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Cuban Education between Revolution and Reform
Abstract
In recent years, Cuba has been immersed in a process of profound change. Among these changes, one that has been less addressed by specialists both inside and outside the island is ‘education reform’, specifically at the university level. The relevance of this study is to understand the current university education policy as the one that has perhaps the most political content, the analysis of which would help to understand the challenges in political and ideological matters faced by the government of Cuba today. Therefore, the present work makes a critical assessment of the Cuban educational model based on values as a central focus of university policy and its relevance in the transcendental process of change happening in Cuba today. For students of public policy, the Cuban case encapsulates an important singularity that allows the possibility of analysing short-term versus long-term assessments of public problems (Ascher 2009). It also allows us to learn about social and policy challenges in a country that has achieved universal mass, free and quality education that has been able to extend itself beyond the capital (Mészarós 2008). What happens next? A reflection on the role of education in a changing society is one of the main purposes of this work.
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Notes
I would like to thank Professor William Ascher of Claremont McKenna College for his critical reading of this article.
Education in Greek.
In fact, the government's idea is to ‘improve the Cuban socio-political model’, not to change it.
For more information on the Cuban political model, visit the official website www.cubaportal.org
To see more information about education before Cuban revolution, look for Cordobí (2012).
In these days are increasing the role of family economic capital in students' careers.
To increase the massive access at the university, by early 2000s start a ‘new educational revolution’. See more in http://www.redalyc.org/pdf/373/37303407.pdf
The nature of political-ideological education in Cuba, despite being one of its characteristic features and an institutionalised practice in the sector, has been kidnapped by political issues and its own research institutions. From Cuban social research, the political dimension in education studies was studied as a sideline, but not as explicit object of research, for example, in studies on Education and Society, University-Extension and university research on young people.