increasingly vulnerable position. Despite the government’s efforts to boost education and reduce the digital divide, the results remain insufficient. The lack of investment in infrastructure, the massive emigration of professionals, and the continued erosion of wages are undermining the country’s ability to build a solid Knowledge Society, jeopardizing the future of new generations.
In this context, future generations in Venezuela face an uncertain future. The lack of preparation in digital skills and the growing inequality in access to technological education are challenges that can only be overcome through a genuine and effective commitment from both the government and society as a whole. Without significant improvements in the educational system and equitable access to technology, the country will remain trapped in a cycle of inequality and lack of opportunities.