Educación superior en Cuba e inclusión social de las juventudes

Abstract

| Educador escocés, artífice y fundador de uno de los centros pioneros de la educación en libertad. Ha sido quizá el más controvertido representante de la pedagogía antiautoritaria.El presente trabajo deine cinco etapas en el transcurso de la educación superior en Cuba desde 1960 hasta el 2015, y enfoca el análisis en los efectos de cada una de éstas en la inclusión social de las juventudes desde una perspectiva interseccional, que toma en cuenta el origen social, el sexo-género y el color de la piel. Las conclusiones señalan las tensiones del proceso y alertan sobre los retos que implican las transformaciones del último lustro y las nuevas propuestas para la (re)producción de desigualdades.Palabras clave: educación superior, juventudes, interseccionalidad, desigualdades, inclusión, políticas públicas.O presente trabalho deine cinco etapas no transcurso da educação superior em Cuba desde 1960 até 2015, e enfoca a análise nos efeitos de cada uma destas na inclusão social das juventudes desde uma perspectiva interseccional, que leva em conta a origem social, o sexo-gênero e a cor da pele. As conclusões mostram as tensões do processo e alertam sobre os desaios que implicam as transformações do último lustro e as novas propostas para a (re)produção de desigualdades. Palavras-chave: educação superior, juventudes, interseccionalidade, desigualdades, inclusão, políticas públicas.This article deines ive stages within higher education in Cuba from 1960 to 2015 and also analysizes the efects of each stage on the social inclusion of youths from an intersectional perspective which takes into account the social origin, gender and skin color. The indings indicate tensions of the process and signal the challenges involved regarding the changes that have occurred in the last ive years and the new proposals for the (re)production of inequalities.

Framework and Analysis of Key Performance Indicators in Cuban Higher Education

“…The focus of research on KPIs in Cuban settings was on an entire Cuban education system, with the most recent period of study ending in 2012 and they only analyzed four indicators. Three studies (Domínguez, 2016; Hernández Pérez, 2005; Sabina, 2003) focused on Cuban higher education. In this case, the most recent period of study was from 2015 to 2016 (Domínguez, 2016) and analyzed just four indicators (literacy, enrollment, entry, and expenditure).…”

Evolución de la contabilidad en Cuba

“…La década de los años sesenta que se inicia bajo la impronta de una revolución de carácter popular, marcó las pautas para una política de educación regida por un sistema integrador, bajo la responsabilidad del Estado, con carácter universal y gratuito, orientado por las necesidades del desarrollo de la nación (Domínguez, 2016).…”

The Hazards to Higher Education of Reformist Pragmatism in Cuba: Proposals for an Agenda

“…According to official press reports, the number of reviewers totaled 1,023 in 2013 (Rodríguez Guerrero, 2013), but this figure probably does not include those for whom this is a second job in addition to state-funded employment. While María I. Domínguez (2016) reports that an estimated 17 percent of young people turn to reviewers in order to gain entrance to the university, observation suggests that the actual figure may be around half.…”

“…The most worrisome of the social effects have been a considerable limitation of access to opportunities and an increase in the incidence of social inequalities. This phenomenon has raised concern (Ávila, 2016; Domínguez, 2016; García-Chediak, 2016; Tejuca-Martínez, Gutiérrez-Fernández, and García-Ojalvo, 2015; Tristá-Pérez, Gort-Almeida, and Íñigo-Bajos, 2013) given that for years Cuban social policy deliberately sought to achieve the highest levels of equality with notable results. It is therefore appropriate to reopen the discussion of how to consolidate higher education in a space of social equality.…”