Education in Cuba:

Foundations and challenges

Margarita Quintero López

Introduction

T
o any country education is a topic of great interest and priority, as it
is impossible to think about the development of the citizens a nation
needs, or the economic and social development it requires, without tak-
ing education into consideration, regardless of the model proposed as a para-
digm. Therefore, education has always been present in the ideals of indepen-
dence of all peoples, as masterfully expressed by their heroes, in whose political
thought it has also held a special place. This is corroborated, for example, by
personalities like the Liberator Simón Bolívar, when he stated that “there can
be no freedom where there is ignorance [...] Slavery is the daughter of darkness
[...] Ignorant people are a blind instrument of their own destruction ...”1; or the
thought of the apostle of Cuban independence, José Martí, also warning about
the role of education in his maxim “To be educated is the only way to be free”.2
And those words were no accident, because the importance of education lies
essentially in that it is an ideological weapon that allows men to understand the
problems that society must face in each historical moment, in addition to be-
ing a fundamental path to solving many of these problems. Another important
element can be added: it is through education that every nation develops in its
citizens the values ​​and ideals that identify it as such.
In the case of Cuba, education is one of its key pillars, as well as a vital
commitment of the State to its society. And this precept is fulfilled because
there is close coordination between the policies and strategies implemented by
the country to ensure the educational development and economic and social
progress it requires. This is favored by a strong engagement of society at large
and the awareness that education is a task in which everyone participates in one
way or another, and therefore should also be the responsibility of all, although
it falls on the Ministry of Education the state duty of managing, guiding and
controlling education at all levels.
This declaration of principles on the importance of education would not
be enough without the endorsement of legal support. Thus, the Constitution
of the Republic of Cuba in force since 1976 establishes in several articles the
fundamental principles and objectives of education, according to which the “So-
cialist State, as the power of the people [...] shall ensure [...] that no child be left

estudos avançados 25 (72), 2011 55

without schooling, food and clothing; that no young person be left without the
opportunity to study; that no one be left without access to the studies, culture
and sports...”, while “guiding, fostering and promoting education, culture and
science in all their manifestations”.3
Therefore, besides an elementary duty of humanity and social justice, edu-
cation for Cuba is also an imperative of the present time and the safety of its fu-
ture in the preparation of new generations, so as to ensure the continuity of the
revolutionary work undertaken more than half a century ago. Hence the main
goal of the Cuban effort to pursue the continuous improvement of education,
with a view to fully meeting its objectives, which today leads to the implemen-
tation of major transformations.
It would be impossible to objectively recognize the value of the present
state of Cuban education, its major achievements and transformations without a
comparative analysis of the current situation with that which existed before the
Revolution. Table 1 shows some of the most representative indicators of this
behavior:

Table 1

Comparative state of Cuban education in selected Indicators

(Data taken from official statistics of the Ministry of Education)
Before 1959 Today (2011)

-- 22,000 active teachers, and 10,000 -- 258,126 teachers and 15,741 teachers
unemployed for lack of budget and in training attending the last years of
schools; population 6 million. education; population 11.2 million.
-- Education budget: 79.4 million pesos, -- Education budget: 96 billion pesos
which were the object of embezzlement (2010).
by politicians of the time. -- Illiteracy rate is 0.2% in age group over
-- Illiteracy was 23.6% among 15 year- 10 years and up.
olds, with similar percentages of -- Average schooling is10 years.
semi-literates. -- 99.7% of children 6-11 years of age are
-- Average schooling was three years. attending or have completed primary
-- Only 55.1% of children between 6 and education.
11 years old were schooled. -- 65 universities enable bringing higher
-- Three state universities with limited education to all municipalities on the
access. Island.
-- Low number of university graduates. -- One million university graduates in the
-- Six teacher-training schools, with limit- period 1960-2010.
ed access. -- 16 universities of Pedagogical Sciences
and 18 pedagogical schools to train the
teachers the country needs.

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 The quantitative advances shown in Table 1 are linked to significant qual-
itative advances, due to the adoption of the basic principles underpinning the
Cuban educational policy.
Principles of education
Coverage of education. If education is a right guaranteed by State guaran-
tees to its people as a just aspiration of society, the government has to guarantee
massive education to enable the access of all children, youth and adults to the
System, which means that it should be comprehensive in all types and at all levels
of education, without regard to age, gender, ethnic or religious differences.
Study-work combination. It is a guiding principle of Cuban pedagogy that
merges two essential goals. On the one hand, to develop in students the love
for work as a fundamental value of a society of workers such as ours, to create in
them the awareness of producers of social and material wealth; and on the other,
to integrate the student in the productive process and socially useful work in a
participatory and balanced way, so to promote in them, from early on, values
as essential as responsibility and industriousness. Both goals are focused on the
school, on the vocational training process that takes place inside and outside
the classroom, by which students share, through work, the rules of conduct and
values ​​related to the development of their consciousness as producers that will
enable them to internalize the culture of work as education of the individual in
its broadest sense. The application of this principle is present in all the Educa-
tional System adjusted to the characteristics of each educational subsystem and
to the social needs of development itself. Its roots lie in Martí’s conceptions and
in the most advanced contemporary pedagogical ideas.
Co-education. If Cuban education is comprehensive, it has to ensure equal
rights to all citizens, regardless of gender, thus guaranteeing the access of girls,
adolescents and young women to any kind of education and school level, with
equal development opportunities.
Free of charge. Cuban education is free of charge in the entire System, and
the State has the responsibility of ensuring teachers the educational facilities and
means necessary for their full development, including graduate studies.
Democratic character. Family, community and society as a whole are encouraged
to take an active part in all aspects related to education as individuals, but also through
social, professional and scientific organizations to which they belong, in which the
opinions and recommendations arising from the debate are a starting point for the
improvement of school curricula and programs, as well as for the training of teachers.
Particularly meaningful is the work developed by the School Councils and
Childhood Circles, which are an important factor of educational influence and
a decisive force to support institutional management by contributing to the
advances and results of education. Student organizations, in their daily activities
and in congresses analyze and discuss the issues that affect their development
and propose solutions to be submitted to the educational authorities.

estudos avançados 25 (72), 2011 57

 Therefore, the full, universal and comprehensive realization of the right to
education ensures that every Cuban citizen is fully aware of all their rights and
the legal and institutional mechanisms it entails.
It is easy then to understand that to ensure compliance with these prin-
ciples, the path followed in these 53 years has been very complex, with many
obstacles to be overcome. First we have the eradication of the inherited illiter-
acy coupled with the need to establish schools across the country and to train
teachers to work in all corners of the Island, to fully transform and consolidate
the Educational System in both its objectives and contents and to diversify edu-
cation and multiply the number of universities. Achieving all that required using
new, bold methods suitable for each historical moment, in order to overcome
the objective and subjective difficulties amid attacks of all sorts and an iron-clad
blockade imposed since the beginning of the Revolution, which translated into
pa high economic and social cost for our people, with a big impact on education.
Therefore, we value modestly, but also with great pride, the educational
work carried out, the results of which, although still in need of improvements
reflect the collective effort of the people and the political will of its leadership
to achieve it. This endeavor is seen in every corner of the country, in each ed-
ucational institution and in the work selflessly carried out, day after day, by our
educators.
Today we are struggling to perfect that work, with the aim of achieving
an Educational System increasingly based on equality and social justice and ca-
pable of meeting the moral and social needs of citizens, so that we can achieve
the model of educated society we have set out to create, as a reality of Martí’s
maxim that there is no possible equality without equality of culture.4
So today we are focused on a very important moment of new transfor-
mations that will enable continually improving the outcomes of education in
relation to previous moments that became important landmarks in the history
of Cuban education. The first of such moments occurred when, with the active
participation of young people, illiteracy was eradicated in just one year (1961).
That was not only a human imperative of social justice but, above all, the foun-
dation of the subsequent educational and social development achieved by the
country.
The second occurred in the 1970s, when the National System of Educa-
tion was consolidated, the school became the most important cultural center
in the community, and universal access to secondary education was attained,
in view of the possibility of ensuring continuous education for all those who,
after the triumph of the Revolution, had achieved literacy, and children attend-
ing school who completed primary education. This led to the creation of new
secondary and pre-university schools in rural areas, to which thousands of sec-
ondary school students were incorporated as teachers, integrating the Manuel
Ascunce Domenech Teaching Detachment5 that marked a new paradigm in the

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development of Cuban teachers by combining teacher training programs and
work.
The third began in 2000, when the main goal in the continuous pro-
cess of raising the educational outcomes achieved was to ensure the maximum
human development of all people, especially children, adolescents and young
people, expressed in a comprehensive general culture that provided solid and
deep knowledge in preparation for life, sustained in the values o ​ f the Cuban
educational model.
The fourth is the moment we are living today, since the last school peri-
od when new changes were introduced throughout the System with the main
objective of ensuring that our students develop their capabilities to the fullest,
so that the great opportunities afforded by the Revolution can become real
possibilities for them to achieve the comprehensive general culture to which our
society aspires and in which the truly revolutionary feelings and commitment to
the nation will prevail.
National Education System in Cuba
How was it possible to orchestrate this entire educational system? The
State is in charge of structuring and securing the operation of the National Ed-
ucation System, with the participation and support of society at large, focused
on the development of new generations under the leadership of the ministries of
Education and Higher Education. This a mission will be accomplished through
a comprehensive, systematic and participatory educational teaching process in
permanent development, whose main goal is to “allow all Cuban children and
youth to have exactly the same possibilities and opportunities to learn from the
capabilities that the school develops in them”.6
To achieve that, the National Education System is structured in a set of
organically coordinated subsystems covering all levels and types of education
and ages, with students attending the 10,954 educational institutions of differ-
ent kinds, ranging from the children’s circle (kindergarten) to universities, with
a total enrollment of more than 2.5 million students.
A brief tour of the System will enable a characterization of each of the
subsystems it comprises:

estudos avançados 25 (72), 2011 59

 STRUCTURE OF THE CUBAN NATIONAL EDUCATION SYSTEM

UNIVERSITIES
Preschool: Primary: Basic Pre-university:
1-5 years 6- 1 years secondary: 15-17 years
(1st-6th grade) 12-14 years (10th-12th grade)
(7th-9th grade)

Preschool:
1-5 years Special Education: Vocational Polytechnic
Children with Schools: institutes:
special educational 2-3 years 3-4 years
needs

Worker-peasant Secondary Worker-peasant

education: worker-peasant: colleges:
1-4 semesters 1-4 semesters 1-6 semesters

Languages:
1-4 semesters

Figure 1 – Structure of the Cuban National Education System

Preschool Education. It is the first link of the System, which brings together
children in age group 0-5 years. It has two main objectives: to guarantee the
full physical, intellectual, moral and aesthetic development of children, besides
providing adequate preparation for future academic education.
Of the children in this age group, 99.5% are served by this subsystem,
in which 68.5% of children between 0 and 5 years old participate through the
“Educate Your Child Program” sponsored by informal channels, with the in-
volvement of the family and the community; 17% attend the children’s circles,
which are specialized institutions that cater to more than 116,106 children, and
pre-school, in which all children from the age of 5 are enrolled, representing 14%
of the country’s population.
The “Educate Your Child Program” aims to prepare the family to cope
with the education of their children. To that end, multidisciplinary working
groups have been established on the Island, consisting of health and education
professionals from different organizations and agencies, who work within the
area of action of the family.
General Education. It caters to most of the population in age group 6-17
years and comprises two levels: Primary Education and Secondary Education.
Its goal is to contribute to the full development of the personality of children,
adolescents and youth, based on the close relationship that should exist between
teaching and learning, as a fundamental law of education.
Primary Education includes children 6-11 years old, who represent 99.7%
of the country’s child population. These children attend 7,258 schools, which
cater to 786,855 students, of which 179,929 correspond to the rural sector.

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 Primary education covers six grades (years) structured in two cycles: the
first from 1st to 4th grade, and the second from 5th to 6th grade. The primary
goal is to develop a learned student, with patriotic feelings and civic education,
capable of identifying with the values ​​and principles of our society, exalting the
value of work as a source of wealth and acting as the protagonist in the leaning
process. This should be achieved through the educational pedagogical process
and all school and social activities conducted by the school, the family and the
community.
An efficiency rate of 99.3% has been achieved in this educational level,
meaning that virtually all students attending primary school in Cuba complete
their courses, which allows them to move on to the next level.
General Secondary Education comprises two levels: Basic Secondary Edu-
cation, from 7th to 9th grade (basic secondary level) and Pre-University Educa-
tion, from 10th to 12th grade (higher secondary level).
Basic Secondary Education is comprised of students in age group 12-15
years and is an integral part of the compulsory basic education along with Pri-
mary Education. The country has 1,069 such centers attended by 396,453 stu-
dents assisted by 43,639 teachers in different disciplines. Its goal is to lay the
foundation for the full development of the student’s personality by fostering
the acquisition of basic knowledge and the development of skills in Native Lan-
guage, Literature, Mathematics, Natural and Social Sciences and a foreign lan-
guage, besides contributing to the aesthetic education of students, the develop-
ment of a physical culture, the practice of sports and the elementary knowledge
of the principles of the technique, closely linked to production activities and the
work of vocational training and professional guidance.
Upon successfully completing 9th grade, students have the possibility to
continue their education. From then on, they have a wide range of options, all
of interest to the economic and social development of the country, in accor-
dance with the workforce demand required for the coming years, including:
teacher training for primary and pre-school education, skilled technical workers
and university graduates to continue their graduate studies in areas of economic
and social interest.
Pre-University Education. General Secondary Education also includes
Pre-University Education, which, in addition to preparing young people for
Higher Education with a solid foundation of general culture, aims to instill in
the students the conviction that the university studies to which they aspire will
meet the requirements for the development of the country.
Pre-University Education brings together students 15-18 years old, who
complete their studies in three years. In the country there are 464 pre-univer-
sity institutes, with 173,448 students assisted by 22,163 teachers in different
subjects.
These centers diversify their profile to better assist the students in voca-

estudos avançados 25 (72), 2011 61

tional training and professional guidance in courses of high national priority.
Thus, we have the Pre-University Vocational Institutes of Pedagogical Sciences,
whose purpose is to strengthen the vocational training started in previous levels
in order to ensure efficient vocational guidance to students, encourage them
and commit them to continue their education in pedagogical courses, from
which they will graduate in education. Currently, 17,084 students are enrolled
in 41 of such centers in operation in the country.
There are also the Pre-University Vocational Institutes of Exact Sciences,
whose goal is to ensure that its graduates opt for careers in science, which are
necessary for the scientific development of the country. With similar objectives
there are the Pre-University Military Vocational Institutes for students pursuing
military careers.
All students who complete higher secondary education are able to opt for
any of the different university careers, according to the country’s development
needs within five years. To enter the university, students must have satisfactorily
completed their studies at this level, in addition to taking and passing entrance
examinations in Spanish, Mathematics and Cuban History.
Special Education. It is the subsystem that caters to younger children with
special educational needs. Its goal is to ensure, to the maximum extent possible,
the proper mental development of students and prepare them for their future
life from the point of view of both education and work.
There are different types of centers catering to population that requires
specialized education: schools for the blind; for visually impairment, cross-eyed
and amblyopic students; for deaf and hearing impaired students; for mental-
ly impaired students; for students with behavioral and speech disorders; and
for students with physical and sensory disabilities. Today there are 396 special
schools in the country, catering to more than 40,176 students. The goal is to
do the humanly possible for students to receive the assistance they need, even
in hospitals, where 300 children are assisted in 33 classrooms, and also at home,
when the student is incapable to commute to the educational institution.
Students are admitted in these schools after a thorough survey conducted
at the 200 Centers of Diagnosis and Guidance existing in the country, where
they are seen by a multidisciplinary team of specialists who determine the stu-
dent’s condition, recommending the assistance institution and the specific treat-
ment to be provided. Also in operation in the municipalities are the Councils of
Assistance to Minors, integrated by all strata of society, which participate direct-
ly with the school in preventive activities and direct assistance to the population
at greatest risk.
Technical and Vocational Education. The main role of this subsystem is to
prepare the skilled workforce of technicians and workers that the country re-
quires. Students enter the subsystem after completing 9 or 12 years of schooling
in some specialties. The courses last 3 or 4 years, according to the entry level

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and complexity of the specialty, whose structure corresponds to the current de-
mand, especially in the areas of agriculture, civil construction, accounting and
railroads. These areas are linked to production organizations and services of the
State, and the courses are taught by 2,942 specialists from the work centers of
these organizations. 2,957 adjoining rooms have also been set up in the pro-
duction and services centers, in which students undertake practical activities to
develop professional skills, thus facilitating the use of the specialized material
study base existing in such facilities.
The subsystem also caters to the Professional Schools to train qualified
workers in areas of greater labor demand in each field.
Higher Secondary Education also includes the training of primary school
and preschool teachers in the Pedagogical Schools, with duration of four years,
and continued undergraduate on-the-job studies in Education in these special-
ties. There are 18 such schools, whose students are of strategic importance,
as the primary school teacher is the very foundation of the entire educational
system.
Adult Education. The goal is to provide workers and adults in general
with the required basic education foundation, so that they can achieve the de-
sired educational level and further technical training. It is structured in three
levels: Worker-Peasant Education, Secondary Worker-Peasant Education and
Worker-Peasant College, with courses equivalent to Primary, Secondary and
Pre-University education respectively. It also includes the Language Schools, so
as to meet the workers’ needs for the knowledge of foreign languages.
Currently the workers’ colleges also offer courses in Spanish, Mathematics
and Cuban History, with a view to preparing the workers who wish to enter
university and must take the required entrance examinations.
Higher Education. The Ministry of Higher Education is responsible for
directing this educational level through its network of subordinate universi-
ties and those under other organizations. University-level specialists graduate
from these institutions to work in different spheres of the country’s economic
and social life, in day courses for students who have completed their courses in
Pre-University Education; courses through meetings for workers in those modal-
ities. Candidates must take and pass the three aforementioned entrance exams.
This subsystem includes the Higher Pedagogical Education, linked to the
Ministry of Education. Its role is to train the teachers required by the System,
and the courses are offered by the Universities of Pedagogical Sciences, from
which students graduate with a Bachelor’s degree in Education.
These centers also cater to the improvement of teachers in activity, cover-
ing the different types of graduate education established in Cuba, in two areas:
professional enhancement and graduate academic programs. The first aims to
ensure an enhancement that meets the characteristics and needs of teachers as a
result of their professional performance, so as to enable them to improve their

estudos avançados 25 (72), 2011 63

knowledge, master the contents of the disciplines and the necessary methods
and, in addition, prepare them to assimilate the changes imposed by develop-
ment, with the ability to enhance their own practice, its results and the ways to
change it. Among the enhancement activities, personal growth is essential for
other organizational forms such as courses, seminars and “graduates”.
Graduate academic education, as a second area, enables teachers to achieve
high professional competence and high research and innovation capacity in the
workplace, which is recognized with an academic or scientific degree. In this
sense, the development of the broadly accessible Master’s in Education had a
major impact. A total of 41,000 teachers have obtained the degree, making up a
scientific potential prepared to produce the desired changes in the various areas
of knowledge. In turn, the development of the scientific activity has provided
the country with more than 1,000 doctors of Sciences linked directly to the
training of the teaching staff and to other educational levels, whose research
results, when put into practice, will contribute to accelerate the changes made
to the system.
The key to success lies in the unity achieved between scientific activity,
enhancement and methodological work, as an essential condition to the work
that the school should develop to improve the quality of education.
Since the period 2010-2011, new curricula and programs have been in-
troduced in Undergraduate Education, which meet the current demands in the
training of these professionals, from the design of a model whose primary pur-
pose is to better prepare the students before they face the work at school, the
expansion of the profiles of careers that produce teachers for Secondary Educa-
tion, and the improved role of the school in training, as a materialization of the
study-work principle.

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 On the streets of Havana, one can see children going to schools wearing the school uniform.

estudos avançados 25 (72), 2011 65

 The new pedagogical model was developed for the purpose of training
educators who:
• Are prepared to scientifically conduct the educational process at the
school, ensure the full personal development of the student expressed
in the knowledge of contents, the supporting methods and the ethical
standards shown in their professional performance.
• Vocationally orient the student to the specialties the country needs the
most.
• Interact with the family so as to play a major role in the full develop-
ment of their students.
• Use scientific methods to provide solutions to problems encountered
in their work.
• Demonstrate to be politically, legally and culturally prepared and are
capable to communicate effectively, so as to serve as a linguistic model
to students.
• Can identify their own enhancement needs and act to meet them.
These new plans preserve and consolidate principles contained in previous
plans, which prioritize: the political-ideological work and full general cultural
development, the educational work in tune with the training and development
of a broad profile professional, who can lead the educational process in more
than one discipline or grade, the link between theory and practice, with a pro-
fessional focus throughout the training process.
These are five-year courses that train teachers in 21 careers for all levels of
the Education System, which are develop in different modalities. The new mod-
el involves an intensive training stage in the classroom during the first two or
three years of the career at the Universities of Pedagogical Sciences, which since
the first year improves the general culture of the future teacher, while starting
his preparation to work at the school. Upon completing this stage, the student
enters a school near his home, which is considered a micro-university because
that is where he will continue his professional development under the direct
guidance of a mentor who will accompany him throughout his career, which is
complemented by the university courses he will attend to achieve his higher level
education. These courses are completed with a state examination or a certificate
activity; the latter for students with high academic achievement.
From the current pedagogical conceptions established for Higher Edu-
cation in Cuba, each career defines the type of professional to be developed and
sets the general objectives to be achieved, from which the respective curricula
will be developed. These plans take into account three levels in determining the
content: the basic curriculum, of state character, the specific curriculum, which
is completed by each university based on the previous one, and the optional/
elective curriculum offered by the educational system, with options for the stu-
dent to choose from.

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 Current challenges and transformation to meet them
In the school period 2009-2010, the Ministry of Education implemented
a comprehensive and deep transformation plan involving all institutions, their
directors, faculty and students, as well as families and other sectors of society,
with the goal to continue improving the quality of education so that current
and future generations are increasingly prepared to face and solve the problems
generated by development, and to do so with strong patriotic and revolution-
ary convictions. This requires joining the effort and will of all, combining all
strategies and, where necessary, “revolutionizing, down to their foundation, the
concepts of education,”7 reaffirming the idea expressed by the Commander in
Chief, Fidel Castro, many years ago.
This entails:
• Prioritizing the political-ideological work and education in values
throughout the Educational System, especially in the strengthening of
patriotic and civic education, underpinned by a greater knowledge of
the History of Cuba, Martí’s thought, the thought of our heroes and
main leaders, so as to instill in the present and future generations, ideas
that contribute raise awareness through the education they receive in
learning institutions. Hence the emphasis on the “need to inform,
discuss and achieve a higher level of development of the population,
particularly young people”.8
• Improving preventive and community work as an important compo-
nent of the educational work, so as to prevent misbehavior, vices and
misconduct.
• Focusing on the professional development of students, as a guiding
principle of education contained in the Master Program for strength-
ening the core values ​​of the current Cuban society.
• Improving the “Educate Your Child Program”, which ensures the
high levels of participation that have helped to achieve greater inclu-
sion and retention of children 0-6 years of age.
• Consolidating the achievements of Primary Education, which have en-
abled attaining an almost absolute efficiency in the cycle.
• Improving the Assessment in School System, in which its psycho-ed-
ucational conception is reinforced, to stimulating study, effort and
learning.
• Introducing pedagogical training at the higher secondary level in ped-
agogical schools to train primary and preschool teachers.
• Improving the development and enhancement of teachers, with the
implementation of new curricula and careers with dual specialty, in-
creasing research activity and its application in teaching activity and
in the design of an enhancement system that meets the real needs of

estudos avançados 25 (72), 2011 67

 educators.
• Improving the methodological work as a
means of scientific and pedagogical prepara-
tion to improve the skills of teachers in the
classroom, taking as the starting point their
self-preparation, as well as their continuous
improvement understood as a priority to
safeguard the quality of teaching, the edu-
cation work and the scientific activity.
• Strengthening the development of skills in
the Mother Tongue in all the subsystems
and in particular in the training of teachers,
as an essential element in their development.
• Focusing the organization of special school
on improving assistance to children with
special needs requiring these services.
• Strengthening in all subsystems the imple-
mentation of the curricula existing in all
educational levels with adjustments to their
content, with the aim to achieve greater ef-
ficiency in each cycle.
• In Basic Secondary Education, prioritizing
the specialized methodological assistance of
mentor teachers to new teachers, so as to
improve the educational process from the
work developed in the classroom.
• Working in the different centers comprising
Pre-university education in preparing young
people for their access to education in ca-
reers prioritized in the country.
• In the polytechnic institutes, creating adjacent
classrooms in production and services centers,
thus facilitating the direct incorporation of pro-
duction specialists into the formative process of their students, coupled with
a more rational use of available resources.
• Working on strengthening the school organization and reorganizing
the school network, with the rational use and control of the human
and material resources provided by the State to the schools, for them
to carry out their work.
• Improving the “Yo, sí puedo” (“Yes, I can”) and “Yo, sí puedo seguir”
(“Yes, I can continue”) programs for international collaboration, as
Cuba’s contribution to eradicating of the scourge of illiteracy in other

68 estudos avançados 25 (72), 2011

 countries.
In the classroom, students from public schools in Cuba develop educational activities

Conclusions
The economic and social landscape that characterizes today’s world, with
its major conflicts and inequalities, of both natural origin and political and social
character, has a direct impact on the mission and roles to be fulfilled by edu-
cation anywhere in the world, where only the strength of the peoples and the
political will of their leaders will enable its realization.
Cuba, which has met the goals of Education for All, as well as the overall

estudos avançados 25 (72), 2011 69

objectives of the United Nations Major Project of Education in Latin America
and the Caribbean,9 has shown that it is possible to develop education with high
levels of equity, justice and quality, while facing adverse economic conditions.
This is due to the fact that education has always been among the priorities of
both the State and society at large.
In the course of 53 years educational policies have been implemented for
the purpose of guaranteeing the people’s education and the full development
of new generations. In this regard, the key element that has allowed Cubans to
move forward is their endless trust in the justice of the educational work we are
building and in the unity that has always existed among the people to take this
endeavor forward.
Today we are all immersed in a world of extraordinary development rates,
and, paradoxically, also of incredible poverty rates. Technical-scientific develop-
ment is part of this reality, and it cannot be denied that those who generate it, in
their urge for domination attempt to erase from our nations the purest patriotic
feelings and their identities as independent and sovereign nations. In this fierce
battle, education is necessarily called upon to occupy a privileged and strategic
place. So for us, education is decisive: “the creation and development of values​​
in the consciousness of children and young people from an early age, and today
it is more necessary than ever [...] to save our independence, to save our Nation,
to save our Revolution”.10

Notes
1 Bolívar, S. Breviario educativo. Caracas: s. n., 1825.
2 Martí, J. Maestros ambulantes. La América, New York, May 1884.
3 National People’s Power Assembly: Constitución de la República de Cuba. Havana:
Editorial Pueblo y Educación, 2003. p.10-11.
4 Martí, J. El Plato de Lentejas. Patria, New York, 6 Jan. 1894.
5 Movement that brought together young people who have taken a step forward to gra-
duate as teachers, named after a young literacy teacher murdered by mercenary armies
organized and equipped by the United States government.
6 Informe de Cuba sobre la evaluación de la primera etapa del “Programa mundial para
la educación en derechos humanos. (2005-2009)”. Geneva: United Nations, 7 Apr.
2010.
7 Castro Ruz, F. Discurso na clausura do II Congresso da União de Jovens Comunistas,
held in Havana on 4 April 1972.
8 Velázquez Cobiella, E. E. (Minister of Education of Cuba). Inaugural Conference at
the Pedagogy Congress 2011. Convention Palace, 24 January 2001.

70 estudos avançados 25 (72), 2011

 9 The main education project, which preceded the World Conference on Education for
All in Jomtien, guided educational policies in Latin America and the Caribbean for
twenty years. This project was approved in 1980, at the 21st Meeting of the General
Conference of UNESCO, with the agreement of the countries of the region, given the
need for a collective effort to achieve, before 2000, the following objectives: ensure
basic education to school age children; eradicate illiteracy; improve the quality and
efficiency of educational systems and of education in general.
10 Castro Ruz, F. Speech delivered at the official opening of the school period 1997-98. 1st
September 1997, in Cidade Escolar Libertad.

Abstract – This article discusses the importance of education for any nation and for
Cuba in particular, examining its political, pedagogical and sociological foundations,
and portraying its accomplishments over the last 50 years. The principles underlying
the educational policy of the Cuban government are explained, as they underpin the
mission of the National Education System (NES) to carry forward educational work in
the country. The essay also depicts each of the subsystems that comprise the NES and
ensure the fulfillment of the key educational goals: to educate the new generations and
the people as a whole in a scientific conception of the world; to develop fully their intel-
lectual, physical and spiritual skills; to promote high aesthetic tastes and feelings; and to
convert communist ideological, political and moral principles into personal convictions
and daily habits of conduct, with the participation of school, family and society as a
whole. The essay also presents the changes that are currently being made in the Ministry
of Education with the participation of administrators, principals, teachers, students and
other social agents, to continuously raise the quality of its results.
Keywords: Education, Development, Comprehensive education, Values.

Margarita Quintero López holds a master’s degree in Educational Planning, School

Organization and Supervision of Educational Systems. She is a geography professor
and has a PhD in Pedagogy. @ – pedagogia@mined.rimed.cu
The original in Spanish – “La educación en Cuba: sus fundamentos y retos actuales”
– is available to readers for reference at the IEA-USP.
Received on 16 April 2011 and accepted on 24 April 2011.

estudos avançados 25 (72), 2011 71