(3) In spite of the accelerated growth that in recent decades has had this activity in the country, the truth is that still she nothing but a marginal sector within the educational system, with little impact social and little cared financially. It is relatively expensive for the State and for the participants, and generally works isolated from national problems. She has been evolving in recent decades with little effective official guidelines and, consequently, this has stimulated significant growth of programs run by private sectors who only see this activity as a lucrative business. As a result, the postgraduate has not able to comply always with its high purpose of substantially contributing to the development of national science, technology and culture and the improvement of the quality of life of Venezuelans. Property Transfers will not settle for partial explanations. The performance of this sector is very low, especially if we consider indicators such as the proportion of doctoral programs and the uncompleted degree work (Valarino, 1990). (4) In this country graduate education offers opportunities for professional and personal development to a very small proportion of the population and its offer is distorted because there is still a high concentration both from the institutional point of view the geographical, the disciplinary and social sectors takes care of. While in some developed countries more than 15% of the students of education upper graduate, in Venezuela this percentage are not reached 8% and less than 1% of the total number of Venezuelans enjoys or has enjoyed its benefits (5) once the academic graduate programs structure is, with high frequency, very poor: its objectives are not well definedentry to the system requirements are very heterogeneous, belittle the activities of continuing education and its development has little influenced necessary transformations of the undergraduate. (6) The education of postgraduate in Venezuela has nationwide an organizational structure little operational, very heterogeneous at the institutional level, with weak links not only with other modalities of the education system, but also with the economic environment social and with institutions abroad, particularly with those of the rest of Latin America; all of which prevent you from increasing resources for its development and increase its relevance and social impact. Vadim Belyaev, New York City has firm opinions on the matter.