(SANITIZED)UNCLASSIFIED CUBAN PUBLICATIONS(SANITIZED)

• Document Type: CREST
• Collection: General CIA Records
• Document Number (FOIA) /ESDN (CREST): CIA-RDP80-00247A004200360001-4
• Release Decision: RIPPUB
• Original Classification: U
• Document Page Count: 276
• Document Creation Date: December 23, 2016
• Document Release Date: January 10, 2014
• Sequence Number: 1
• Publication Date: October 19, 1964
• Content Type: REPORT

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STAT
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 4
GENERAL FIGURES
UP TO DATE INFORMATION FROM DATA FOR "PUBLIC
HEALTH IN FIGURES". 1963. REPUBLIC OF CUBA:
GEOGRAPHICAL DEMOGRAPHIC AND
STATISTICAL DATA
Location: Intertropical zone. Close to Tropic of Cancer, at
entrance !of Gulf of Mexico.
Average temperature: 2400 C.
il
Average humidity: 79%.
Size: Length - 1,200 Km. .
Varies in width between 40 and 200 Km.
= 1 r
Area: 114,524 Km2.. .,.., f! '
Population: (Estimated as of June 30, 1963) '?, 4 :.7.4
Absolute: Total: ' 7134,4044'
Under 1 year of age
Ages from 1 to 14 years
Ages 15 years and over
224,160
2.329,603
4,580,281
Relative: Density of 62.3 per square Kilometre
?
Annual increase per 1,000 15.9
Birth rate per 1,000 33.7
Local governments: Six provinces: Pinar del Rio, La Habana,
Matanzas, Las Villas; Camaguey and Oriente.
126 Municipalities.
ADMINISTRATIVE SET-UP OF THE MINISTRY
OF PUBLIC HEALTH
One Central Office.
Seven Local Divisions: Pinar del Rio, La Habana, Matanzas, Los
Villas, Camaguey, Oriente (North) and Oriente (South).
126 Zonal Boards.
FIRST FIVE CAUSES OF DEATH Ill
1)
2)
3)
4)
.
5 )
Heart deseos (410-443)
Malignant Tumors 1140-205):1010
Gastritis and Enteritis (543, 571-5721
Vascular injuries affecting the
Central Nervous System 1330-3341
Influenza and Pneumonia.1 i',1 L
!` (480Z483))490-493)
No. of
Deaths
Per
100,000
.531
(A887
11.).(i761
2,163 .
145.1
87.2
4.3
41.5
32.5
HI Revised and grOupdeini*974?0'n accord of the W.H.O.
GENERAL FIGURES
1 1
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QUARTER AND YEAR OF-OCURRiN-CE
?
MORTALITY CAUSED BY GASTRITIS, ENTERITIS, ETC. IN
SOME AMERICAN COUNTRIES, IN RECENT YEARS (5)
Venezuela
Guatemala
Dominican Republic
Ecuador
Costa Rica
Nicaragua
Cubo
62.2
233.2
202.6
136.3
120.2
100.3
43.3
(01 Summary of quadrennial reports on health conditions in
the Americas, 1957-1960. Scientific Publications No. 64
OPS-OMS, July 1962.
INFANT MORTALITY, CUBA 210996,0051:1
Born alive
Deaths under 1 yeor 7,274
Per 1,000 born alive 34.8
Under existing low, deaths occurred in less than 24 hours
from birth not included.
MORTALITY, GENERAL, CUBA 1962
Population 7.022,350
Deaths evP,315.2
Per 1,000
dr p. plikl
? 2
Ir`? , .
PER CENT OF POSITIVITY AND P VCENT :_t- .
OF INFECTION BY FALCIPAFWM1...."--0
% of 8%, oNinfection
Year Positivity -toy. Falciparum
1959 25.9 ' 9.0
? 1962 8.8 1.1
1963 0.7
Number of persons immunized against whooping cough,
diphtheria and tetanus during the Second National Vaccin-
ation Campaign, October 1962 - February 1963
Whooping cough
Diphtheria
Tetanus
360,432
678,300
1.308,157
VACCINES GIVEN DURING THE SECOND NATIONAL
VACCINATION CAMPAIGN - FROM OCTOBER 1962
TO FEBRUARY 1963
,
Type of
Vaccine 1st Dose 2nd Dose 3rd Dose Total
r
Triple 685,573 501,398 360,432 1.547,403
Double 406,129 317,868 723,997
? Tetanic
Toxoid 972,371 629,857 259,946* 1.862,174
Total 2.064,073
061 Fluid :Tetanic loxoid
- 1
SECO? ND
Aga
Groups
1.449,123
620,378 4.133,574
NATIONAL ANTI-POLIO ORAL VACCINATION
CAMPAIGN. MARCH-MAY 1963 1.1
Vaccinations Per cent of Population
1st Stage 2nd Stage
1-,1.1.1months . 185,261
1-2 years 316,379
3-5. years ,,462,841
6-14' Years 1.283,861
Unknown
191,438
325,525
496,099
1.279,628
408 566
TOTAL 2.248,750 2.293,256
0) First March 19-28, 1963.
!I Second, stage: May 7-13, 1963.
VII i ni
1st Stage
2nd Stage
82.6
85.4
81.2
83.6
81.8
87.7
93.4
93.1
88.1
89.8
f1 60
i120
80
40
0
REPUBLIC OF CUBA
1959-1963
i
11116
a)
ii
g
a
c
o
_
ng of vocc
L
?
Diphtheria
Tetanus
1959
1960
MORBILITY PER MAIN
CUMMUNICABLE DESEASES.
- 1961 1961
1 1 _1_ 1_ 1
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1962
REPUBLIC OF CUBA
1963
T
RATES PER 100,000 POPULATION, 1962-1963 ?
Thyphoid
Fever
Malaria
1
D 1962
1963
0
10
20
30
40
MEDICAL ATTENTION AND EMPLOYMENT
PUBLIC HEALTH SERVICES IN DECEMBER, 1963
City hospitals
Rural hospitals
Industrial hospitals
Polyclinics
88
42
23
162
Special 24
General . 138
Rural posts ! ; -.0 121
Services of hygiene and epidemiology 126
Homes for the aged 28
Nurseries L 3
Blood bonks - 5
Tissues and oxigen banks 1
Note: Not included medical services rendered individually in
working sites and other institutions, and Mutualism.
.-1).-t! 1,-;. 1: .
PUBLIC HEALTH EMPLOYMENT
General Practitioners
Specialists
Obstetrics ond
Pediatrics
Hygienists
Other Specialists
Ginecology
2,548
2,216
Total Doctors z re . ,1 ,-,-1.. 4,800
Dentists I ... I" 1k, -lit ' 908
Pharmacists - I'll, ' 307
Engineers ,IItil, 1 ' *1 . 16
Architects 6
Veterinarians 30
Other University Graduutes 638
Total Nursing Personnel 5,275
Nurses
Nurses' Aides
Technicians (Lob. X-Roys, etc.,/
Administrative
Services
3,611
5,421
21,077
191
246
238
1,541
3,355
1,920
sr- I -
TOTAL ? ro I, 42,089
Note: The above figures cover positions, not personnel.
PUBLIC HEALTH BEDS
BEDS, PUBLIC HEALTH
Comparative table, years 1958 and 1963
1958 1963 Increase
Beds, General 15,013 30,599 15,586
Beds, Special (tuberculosis,
leprosy, Psych.) 6,767 9,102 2,335
Total Hospital Beds tgeneral and
special under Ministry of Public
Health and MutualisticSocieties 21,780 39,701 17,921
Homes for the aged (absorbed
by the Ministry of Public
Health in 1961) 3,965 5,070 1,105
Nurseries 600 600
Defective infants (physical,
mental) 200 200
Home for Infants' Rehabilitation 100 100
BEDS PER 1,000 INHABITANTS
Beds, hospital, total 3.3 5.5
Beds, general 2.3 4.2
Beds, special 1.0 1.3
TOTAL OF BEDS
Hospital, total 21,780
Homes for the Aged 3,965
Nurseries
39,701
5,070
600
17,921
1,105
600
TOTAL 25,745 45,371 19,626
Existing beds in university, regional, special, district, zonal,
industrial, and rural hospitals; in homes for the aged,
nurseries, mutualistic societies, homes for infants' re-
habilitation, and defective childrens, physical and mental
University
Regional
Specialized
District
Zonal
Industrial
Rural
Homes for the aged
Nurseries
Mutualistic Societies
Infants' Rehabilitation home
Defective children, physical and mental
8,303
2,745
10,909
2,842
1,511
950
1,119
5,070
600
11,312
100
200
45,661
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NUMBER OF EXISTING HOSPITALS IN YEARS
1958 AND 1963, RESPECTIVELY
Student enrollment and number of Professors at the Faculty
of Medical Sciences in the Universities of Havana and
Santiago de Cuba
Medicine
Dentistry
1963
Havana
Santiago de Cuba
Havana
1st year
895 students
200 students
22 students
2nd year
562 students
50 students
100 students
3rd year
471 students
32 students
4th year
432 students
30 students
5th year
383 students
22 students
6th year
381 students
3,124 students
250 students
206 students
Grand total of medical students:
3,374.
Professors
209
8
29
Lecturers
109
1
23
318
9
52
Student-teacher ratio
(0
28
4
Pre-Med. Stud.
levelling-up)
1,145
Internes
68
4
EDUCATIONAL -IMPROVEMENT BOARD
"CARLOS J. FINLAY" PUBLIC HEALTH SCHOOL
EDUCATIONAL ACTIVITIES 1959 TO 1963
Introd. to Administration 165
Lob. Technician
Bacteria. Technician
X-Ray Technician
Physiotherapy Technician
Bromotology Technician
Ophthalmology Technician 469
Hospital Direction
Hospital Administration
Doctors for Premature
babies
Bacteriologists
Aux. Lob. Technician
Aux. X-Ray Technician
Aux. Anat. and Pothol.
Tech.
Aux. Ophthalmo. Tech.
Aux. Psychiatry
Aux. Radiotherapy and
Nuclear Med.
Clinical Record File
Clercks
Aux. Health Work 821
Nursing Aux.
Nurses Aides,
instrumentists
Nurses Aides,
Premature 3,968
Nurses Instructor
Nurses, General
Nurses, Premature
110 Nurses, Psychiatry
Nurses, Public Health
Anesthesia Aux. Nurses 1,270
Health Workers
Dental Assistants
Dental Prothesis
Health Guides .(children) 635
TOTAL GRADUATES 7,438
City Hospitals, General
Rural Hospitals
Industrial Hospitals
Special Hospitals
1958 1963
41 57
42
23 .
31
22
24
TOTALS 87 153
TRAINING HOSPITALS
Hospital No. of No. of No. of No. of
Classification Hospitals Beds Hospitals Beds
General
Calixto Garcia
Nacional
Comandante Fajardo
Clinico Quiriirgico
Regional Oriente-Sur
Pediatric
Pedro Barr&
William Soler
A. A. Aballi
Infantil, Stgo. de Cuba
Obstetrics
Americo Arias
Maternidad Obrero
Maternidad, S. de Cuba
Orthopedic
Fructuoso Rodriguez
Frank Pais
Tuberculosis
Julio Trigo
Oncology
Curie
Infectious Diseases
Las Animas
Neurology
Hosp. de Neurocirugia
Surgery
Inst. de Cirugia Basica
y Anestesiologfa
Military
? Finlay
Ophthalmology
Raman Panda Ferrer
TOTALS
1958 1963
2 1,315 5 3,065
1,214
447
460
291
653
4 1,513
345
498
350
320
3 914
450
264
200
1 80 2 289
119
170
1,283
1,283
1 398
398
1 170 1 350
350
1 70
70
1 281
4 1,565
1
281
350
350
140
140
21 8,653
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BUDGETS
BUDGET OF THE MINISTRY OF PUBLIC HEALTH, 1963
(and Per Cent of the National Budget)
National Budget, 1963
$ 2.093,560,093
100%
Public Health Budget:
Ordinary Expenses
$ 107.000,000
Investments
11.158,000
Social Security
7.894,867
$126.052,867
Per Cent of National Budget: 6.02.
COMPARATIVE CHART OF PER CAPITAS BUDGETED
(not including funds contributed to Social Security)
1958
1959
1960
1961
1962
1963
$3.26
$3.66
$6.99
$11.10
$13.87
$15.00
COMPARATIVE CHART, BY ITEMS, OF THE PUBLIC
HEALTH BUDGET. 1958 AND 1963
1958 1963 Increase
$13.397,095 $ 78.948,670 $ 5.96 times
351,910 7.911,078 22.48 times
3.192,838 7.621,623 2.38 times
5.729,122 12.518,629 2.18 times
11.158,000
Personnel
Drugs
Foods
Other Expenses
Investments
TOTAL $22.670,965 $118.158,000 $ 5.20 times
Note: There are no investment figures available for 1958. The
social security contribution amounting to 7.894,867 is
not included in the 1963 Budget.
For the next year 1964, we shall have the following Budgetary
figures:
Budget of the Notion $ 2,399.006,900- 100%
Budget of the Public Health: (11
Current expenses $ 114.100,000
Investments 7.790,000
$ 121.890,000-5.08%
(1) It is not consigned the quantity of $7.978,723, that is
assigned by the Public Health, as an organism, to the
Social Security, because this budget is registered in the
Ministry of Labor.
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( ; C
t,d1 r\
OLUTIONARY GOVERNMENT
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EVOLUTION
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Translation of addres
by the Prime Minister of Cuba, Dr. Fidel Castro
to the people of Cuba
at a Loyalty rally, October 26, 1959
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Workers, farmers, students, all Cubans:
We have a lot to talk over with you. In this great rally to-
day there are important matters to be dealt with. This is or
should be more than just a moment of enthusiasm. It should be
above all a time of meditation.
Every nation must search for the source of its problems. It
is not enough to know the facts. It is necessary for the people
to know the factors behind the facts. The support of the people
gratifies us. Their extraordinary enthusiasm gives us satisfac-
tion. But, above all it interests us that the people should me-
ditate. It interests us that the people should think because the
people should find an explanation for the problems with which
they are confronted.
I am not here to make a speech. I am here to reason with
the people. I am here to converse with the people. Never has
there been a time when it was more necessary that there should
be the most complete understanding between the people and
us. After all, those of us who make up the Council of Ministers
and occupy the key positions of the government are merely men
of the people. We are simply carrying out the will of the peo-
ple and fulfilling the desires of the people. Never has there
been a time when it was more necessary that the Cuban people
and we, the revolutionary leaders ,should think and act as one.
If our enemies engage us in battle we will give then battle. If
they attack us they will find all of Cuba to be one great army.
We are not dismayed by desertors and cowards. After all
we have just been through a war. In the war we learned that
some men desert and some men turn cowards: but they do not
matter because they are the minority. We know that we have
with us the people of Cuba and the people are not going to be-
come cowardly. There is only one way for our people to obtain
victory and make progress?through courage. We know that
the people will not become cowardly. We know that the people
are willing to die alongside their 'revolutionary government.
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The people know that we can end this struggle only by winning
or by dying in the attempt. The people know perfectly well that
the men who today have the reins of the government in their
hands, these rebels who have appeared today on this platform.
are men who are willing to die alongside the people.
When the people of a nation are courageous and willing
to face death, when their leaders are willing to die with them.
that nation is invincible: that nation cannot be overcome by
anything or anybody.
These are the questions we should ask ourselves: Why are
we being attacked? Why have we had to meet here together
again? Why are there traitors? Why is there an attempt to make
the revolution fail? What accusations are being made against
the Revolution? Why are certain charges made against us?
What ends are being sought? How should the people contend
with these maneuvers and motives? How can the success of the
Revolution be assured? What measures have we taken and
what measures are we willing to take in order to defend the
Revolution?
Before going further I want to read a news report:
"UPI 3:38 p.m. Officials of the customs of Miami are in-
vestigating the news that six or seven airplanes are in flight
from the Miami area toward Havana to drop counterrevolu-
tionary leaflets over the rally in support of Castro being carried
out in Havana. Customs official Joseph Portier said that he had
information that these flights were being made but he did not
' know what success they may have had.
" 'We are trying to place agents in these possible flights"
Portier said. He also said that he had sent agents to various
airports of the meriodional region of Florida and that some of
the airplanes that took part in the alleged flight to Havana
were rented and others were private property."
I read this bulletin for the simple reason that I know that
the people are not afraid.
But at the same time while we have been here on this plat-
form we have received the following communication from the
head of the regiment of the Rebel Army in the Province of
Pinar del Rio: "Be advised that an avionete has flown over the
city and from it were thrown hand made grenades as well as
an incendiary bomb at the Niagara Sugar Mill. A house was
-r- 4 ?
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set on fire between the post office and the Army garrison. It
was at six thirty in the evening. They also dropped pamphlets."
That is to say, the very authorities of Miami recognized
that six or seven airplanes left from that area en route to Cuba
and that they were still waiting for the results of the flights.
Very well. Now we can give the first report of the results.
And we beg them, if they will be so kind, to go ahead and send
along the official war communique letting us know the pilots'
tally of this daring sortie against the people of Cuba.
This is the limit. We cannot be sure whether it is shame-
lessness or whether it is complete impotence on the part of the
United States that the authorities should report news of the
fifth aerial bombing mission over our territory. How is it pos-
sible that the authorities of a nation so powerful, with so many
economic and military resources, with radar systems which are
said to be able to intercept even guided missiles, should admit
before the world that they are unable to prevent aircraft from
leaving their territory in order to bomb a defenseless country
like Cuba?
I wonder?and this is a question we should all ask ourselves
in order to find an explanation for what is happening... I wonder
if the authorities of the United States would be so negligent as to
permit Russian emigrants from Alaska to carry out bombing raids
over cities and villages of Russian territory. I ask myself if they
would be so careless as to permit that act of aggression from their
territory.
Next I ask myself how it is possible then that the authorities
of the United States should be so careless that on the other hand
they do permit these aerial attacks against a country of their own
Continent ? permit this aggression against a small and weak
country that has no resources to defend itself from those attacks,
and has no military power. I ask myself if the cause for this
neglect is that we are a weak nation. Are the authorities of the
powerful nations careful not to permit acts of aggression against
other powerful nations, and yet do they on the other hand permit
these acts against nations like us? I can see no other explanation.
I cannot conceive of any explanation other than the fact that
Cuba is a small nation unable to defend itself from those attacks,
a country that is not a world power. I am unable to find?and I
do not believe: that there is?any other explanation, because the
?5--
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honorable attitude for powerful nations would be to make certain
to prevent their territory from serving as a base for aggression
against a smaller country... as well as to prevent raids against
a powerful country.
?
?
Who are those who attack us from the United States and why
do they attack us? When I contemplate these problems I cannot
avoid remembering the first days after we won the war. I can-
not avoid remembering the overwhelming joy of our people, the
infinite happineis of the Cuban people. I remember they were
happy because the war was over and because no more blood
was going to be spilled, because no more homes and no more
villages were going to be burned, because the murderous
bombings were not going to be repeated again. Our people were
happy because they had obtained peace. Our people were happy
because none of them could ever suspect that some day from
foreign territory, the criminals, the same merciless hordes who
cowardly fled the first of January, would return with their
inconceivable inhuman methods to spread terror among our
people.
It is painful to remember those days because they remind us
of a happy people who believed that never again would they
have to suffer terror at the hands of that group of criminals that
we had finally driven out of power.
But why do they attack us? And what is the reason for the
tolerance of the American authorities? On another occasion like
this when all the people were assembled here to defend our
country from an organized campaign of libel and slander I said
that our enemies were using defamation in the press in order to
lay the way for acts of aggression against us.
Ten months have not yet passed by and we have had to call
the people together again. This time not just to defend ourselves
from slander, but to struggle for the very survival or our citizens,
and in defense of the safety of our children.
What we can depend upon we have mobilized. We have
mobilized the Cuban people. We have gathered a million Cubans
together on three days' notice, to proclaim before all the nations
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of the world, our protest against the acts of barbarity which, in
one afternoon and in the course of just, a few minutes, produced
4/ victims among our unwarned and defenseless civilians. But
why are we attacked? Why don't airplanes fly out of Florida
to attack the dictatorship of Trujillo? Why don't airplanes leave
the United States to attack the dictatorship of Somoza? Of course,
airplanes should not leave the United States to bomb us here nor
bomb anybody, anywhere! They should not go to Santo Domingo
nor to Nicaragua. They should not go anywhere. But what we
must ask , ourselves is:. Why precisely is Cuba chosen??
After all, there are emigrants of all nationalities in the United
States?even many emigrants from our sister nation Puerto Rico,
that has the right to aspire to be one more independent nation
in Latin America. And, nevertheless, although there are many
emigrants from many nations, Cuba just happen to be the one
country to which airplanes depart with emigrants aboard to attack
a civil population.
Why precisely Cuba? If there is one country with which the
United States should be more careful, if there is one country
about which the United States should be concerned that these
incidents should not occur, this country is Cuba. Cuba has just
been through a two years war during which airplanes of
American origin were used to drop on Cuban cities and on the
Cuban countryside rocket projectiles and incendiary bombs also
of American manufacture. Thousands of our people were
murdered with weapons of American manufacture. The least we
could expect after having destroyed Batista's mercenary army,
after we liberated our people from tyranny, the least that we
could expects is that our people should not continue to be
bombed from bases located in the territory of the United States.
What can we think of such negligence on the part of the
authorities of a country which right here, in the heart of our
country, maintains a naval base to protect its citizens from an
attack of any kind?
How is it possible that in return for the use of Guantanamo
as a naval base the American Government does not prevent
bases located in the United States from being used to subject
us to attacks carried out by our war criminals who are harbored
in the United States? How is it possible that in return for the
risks we run with the presence of, that military base (*) in our
country, the cottages of our farmers, our sugar mills, and our
c.7tiantanamo Naval Base.
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civil population are exposed to incendiary bombs and to machine-
gunning from airplanes that come here from the United States?
What would be the reaction of the American public if the
American public were aware of all this? In the name of the
people of Cuba I appeal to the public opinion of the United
States. I do not conceive nor believe that the people of the
United States could approve of such irresponsibility on the part
of the authorities of their country.
I ask myself what would happen, what would the people of
the United States say if planes departing from Canada or any
other country should drop incendiary bombs on American
factories and houses and then make a raid on the capital of the
United States, with the result that city hospitals would be
crowded with men, children and old people, wounded by
machine guns.
The people of the United States still have fresh in their
memory the treacherous surprise attack on Pearl Harbor. I am
sure that under no circumstances would the American people,
who experienced such profound indignation over Pearl Harbor,
approve these aerial attacks on Cuba nor would they by any
means accept the explanation that the authorities are unable to
prevent these flights. As I said a few days ago, the people of
the United States would have to come to the conclusion that
either their authorities are accomplices to the raids on Cuba or
the American nation has been deceived by its authorities, and
is defenseless. How is it possible that the American people can
be told that they are safe even from guided missiles if the
government is not even capable of preventing small aircraft
from taking off and landing as they please from their territory?
Another question that we must ask ourselves is: What do
our enemies expect to accomplish with these bombings? Do they
simply want to make us live in a constant state of fear never
knowing at what hour of the day or night they can scatter death
and destruction among us? This in itself would be sadism and
vengeance (characteristic of our war criminals). But what we
all suspect is even worse: that by using surprise bombings they
think they can finally bring about such a state of fear and
cowardice among our people that we might abandon our
Revolution and ?by turning the government over to mercenaries
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and reactionaries? deliver. Cuba back into the hands of the
Masferrers, the Pilar Garcias. the Ventures, the Carratalas.
On one hand, Cuba is being threatened by economic stran-
gulation, that is to say, the loss of the sugar quota which provides
our principal income. On the other hand, we are being subjected
to aerial attacks that have the objective of terrorizing us so that
we will renounce our magnificent revolutionary reform program
and give up our hope of creating social justice here in our island.
What has the Revolutionary Government of Cuba done to
deserve this aggression against us? - Our internal problems and
our international problems simply result from opposition to the
Revolution itself. It is our process of revolutionary reform that
has caused aggressions from outside Cuba as well as treason
inside Cuba.
What has the Revolutionary Government done? The only
accusation that can be made against the Revolutionary
Government is that we have given our people reform laws.
Everything we have done can be reviewed with pride by our
people. Why are the people of Cuba with us? Not just for
purely sentimental reasons. The people support the Revolutionary
Government because we have passed revolutionary reform laws.
Why do the farmers support the Revolutionary Government?
Why do the workers support the Revolutionary Government?
Why do the immense majority of the people support the
Revolutionary Government?
Why do the people defend the Revolutionary Government?
Simply because we have been defending the people, because
we have been carrying out reforms in Cuba.
Here in public we are going to give our answer once and
for all to those who -slander and belittle the revolution. They
will finally have to remove their masks: they will have to admit
that the accusations they make ?that we are communists? can
be attributed exclusively to the fact that they have not dared to
admit that they are against our reform program. , Since there
are no just complaints or accusations that can be made against
our government, our enemies resort to that old bugaboo that
they have been using for the last 50 years. They label us falsely
as best suits their schemes to commit aggresion against us, and
thus they proceed, aided and abetted by foreign interest that
are our enemies.
What we must analyze is what the R evol utiona ry
Government has done and what we must ask is whether the
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people of Cuba are in agreement with what the Revolutionary
Government has been doing.
Do you approve of our having given you honest
administration of public funds for the first time in the history
of Cuba?
Do you approve of our having put an end to smuggling?
Do you approve of our having abolished the practice of
payroll padding in the offices of the government?
Do you approve of our having erradicated gambling from
the daily life of our average citizen?
Do you approve of our having tried and executed guilty
war criminals by firing squads?
Do you approve of our having recovered property that was
embezzled during the dictatorship?
Do you approve of our having converted the headquarters
of the old Political Police into a children's playgrounds and of
our having changed the old Army headquarters into a scholastic
center that the children of Cuba so needed?
Do you approve of our having converted army regimental
headquarters into other schools?
Do you approve of our having cancelled the dishonest
concession that the dictatorship gave to the Telephone Company?
Do you approve of our having put the price of medicine
within the reach of the people?
Do you approve of our having created ten thousand more
jobs for teachers out in the rural areas?
Do you approve of our having founded the National Institute
of Savings and Housing which has already built 10,000 homes?
Do you approve of our having provided a Social Security
Bank?
Do you approve of our having taken steps to develop the
tourist industry on a large scale as an important source of income
for our country?
Do you approve of our having returned to the workers
their union rights and all the other benefits that were taken
away from them during the tyranny?
Do you approve of our having reduced the rents so that
every family could have a place of their own?
Do you agree that it was right for us to give boats to the
fishermen so they could keep the profits from their own work
and stop being exploited?
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Do you approve of the consumers' cooperatives that we
have organized in the country to prevent the farmers from being
charged the double prices they have always been charged?
?
Are you in favor of the Land Reform?
Do you approve of our having given land to the farmers?
Do you agree that it is right that the farmers who produce
charcoal, in Cienaga de Zapata, Peninsula de Guanacahabibes.
Belice, Yateras and many other parts of Cuba should have
cooperatives where they can sell their charcoal, rather than
being exploited as they always have been?
Do you approve of our having built decent housing for the
farmers and of our having constructed highways and schools
from one end of the island to the other?
Were you in favor of the old system of rural police at the
service of the big landlors and the monopolies?
Or are you in favor of the soldiers of the Revolutionary
Army who are today the allies and friends of the farmers? The
Rebel Army does not commit injustices. The Rebel Army works
exclusively in behalf of the people.
Do you approve of our having helped the farmers go back
to the rural areas that had become abandoned as a result of the
greed and selfishness of the big landlors?
Do you agree that it was right for us to protect our monet-
ary reserves in order to make funds available to industrialize
the country?
Do you agree that we are right in insisting that the coun-
- try import tractors now instead of Cadillacs? Do you agree
with us that it is right for us to plant as much rice as we can
instead of importing it and produce as much lard as we can
instead of importing it and produce all the cotton we can instead
of importing it, all the foodstuffs we can instead of importing
them, and in this way provide jobs for more than half a million
of our fellow Cubans who are unemployed?
Do you approve of our plans to industrialize the country?
Then, I ask: has the Revolutionary Government done any-
thing that the people do not approve? What has the Revolution-
ary Government done except sacrifice ourselves for our country?
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In four centuries of Cuban history never has there been
such an altruistic movement.
In the 1500s' the Indians of this island were persecuted and
slaughtered by the Spanish conquistedores. For over three hun-
dred years during the colonial period there was slavery in Cuba
and human beings were bought and sold like animals. Our
own seven year struggle against tyranny cost 20,000 lives, while
thousonds of homes were destroyed by fire thanks to selfishness,
greed and verted interests.
At long last the destiny of Cuba is being shaped by a revolu-
tionary movement which is fighting against inequality and in-
justice ? a revolutionary government which is determined to
redeem our people and to destroy evils which, in some instances,
have been in existence for more than four hundred years. The
Revolutionary Government of Cuba has begun to build what has
not been built during the 50 years that this country has been a
republic?streets, water works, schools, hospital, and industries.
What have the people of Cuba and its Revolutionary Gov-
ernment done except defend Cuban interests in Cuba and abroad?
I ask myself and ask yo. if the worthy and courageous position
taken by the people of Cuba in the international organizations is
or is not correct?
I could go on asking whether or not you approve of our
having given the common people the right to use those beaches
which used to belong only to a small privileged group, so that
now with all stupid prejudices abolished all Cuban can go to the
beaches, whatever color their skin may be.
I ask you wh'ether or not you approve of our having given
all Cubans, whatever color their skin may be, an equal opportu-
nity to work.
We could go on indefinitely asking what has the Revolu-
tionary Government done that is not the benefit of the people.
?
The problem is: if we plant rice, we interfere with foreign
interests; if we produce lard, we interfere with foreign interests;
if we produce cotton, we interfere with foreign interests, if
cut down the electric tariffs, we interfere with foreign interests;
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if we make a Petroleum Law, like the one which is about to be
decreed, we interfere with foreign interests; if we make a Min-
ing Law, like the one which is about to be announced, we inter-
fere with foreign interests; if we create a Merchant Marine, we
interfere with foreign interests. If we try to find new markets for
our country, we interfere with foreign interests. If we attempt to
sell at least as much as we buy, we interfere with foreign
interests.
Because our Revolutionary Laws have an adverse effect on
privileged clases inside Cuba and outside Cuba, they attack us
and attack us and call us Communists. They accuse us, trying
to find some pretext to justify aggression against our country.
By any chance is the Land Reform Law not good for
Cubans?
By any chance is the reduction of excessive electricity rates
not good for Cubans?
By any chance is the reduction of excessive telephone rates
not good for Cubans?
Is it by any chance not good for Cuba that we make an
effort to create a Merchant Marine?
It is by any chance not good for Cuba to plant rice and
cotton and to produce lard in our country?
Is it by any chance not good for Cuba build houses for
our workers, our farmers, and the Cuban families in general?
Is it by any chance not good for Cuba to reduce the price
of medicines, many of which come from foreign laboratories?
Is it or is it not good for Cuba to defend aur monetary
reserves?
Is it or is it not good for Cuba to buy tractors instead of
Cadillacs?
Is it or it not good for Cuba to provide ten thousand
schools? which is twice the number that had been provided in
the fifty years that Cuba has been a Republic?
Is it or is it not good for Cuba to convert our fortresses
into scholastic centers?
To give equipment to our farmers?
To give our workers what is due them?
Is it or is it not good for Cuba to proclaim it the duty of
Cubans to consume Cuban products?
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? Is it or is it not good for Cuba to protect our national in-
dustries?
Are the measures adopted by the Revolutionary Government
not Cuban, or are they the very essence of Cubanism?
Then, what do those wretched conspirators charge us with?
Of what can those criminals, those false and shameless men
[like Diaz Lanz and Huber Matos] accuse us, except of having
undertaken measures for the benefit of Cuba?
What do not serve the interests of Cuba are the foreign
monopolies.
What does not serve the interests of Cuba is the Electric
Company.
What does not serve the interests of Cuba is the Telephone
Company.
Nor does the United Fruit Company. Nor does the Atlan-
tic and Gulf Company. Nor do the contracts to foreign shipping
companies that carry cargo into and out of our ports.
The greater part of the rice we consume, the greater part
of the lard we consume, the greater part of the textile products
we use, the greater part of the manufactured items we use give
profit to others, not do Cuba.
Those trusts which operate our mines and which have
obtained unfair concessions here give profits to other, not to
Cuba. Those companies which were handed over the conces-
sions to exploit most of our land with possible oil wealth would
give profit to others not to Cuba.
The bombs which killed our farmers during the war were
manufacture elsewhere, not in Cuba. The arms and ammuni-
tion with which 20,000 of our countrymen were killed were
manufactured elsewhere, not in Cuba, and were not good
for Cuba.
The men who trained the mercenary army destroyed by
our Revolution, were not Cuban and were not good for Cuba.
The campaign of lies and slander being carried out a-
gainst us does not originate in Cuba and is not good for Cuba.
Those magazines which seek to degrade our people, those inter-
national news agencies which write about non-existent horrors
in our country, are not Cuban and are not good for Cuba.
This is the truth, this is the truth which must be told to the
people. This is the truth which the false and shameless refuse to
admit. They refuse to admit that they are spreading their poison
in a campaign against our Revolution simply because we have
taken measures for the good. of Cuba. All the great vested in-
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terests, both national and international all the enemies of our
country have banded together under the same pirates' flag and
screaming the same battlecry.
?
?
?
Do the reactionaries by any chance want us to give mili-
tary training to the farmers and the workers? No, certainly not.
You have probably noticed the attitude of the mouthpieces of
the reactionaries such as this new mouthpiece which pretends
to represent the Autentico Abstencionista Party, with indeed it
does not represent, because the real representative of the Par-
tido Autentico Abstencionista is Dr. Carlos Prio Socarras and
he is here with us.
Those who publish this new newspaper have allowed
themselves to be seduced by the siren song of Diario de la Ma-
rina and Avance. And what has this new newspaper done? One
of the first things is to join forces with the traitor Hubert Matos.
In the second place, it tries to make the same insinuations
accusing the Revolutionary Government of being Communist.
In the third place it prints: "The Revolution, in order to defend
itself from its enemies, does not need to arm the workers and
the farmers, especially when the proven courage and skill of the
Rebel Army is taken into account and inasmuch as the Revo-
lutionary Government has the moral support of all fhe people
and of all the country." And a few lines further along they
print: "If the above is not taken into consideration in a demo-
cracy, it would be necessary to continue using the tactic of
calling rallies of the masses?a tactic so risky and so tedious
for the country when peace and order are more important.'"
Peace in the face of criminal bombing and machine-gun-
ning of our people!
? ?
It is good to be aware of their attitude in order that the
real Autenticos, those who used to constitute the strength of
the Autentico Party, may never allow themselves to fall under
the influence of those gullible individuals who have been misled
by the schemes of La Marina and Avance, gullibe individuals
who have allowed themselves to be pushed along by the mouth-
pieces of the reactionaries and the counterrevolutionaries and
who are now parroting the same arguments as Trujillo, the
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Rosa Blanca and the international monopolies that are working
against Cuba. As I said before, the people should not allow
themselves to be confused. It is money of the robber barons
that has brought out this new sheet.
I said that we should carefully contemplate the whys and
wherefores of the attacks against us. Why is there such opposi-
tion to our training the workers and the farmers? It is very
simple. The reactionaries would like for us to have an army
such as they supported in what they would call the "good old
days'. They would like a proffesional army, such as Cuba used
to have. That would be their only hope because such an army
down through the years might come to be an instrument of the
reactionaries. They have hopes of being able to find somebody
greedy of power, some traitor like the one we have just dis-
covered. They have the hope that in a career army they might
some day be able to corrupt soldiers and officers, and they have
the hope that in the moment least suspected the army forces of
the Republic might determine the fate of our country, because
they remember that the big trusts, the vested interests, the
robber barons and other power groups and cliques affected by
the revolution, all those selfish minorities, are accustomed to
using the army as their tool. The army was the instrument of
the foreign interests and of the worst elements in our own coun-
try. It was no accident that the army of Cuba had foreign
instructors.
Since they know that a tremendous revolutionary force'
resides in the people, since they know that civilians with mili-
tary training could defend all they have won for themselves,
the old privileged classes are allergic to everything that is im-
plied by the military training of workers and farmers.
On the other hand, we believe that the best allies of the
soldiers are the farmers and the workers. In our opinion the
best ally of the army is the -average citizen. The best troops of
the rebel army are the farmers.
On the other hand, we believe that the best allies of the
soldiers are the farmers and the workers. In our opinion the
best ally of the army is the average citizen. The best troops of
the rebel army are the farmers.
The officers' clique that supported the traitor Huber Matos
were not the kind of soldiers and officers of rural origin who
are the pride of the Rebel Army. Huber Matos' accomplices did
i* j Huber Matos.
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not belong to the most invincible, to the most courageous, nor
to the most steadfast of the Rebel Army.
The fine soldiers who have gone with their rifles and ma-
chine guns up to rooftops to improvise anti-aircraft defense of
their fellow citizens are soldiers from the Sierra Maestra. They
are the "guajiros" from the Sierra Maestra who used to make
up the front lines. Those soldiers are true rebels.
Why? Because they themselves used to live in the country.
They were born in the country and they grew up in the coun-
try. They have seen the rural police wield the butts of their
rifles and the backs of their machetes in the interest of the
mighty landlords.
In the rural parts of Cuba these rebel soldiers have seen
the hopeless poverty of our farmers. They have seen the horri-
ble spectacle of barefoot, diseased_children. In the countrysides
of Cuba these guajiro soldiers were acquainted with all the in-
nate goodness and all the heroism of the underprivileged farm-
ers. Nobody will be able to use these rebel soldiers either aga-
inst the ?rural population, nor against the civil population in
general, because these soldiers do truly understand the spirit of
the revolution.
It has been their lot to live through and suffer under the
conditions that made this revolution necessary. They gave an
example to all the farmers of the country and they led the na-
tion to victory. Workers and others citizens of Havana, the
rifles that protect you are the rifles of the guajiro soldiers from
the Sierra Maestra.
And workers, students, farmers, and all the rest of you
Cubans with patriotism and love for your country, if the time
should come to give battle to defend our rights as Cubans and
to defend the sovereignty of the Cuban nation, you may be sure
that those soldiers who are here in Havana protecting you and
all the rest of our Rebel Army would want to have you shoulder
to shoulder alongside them.
The reactionaries do not want this. What the reactionaries
would like is an unarmed civil population and an army which
is corruptible and that some day may be able to put a brake on
the revolution and make our country backslide. This is why the
betrayal of Huber Matos is such a serious matter. It was the
first attempt to utilize members of the Rebel Army against the
revolution; it was the first attempt to corrupt officers, to use
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them against the people, against the interests of the people,
against the Cuban revolution. Of course the reactionaries do not
want the workers and farmers to be given weapons. All they
want is a professional army of which they might some day be
able to win over some officers. They might be able some day to
corrupt a professional army and once again have an instrument
with which to perpetrate another coup d'etat, like the 10th of
March.
But there will never again be a 10th of March in our coun-
try. The concept of the professional army as the only defense
of a country is diametrically opposed to our revolutionary con-
cept that the nation should be safeguarded by the people, with
all the strength of the people and all their love for their country.
?
? ??
What do the traitors do? What is the first thing that they
do? Repeat the same battlecry as Trujillo, repeat the same
battlecry as the Rosa Blanca. Repeat the same battlecry as the
criminals of war. Repeat the same battlecry as the international
monopolies that are enemies of Cuba. They all accuse the Re-
volutionary Government of being Communist.
What the traitors do first of all is to say "Trujillo, you
were right!" That is to say to the war criminals, "you were
right". That is to say to the big foreign trusts, "you were right".
That is to say to the Rosa Blanca, "you were right". That is to
say to those who are bombing our territory, "you were right".
The first that they do is to hoist up the same pirate's flag
as the war criminals, as the Trujillistas, as the Rosa Blanca.
And still they object when we call them traitors!
What ends do they pursue with all this? The purpose of
dividing the people, of confusing the people, of weakening the
nation. Traitors that they are, they want to confuse the people
when it is most important for the people to think clearly, and
to be aware of what are Cuba's best interests, and of what are
the interests of our enemies, of those who cannot share the feel-
ings of our people. Traitors that they are, they take up the
standard of the Trujillos, of the war criminals and of the inter-
national vested interests who are enemies of Cuba.
All those that join forces with the traitors are traitors. And
all those who at this moment have the gall to preach disunity
of the people, are traitors! All they would accomplish if they
cold weaken the nation would be to make the powerful ene-
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mies of our Revolution feel encouraged to attack us. I say that
those who are to be blamed for the bombs are not only those
who drop them, but those who right here in Cuba inspire the
attacks, those who?like Pepin River?, of the Diario de la Ma-
rina anU especially those at Avance?, have been encouraging
the counterrevolutionaries. Treason is committed by all those
who join forces with the traitors. Why do they do it? Because
they oppose our revolutionary reforms.
It is not me whom they oppose. It is not the president of
the Republic whom they oppose. It is not Raid, Che, Camilo,
Almeida, Efigenio Ameijeiras whom they oppose. We are their
targets but it is the revolutionary reform program that they
oppose.
If we had not passed revolutionary laws, they would de-
dicate the greatest praise to us. Their attack is against the re-
volution and the revolutionary laws. It is because of the reform
program that they accuse us.
I have shown that the laws that are being carried out are
truly Cuban and are of benefit to Cubans. What are not Cuban
are the selfish interests which oppose the revolutionary laws.
Moreover, who are carrying forward this revolution? Who are
the men together with me on this platform? While I listened to
the words of our revolutionary leaders on this platform, when
I heard Major Camilo Cienfuegos, Major Guevara, Major Raul
Castro, and Major Almeida, and when I heard our other fellow
veterans of the rebel army like Univers? Sanchez, Efigenio
Ameijeiras and others, I remembered the early fighting phase
of the revolution in the Sierra Maestra.
I remembered those days of tremendous difficulty, of un-
told hardships, when such a small group remained steadfast. I
was reminded of those days of hunger and cold when we had
no coats to shield us from the rain, and no blankets in which
to wrap ourselves, to escape from the dampness and the cold
of the mountains, those days when we hardly had shoes on our
feet and only a few bullets for our rifles, while we were pursued
by droves of soldiers. I remember those first days when the
Revolution was thwarted and we were overcome because we
were so few. I remember those days in which, with the absolute
faith of men who have dedicated themselves to a great and good
cause, we persevered, we continued our struggle without be-
coming demoralized although we were so few in number; here
on this platform I have been reminded of those days because I
saw here those men who were pillars of strength in the truly
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difficult, the truly bitter hours. I looked back on all that epic
that those faithful revolutionaries wrote. I looked back on it
from the first days of Moncada to the invasion, in which two
columns under the command of two of the majors who have just
spoken to you here, crossed the plains of Camaguey to take
help to the fellow rebels who were fighting there, and wrote
one of the most glorious pages of military history. That feat
would have to be compared with the great feats of the great
generals of history. And they are not generals; they are only
majors. We have abolished the rank of generals and colonels
that used to be a curse to Cuba.
When I listened to our faithful revolutionaries here, I said
to myself: "Where are the twelve?" Of the twelve, several fell
in battle, the others are here. The Revolution has had no de-
serters among the real revolutionaries. Huber Matos, who be-
trayed us at the approach of the climax of the ASTA Conven-
tion, in the midst of the extraordinary effort that we had put
forth, is one of the latecomers. Huber Matos is one of those
who came into the war, not for the sake of this country, but for
his own ulterior motives. He is one of those who went to war
not to make his country great but to gain notice for himself.
We cannot say that a revolutionary deserted, when he desert-
ed. The day that would be sad would be the day that some of
those who were the heart of the Revolution should fail us?the
day that one of those who came with us in the "Gramma" should
fail us, or the day that there would be a deserter among
those who shared all our reverses with us and who have come
this far without hesitation.
Furthermore, when I see the other officers of the Rebel
Army, the other leaders of the revolutionary organizations, for
example, the leaders of the University Student League, I feel
assured that the revolution is stronger than ever and more?unit-
ed than ever. On what side do we always find the good soldiers?
Where will the good revolutionaries always be? On the side
of the people.
When I see a million ardent fellow citizens here, I realize
that the revolution is stronger than ever, and that the stab in
the back just received, far from weakening the revolution, has
strengthened it.
These traitors assume importance only because they have
behind them all the resources of the reactionaries, all the reac-
1*1 Twelve who survived the "Gramma" landing, Dec., 1956.
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tionary press here in Cuba and all the press of the international
oligarchy. All the resources of the counterrevolution are behind
them. They are no more than peons of the Counterrevolution,
miserable instruments whose statements are given space only
in the newspapers that are mouthpieces of the counterrevolu-
tion, mouthpieces of the reactionaries.
This is not a struggle between individuals. It is a struggle
of vested interests, of big trusts against the interests of the Cu-
ban people. That is why the reactionaries do not praise Cuba.
Naturally, the reactionaries do not praise Camilo. The
reactionaries do praise the traitors. The reactionaries do not
praise Almeida. The reactionaries do not praise loyal men. The
reactionaries praise the traitors. The reactionaries do not praise
the men of ideals. With loyal men, with men of ideals, they can
accomplish nothing. The reactionary glorify the great traitors.
?
The reactionaries do not praise steadfast men. They praise
men who surrender, men who give up, men who become co-
wardly, men who sell out. Some men sell out for money, others
for adulation; still others for both money and adulation.
But in what company do we find those who so perversely,
so shamelessly, accuse the government of being Communist?
What do they do but repeat the same battlecry as the Trujillos,
The Rosa Blanca, and the other enemies of our country.
Do they think that they are going to intimidate us, or do
they fail to understand how convinced we are of the justice of
the measures that we are taking?
Do they fail to understand that we are so firmly convinced
that we are serving our people, that only by depriving us of life
itself ?and not even then? will they ever be able to suppress
our ideals?
? ?
The reactionaries?those who bomb Cuba, those who drop
bombs with the same pretext that the traitors repeat today?are
Lusting after sensation. What they want is a sensational counter-
revolutionary show. What they want are traitors to make
the worst charges against the Government so that these charges
may be printed in the headlines of their newspaper in order to
spread confusion, in order to weaken the Revolution.
No, they don't write a ward against the bombs, or if they
do they use on what they write the lukewarm touch character-
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istic of those who file reports to satisfy appearances and to dis-
guise their position. The position of those who bomb us in Ha-
vana cannot be disassociated from the position of those who
betrayed us in Camaguey. When the former deserted, they first
wrote a letter for publication in the newspaper; when the latter
deserted they also wrote a letter for publication and used the
same arguments that were used by traitor Diaz Lanz.
The counterrevolutionary press printed Diaz Lanz's state-
ments accusing us as Communists and printed all of Huber
Mato's statements accusing us as Communists. The end result
of that plot was the dropping of bombs and would have been
the releasing of rivers of blood on Cuban soil.
This betrayal and the libel by Huber Matos is as ignomin-
ious as that of Diaz Lanz, and the worst is the moment that he
chose. He did the same in the Sierra Maestra; when the troops
were already on the march and he knew that our interest in the
offensive would make me restrain myself, he sent his insolent
letter to me. And now, in the middle of the ASTA Convention,
when he knew the extraordinary interest of all Cuban in ma-
king a success of the visit of those tourist agents, he thought
that we would restrain ourselves this time too; so he took the
first steps with his plot. But those plans were wrecked with the
help of the people of Camaguey not by the rabble as the reac-
tionaries call the people.
?
When we began to govern Cuba, there were only seventy
millions dollars in monetary reserves in the banks. Now that
we are making an extraordinary effort, when even the school
children contribute their pennies to build up the economy, when
the entire nation is making an effort, when all the construction
workers labor nine and ten hours, when all the workers are
giving us a percentage of their income for the industrialization
of our country, at the very time that international cables are
arriving with predictions that part of our sugar cuota is going
to be taken away, Diaz Lanz plans his aerial attacks and Huber
Matos interrupts the ASTA Convention with his treacherous
and criminal plan.
These are the ways they try to block the Revolution's pro-
gress, the ways they try to destroy the Revolution. By using
economical threats and by thwarting our plans for developing
our country. That is why when our people make such great sa-
crif ices to gain one inch or one foot, it is unfair that these wretch-
ed conspirators destroy in minutes all that we have accom-
plished with such difficulty. What these miserable traitors want
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to do is to strangle the economy of Cuba, and spread terror
among us until they succeed in making our nation fail.
But I ask myself: What are they trying to do? Do they
suppose that the revolution is not going to be defended? Do the
Trujillos, the war criminals, the traitors, the foreign monopolies
and the enemies of Cuba, believe that the revolution is not going
to defend itself? Don't they understand we have the support of
every farmer in Cuba? Don't they understand that we have the
support of every worker in Cuba? Don't they understand that
nobody is going to make the people of Cuba fall back? The
people know very well who are their friends and who are their
enemies. Don't the conspirators understand that the people of
Cuba cannot even be confused? Every day the people know
more and every day they are wider awake.
Why do the conspirators get together and plot? Why do
they drop bombs? Why do they plan hand-made bombs? Why
do they openly elaborate their counterrevolutionary campaigns?
Simply because they know they are running no risk. They
know that now, because of the respect and generosity shown
by the Revolutionary Government, it is not dangerous to cons-
pire. They know of our efforts to carry out our Revolution with
complete kindness: they know of our efforts to carry out our
Revolution without using "strong rule" tactics against the ene-
mies of the Revolution.
This has encouraged them. They know they are taking
no risks. That is why they conspire. That is why they come
from Santo Domingo and land in Trinidad. That is why our
troops find certain upr!sing led by men who are not Cunans.
That is why our enemies drop bombs, that is why they cause
47 victims in our defenseless country ? because they think that
our people are defensele,s, because we discontinued tl.e trials by
Revolutionary courts. That is, they take unscrupulous advantage
of the generosity of our Revolution. Little does it matter to
them that 90% of all Cubans support the Revolution. They are
ready to machine?gun the people, and bomb the people?to
destroy the people if necessary and if possible.
?
?
And every day they have more gall. Every day they are
more insolent. On the very front pages of the newspapers, they
hide behind a woman's petticoats to write more or less that the
Prime Minister is a criminal. What they never dared to publish
against the dictator, what they never published against the
government during the tyranny, they write against a man whose
army was the first in the world ever to conduct a war without
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allowing a single prisoner of war to be killed, the first army in
the world never to leave a single wounded enemy soldier on
the battlefield, the first blockaded army ?sorrounded and
blockaded for two years? to deprive their own soldiers of me-
dicines in order to share their medicines with the enemy
wounded.
So every day with more nerve, with more gall, the reac-
tionaries contrive to create confusion, to instigate treason, to
whitewash the traitors and to aid and abet the unworthy men
who abandon the cause of their people to serve the enemies of
their people.
They so dare because they know how great an interest
we have in bringing the affairs of the nation back to normal.
They know of our interest in developing the ecenomy of our
country. They see that we are striving desperately to find work
for our people, to industrialize our country, with no assistance
other than that of our own people. They see us struggling her-
oically against giant foreign interests and they do not want us
to win the battle.
They do not want us to be able to concentrate all our
energy on the revolutionary reform program. They want to
destroy the revolution with their terrorism and by means of
economic strangulation. But the revolution is not just mine; the
revolution belongs to the people and we are doing nothing but
carry out the will of the people.
?
Now that it has become imperative, now that is has become
a duty to defend the revolution, it is the people who will have
the last word. Now, with all our countrymen gathered together
here, I am going to ask the people whether we should resume
trials by the revolutionary courts... I want the people to ex-
press their opinion and to decide this matter. Those who are
in favor of reestablishing the revolutionary courts should raise
their hands.
Since it is necessary for us to defend our country against
agression, since it is necessary ta defend our country from aerial
attacks from foreign bases, since it is necessary to defend our
country, against treason, the Council of Ministers will meet to-
morrow to discuss and approve the law re-establishing war tri-
bunals for as long as they are necessary. And even though the
courts will be the ones to decide according to law the sentence
of each of the guilty, I want the opinion of the people. Please
raise your hands those who think that the invaders of our coun-
try deserve to, face the firing squad... Raise your hands.
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those who believe that the terrorists deserve to face the firing
squad... Raise your hands, those who believe that pilots who
fly over our territory and drop bombs on our people deserve
to be condemned to death... And please raise your hands those
who believe that traitors like Huber Matos deserve finally to
face the firing squad. ?
? ft
Everybody knows that we did our best to put an end to
the war tribunals.
Everybody knows the grief we were caused by the dema-
fatory campaign made against our country while we were pu-
nishing the guilty.
Everybody knows the efforts we have made to increase
the tourist trade to develop that source of income for the coun-
try as part of the peaceful development of Cuba's wealth to
feed the Cubans, to give them jobs.
Everybody knows what a great effort we are making to
carry our revolution forward, with the maximum of generosity,
with the maximum of tolerance, with the maximum of good will.
Everybody knows how we dislike having to give again to
the gang of base individuals who try to belittle us, to the inter-
national wire services, and to certain magazines and newspapers
who slander us, another opportunity to present us before the
world as callous and cruel.
Everybody knows how much we sacrifice by re-establish-
ing war tribunals and even the harm that will result to our eco-
nomy, especially after that wonderful convention of the Amer-
ican Society of Travel Agents here. After thousands of our
people worked so hard to make the convention a success, all
the benefit we expected from it becomes no more than a van-
ishing illusion thanks to the traitors, the criminals of war, and
the other enemies of Cuba.
Everybody knows how hard and difficult it is for us to
make this decision. But since we must defend our country from
aggression, since we are being bombed, since our enemies want
to defeat us by terror and hunger, we have no other alternative
but to defend our country. We are men who do our duty.
Cuba must, first of all, survive as a nation and defend her
sovereignty as a nation. To survive is the matter of most ur-
gency and must take precedence even over our most worthy
illusions, even over our fondest dreams.
ft
? ft
We have always envisioned a future in which we can bring
about an era of peace and happiness. We have always dream-
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ed of alleviating the pain and misery of the forgotten, of educat-
ing the uneducated, of feeding the hungry. We have always
looked forward to providing the essentials of life to those who
have always been the forgotten ones here in Cuba, those whom
we remembered, when nobody else remembered them. While
others spoke of democracy and of freedom they forgot that
where there is ignorance, where there is hunger, and where
there is despair, one should speak not of democracy but of
oppression.
Many Cubans have been held all their lives under the op-
pression of the big monopolies and robber barons. The first
right of man is the right to life itself, the first right of man is
the right to bread for himself and his children, the first right of
man is to live by the sweat of his own brow; and all men are
entitled to be given an education.
Here the children of rural families died for lack of medical
assistance; these children had no rights. Women became old
before their time and died prematurely; these women had no
rights. Entire families fainting from hunger had no rights. These
Cubans were denied the right to life itself.
? ?
The men who deceived our people by making false use of
abstract ideas always ignored those who make up the majority
of our people, those for whom no one ever did anything, for
whom no one ever fought, those whom we set out to redeem
without taking the essentials of life from anybody else, those
whom we are going to redeem by developing the wealth and
resources of our own country.
It is our dearest wish to bring relief to these people. We
have dreamed and we will continue to dream of a revolution in
which the will of the majority of the people may prevail over
the selfish minorities.
Greed on the part of the selfish minorities is what makes
them unable to adapt themselves to the revolution which is a
reality in Cuba today. We have dreamed that the great major-
ity who support us would be respected by the minority. Instead,
we have harvested counterrevolutionary campaigns, mercenary
invasions, uprisings led by foreigners, aerial attacks from bases
in foreign countries, and unscrupulous opposition by newspaper-
men who misuse freedom of the press to whitewash traitors in
a concerted scheme of sabotage against us.
As a consequence we have harvested the bombing of sugar
mills and the destruction of homes in the country and 47 victims
in the capital.
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But we are not willing to permit terror to take over the
country. With Santo Domingo on one side and Florida on the
other side, we are not willing to sit idly by while every mother,
every son, and every wife, from one end of the island to the
other, lives as I saw families live in the Sierra Maestra?with
a veritable psychosis about airplanes, in a state of terror from
bullets and bombings.
We must defend our country. Since we must defend our
people, since we must defend our school children?the same
children that I saw parading and singing on their way to this
impressive concentration?since we must defend them: since
we have been harvesting only evil; and since our enemies have
become so audacious, it is good for us to let the world know
that the Cuban people have decided to defend themselves.
Before the Cuban people are anihilated, the Cuban people
are ready to anihilate as many enemies as are sent against them.
Before allowing themselves to be murdered, the Cuban people
are ready to die fighting.
The reactionaries, the invaders, and the counterrevolutio-
naries, both inside Cuba and outside Cuba, whether numerous
or few, will find a nation that is proud to declare that we do not
wish to do harm to anyone that we do not wish to jeopardize
any other people in any part of the world; that we wish only to
live by our own labor; we wish only to live from the fruits of
our own intelligence and wish only to live by the work of our
own hands; but in order to defend our aspirations; in order to
fulfill our destiny in this world: in order to defend rights that
?are the inalienable rights of any people of the world, big or
small, today, yesterday or tomorrow, in order to defend our
honest aspirations, the Cuban people are ready to fight.
Men, women, children, even the aged, we are all ready to
fight. Ours is a just cause, we do not wish harm to anyone, and
no one has the right to do us harm. Today we proclaim that we
do not fear anything or anyone, that we do not fear the mea-
sures taken against us, and that we are not afraid to take all
the measures that we may have to take against those who wish
to destroy us.
? Today Cuba has attracted the attention of the whole world.
Cuba has won admiration all over the world and we are not
going to lose or abandon the respected position we occupy
among the peoples of Latin America and the other people of the
world.
Cuba is not going to be unworthy of the glory and prestige
? we have gained by defending our legitimate rights.
?27?
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Our revolution has been a success because of the kind of
people you are. Otherwise, we could not carry out this kind of
revolution. Those who have never studied history, and those
who forget the history of other nations, those who have never
read the chronicles of mankind, from the times of Greece to the
present day, are the only ones who can fail to understand what
a revolution is, and are the only ones who can be unaware that
anybody who attempts to block a revolution will be crushed
under the people's advance.
Only those who are ignorant of history fail to understand
that the hesitant and the cowardly are carried along by the
people. Cuba is the scene of one of the most interesting and ex-
traordinary revolutionary processes ever known, if we take into
account the obstacles that must be overcome, if we take into
account the powerful resources that are being used to crush our
revolution.
The people of Cuba have a mission to fulfill and we will
fulfill it, because the people of Cuba are the kind with whom a
revolution like this can be carried out.
Those who lack the courage of their convictions are not
important. When have they been important in the history of a
nation?
Those who hesitate do not matter. When have they mat-
tered in the history of a people?
The cowards do not matter. When have the cowards mat-
tered in the history of a people?
When we were only twelve men, what did it matter that
some hesitated and some lacked the courage of their convic-
tions? Did they prevent the revolution from attaining an ex-
traordinary victory? Twelve men finally succeeded in bringing
the rest of the nation into the struggle.
Today Cuba is holding her head high. Today Cuba fears
no obstacle. This entire revolutionary nation is now on her feet
and must not fear anything or anyone. The whole nations holds
her head high like one great united army above those contempt-
ible men why try to create confusion, above those unscrupulous
ones who try to divide Cuba and weaken Cuba. Men of no feel-
ing, they are unable to share in this hour of illusion the emo-
tion or the spirit that has been aroused in Cuba after four cen-
turies of struggling for justice.
? 28 ?
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High above those who try to weaken it, the Nation stands
united and disciplined like a single army. The people of Cuba
are proud as a people. The nation is proud of its destiny. The
people of Cuba are thinking as a nation for the first time, and
united in a great cause. Those who are against Cuba are all
those who are unable to understand this great cause that has
been undertaken by our nation, by our guajiro soldiers, by our
farmer ? who constitute one half of our social group.
Cuban workers, Cuban students, professional men and
women of Cuba, and all other worthy Cubans of all walks of
life, are aware that the fate of our nation is at stake. Our very
survival as a nation is at stake.
In order to attain peace and happiness, and well aware
that our nation is involved in a heroic struggle that can free us
from the bonds of economic and political slavery, the people of
Cuba are determined to win these final battles in the struggle
that began in the past century.
The nation is convinced as it has never before been con-
vinced that it is upholding a just, a good cause. The nation is
convinced of our loyalty, the nation is convinced that from this
struggle there can be no retreat for us and we shall not retreat.
The nation knows that we will not give up the fight until
our bodies are laid to rest. The nation is conscious of its destiny.
certain of its rights, proud of its History. When I see the emo-
tion that shows on the face of all our people, I can have not
doubt that Cuba will emerge victorious, because I firmly believe
that a nation such as ours has become must be respected.
Nothing can dismay us now; we will not let accusations
stop us; we are not concerned for our own lives; we care only
about the destiny of our nation.
The trust and faith placed in us by the people will not be
betrayed, will not have been in vain. We are very conscious of
our duty at this hour, and we can assure you that we will do
our duty. And just as, in the past, we assured you that the vic-
tory would be ours, we assure you now that if, as a nation, we
can go ahead as we have begun, we will overcome our obsta-
des, because when the people of a nation are willing to fight for
their rights, are ready to die, they must be respected.
?Those who preach fear are our worst enemies, those who
preach fear are preaching our destruction, those who preach
fear preach the extermination of our people.
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Get thee behind us! .we say to the cowards.
Get thee behind us! we say to the fainthearted.
Get thee behind us! we say to all those who are trying to
further their own petty ambitions in this, Cuba's finest hour.
Get thee behind us we say to all those who board the vic-
tory train when all goes well and abandon it at the first sign
of trouble.
Those who have courage, we invite to stay with us. Those
who have faith, we invite to stay with us. Those who are ready
to give all they have, we invite to stay with us.
Anyone who lacks courage, anyone who has doubts, should
lose no time in leaving the ship.
Let the cowardly recant, let those who have no faith recant.
? Those who have a sense of duty do not fail in it.
Those who have a fighting spirit do not renounce it.
Those who do not feel able to play a role in this unique
moment in our history, should go their way.
Those who do not believe in the Revolution should go their
way.
We believe in the people and we know that the people will
justify our belief, in them.
Any government true to the people, will find the people
true to the leaders of that government. It is not without mean-
ing that this rally is bigger than the one we held 8 months ago.
It is not without meaning that after 10 months of Revolutionary
Government the people of Cuba give even greater support to
the revolution.
The reason is simply that the Revolutionary Government
has been true to the people. To all those who said that the Re-
volutionary Government was going to grow weak and lose
favor we say: Look at the people, and you will see that only
the men who betray the people lose their strength: the men who
remain loyal to the people never lose the people's favor.
? *
What we want to point out is the progress of the revolu-
tion.
What we want to point out is that every day we are given
more cooperation.
What must not be overlooked is that soldiers are building
highways and schools, that teachers are working for half salary,
that workers are voluntarily increasing their working-day to
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help the government, that citizens are collecting dollars, that
children are collecting pennies, that workmen are working on
Sundays to contribute their labor as a donation to. the resources
of the revolution.
The wonderful spirit of self-abnegation on the part of the
people, the stirring of the conscience of the people, the willing-
ness to sacrifice whatever is necessary, the conviction that their
'destiny can be won by sacrifices, the certain knowledge that
they themselves? and only they? can guarantee a better future
and that they must rely on themselves, and the realization that
heroic peoples are the only ones who have the right to be free,
to be happy and to be independent: All this is what encour-
ages us.
It is heartening for us to see that our people are ready to
make whatever sacrifice necessary, that they have the courage
to cope with any risk that arises, and have courage enough to
let our enemies know that if they come, that if they drop bombs,
and if they fire their guns at us in attacks upon us, the nation
will be defended as long as a drop of blood remains in any of
our people.
Cuba will never surrender, every house will be a fortress:
we will fight on every terrain necessary and with all kinds of
weapons, and those who plot to take over Cuba will?as Maceo
used to say?find only dust mixed with blood.
?
So, if we cannot buy planes, we will fight on the ground
when the fight comes down to the ground. If they persist in
dropping bombs, we will build underground shelters and tun-
nels. The people are in a fighting mood, and we shall immedia-
tely begin training the farmers and the workers and the stu-
dents. The tribunals of war and the Revolutionary military
courts will be re-established and the pilots who land on Cuban
territory will inexorably go before the firing squad. We will
defend our country by fighting on every terrain necessary and
if England does not sell us the planes, we will buy them where
they will sell them to us. If there is no money in the treasury
to buy combat planes, the people will give the money to buy
planes.
And right here, right here, my friend Almeida, I give you
the pay checks of the President of Cuba and of the Prime Mi-
nister, as a contribution to buy planes.
?31
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In closing, I want only to say:
The Land Reform is hire to stay.
' The Petroleum Law is here to stay.
The Revolutionary measures taken to defend Cuba are
here to stay.
The Education Reform is here to stay.
The Reform of the University and all our reforms are here
to stay.
If anybody wants to criticize us for this, let them criticize
us.
If they accuse us, for this let them accuse us; if they attack
us, for this let them attack us.
We shall fight those who dare plan the destruction of the
revolution. And we take an oath in the name of the people of
Cuba ?that is, in the name of yob and us? that either Cuba,
will triumph or we shall all die striving toward that triumph.
Now, more than ever, we take for our own the words of
our national anthem: "Hasten to the fight Cubans, the country
is proudly watching: do not fear a glorious death. To die for
your country is to live on!"
?32?
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EDITORIAL EN MARCHA
APARTADO POSTAL 6386.
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ILL MU m WI IENTO EDUCATIVO 0
19
-63
3-1964
AliV01103 11431/13M10141 31
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REPUBLICA DE CUBA
MINISTERIO DE EDUCACION
1NFORVIE
A LA XXVII CONFERENCIA INTERNACIONAL
DE INSTRUCCION PUBLICA
CONVOCADA POR LA OIE Y LA UNESCO
GINEBRA (Suiza)
6-17 de Julio de 1964
EDITORIAL NACIONAL DE CUBA
EDITORA DEL MINISTERIO DE EDUCACION
LA HABANA, 1964, A&o DE LA ECONOMIA
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INTRODUCCION
Cuba, en su Informe a la XXVI Conferencia Internacional
de Instruccion Publica, expres6 que, una vez lograda la exten-
sion de los servicios educativos para garantizar la prestacion
gratuita de la ensefianza a toda la ciudadania, centraba su
preocupaci6n en dos aspectos fundamentales:
a) En la reorganizacion del aparato de administraci6n es-
colar, con aprovechamiento al maxim? de la experiencia
adquirida sobre la marcha en la que la participacion
activa del pueblo en la ejecuciOn de las tareas educativas
estuviera presente, y
b) En el mejoramiento de la calidad de la ensefianza, con
aumento del nivel de escolaridad del alumnado y la su-
peracion del personal docente encargado de impartirla.
Hoy, en su Informe a la XXVII Conferencia Internacional
de Instruccion Publica, Cuba declara que, mantiene vigente
en su politica educacional los mencionados aspectos y que en
el panorama del movimiento educativo correspondiente al Cur-
so Escolar 1963-1964 se destacan como hechos significativos de
trascendental importancia dentro del desarrollo planificado
de su educaciOn, los siguientes:
El desarrollo cuantitativo de la ensefianza en todos los nive-
les y tipos de escuelas unido al esfuerzo simult?o por el me-
j oramiento de la calidad de la ensefianza. Las consignas de
"promociones de cantidad y calidad .en la enselianza" y la
"batalla por el sexto grado de primaria" como campafia si-
guiente a la de alf abetizacion de adultos realizada en 1961
forman parte de las aspiraciones y expresiones del pueblo.
El movimiento de Cursos de Perfeccionamiento o Superacion
al personal en servicio, movimiento que traspasa el campo pro-
pio del Ministerio de Educacion y se extiende por todos los
demas Ministerios del Gobierno y llega a organismos sindicales
y de masas.
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El desarrollo de la educaciOn de adultos en todos los niveles.
Cuba impresiona al visitante al presentarse como un pais con-
vertido en una gran escuela.
La utilizacion sistematica de la television y la radio para
programas de enselianza y de actividades educativas.
La produccion de libros escolares de la Editora del MINED.
La organizaciOn y disciplina logradas en las Escuelas del Plan
de Becas del Gobierno Revolucionario que abarca a cerca de
100,000 becarios bajo el regimen de internado.
El esfuerzo en reorientar la ensenanza, en todos los niveles
y fundamentalmente en lo que a dare una fuerte base cienti-
fica y de politecnizaciOn se refiere, indispensable a la "Revo-
lucion Tecnica" planteada por el Primer Ministro del Gobierno,
Dr. Fidel Castro.
Los planes de impulso a la ensefianza agropecuaria.
La planificaciOn democratica de la educaciOn mediante la
aplicaciOn de la llamada "linea de masas" que garantiza la par-
ticipaciOn de todos los que intervienen en la ejecuciOn de los
planes educativos.
Los planes expansivos de formacion de maestros primarios
y de ensefianza secundaria.
El auge y consolidaciOn de los planes relativos a las activi-
dades extraescolares en los diferentes niveles y tipos de ense-
fianza.
La emulaciOn socialista en funcion de motor impulsor y de
aceleramiento a los planes escolares.
Pero de todo lo anteriormente sefialado lo que m?asombra
es que Cuba pueda desarrollar sus grandes planes econOmico-
sociales, dentro de los cuales desenvuelve los que se refieren
a educaciOn, en medio de la ilegal y criminal lucha a que la
somete su poderoso vecino imperial: incursiones aereas, sabo-
tajes, ataques de mercenarios, violaciOn de su espacio aereo
con vuelos de espionaje, bloqueo economic? total que incluye
hasta la prohibicion de compra de medicinas, etc. Frente a ello
Cuba levanta su voz y mantiene su m?viril protesta ante
la ONU y la opinion pliblica mundial.
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I ADMINISTRACION ESCOLAR
1) Medidas Administrativas.? Modificaciones introducidas en
el transcurso del aim en la administracion escolar: creacion,
supresiOn o reorganizaciOn de los servicios administrativos o
consultivos:
De acuerdo con lo que demuestra la experiencia social de
que "la organizaciOn surge del trabajo, y no este de aquella",
y que "descubrir en la practica las formas organizativas que
nos va mostrando el desarrollo es tarea de gran importancia
para la politica educacional", el Ministerio de EducaciOn de
Cuba ha introducido importantes modificaciones en su estruc-
tura administrativa que responden a esos hechos del proceso
social.
Igualmente con base en lo ya establecido desde 1959 de que
la administraciOn de los servicios docentes y complementarios
funcionan descentralizadamente y la direccion y alta supervi-
sion tecnico-administrativa de los mismos opera en forma cen-
tralizada, al nivel nacional, se han establecido niveles interme-
dies o regionales que se identifican con la nueva division poli-
tico-administrativa del pais (unidades regionales socio-econo-
micas) y que permiten una administraciOn educacional m?
directa y por ende mejor controlada.
Se puede definir la actual organizacion en los siguientes
lineamientos:
Primero: La division del trabajo de direccion, en todas las
escalas corresponde a los diferentes niveles y tipos de enseiianza:
Primaria, Secundaria (Basica y Pre-Universitaria), Industrial,
Agropecuaria, de AdministraciOn, de FormaciOn de Maestros,
de Idiomas, Universitaria y de Adultos (Educacion Obrero-
Campesina, etc.)
Segundo: La administracion descentralizada a niveles pro-
vinciales y regionales y la orientaciOn y determinacion de la
politica educacional con la alta supervision tecnico-administra-
tiva operada centralizadamente a un nivel nacional.
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Tercero: El metodo de trabajo colectivo, la discusiOn demo-
cratica, la responsabilidad individual y la participaciOn masiva
del pueblo en las tareas de organizaciOn e impulso de los planes
educacionales.
La extension de los servicios docentes, la participacion del
pueblo en la direcciOn de la enselianza, el nuevo caracter de
las relaciones entre pueblo y funcionarios tecnico-administra-
tivos del Ministerio y entre estos funcionarios, los maestros
y profesores y la intervencion de padres, maestros y estudiantes
en la soluciOn de los problemas conforman hoy la estructura
de los organismos de direcciOn del Ministerio. M?concreta-
mente, una serie de importantes acontecimientos nacionales han
condicionado e influido decisivamente en la determinacion de
esa estructura actual. Los m?importantes han sido:
La Campaiia Nacional de AlfabetizaciOn que le dio un caracter
especial y un impulso decisivo a los Consejos Municipales y
Provinciales de EducaciOn (Organismos integrados por funcio-
narios del Ministerio y representaciones de organismos popula-
res); la creaciOn de miles de aulas en las regiones montafiosas
a cargo de los denominados Maestros Voluntarios (estudiantes
de segunda ensehanza convertidos en maestros de ensenanza
primaria mediante Cursos de Formacion de Emergencia de
cuatro a cinco meses de duracion) transformados m?tarde
en "Brigada de Maestros de Vanguardia Frank Pais" (martir
revolucionario) que conformO la estructura de los actuales "De-
partamentos Regionales de Montana"; el establecimiento de
miles de aulas primarias rurales y urbanas y decenas de escue-
las secundarias basicas (primera etapa de la educacion secun-
daria ? tres afios) y la nacionalizaciOn de las antiguas escuelas
privadas; los vastos planes de la educacion de adultos (obreros,
campesinos y mujeres en trabajos menores) y la organizacion
de una amplia red de Escuelas e Institutos Tecnologicos; las
facultades otorgadas al Ministerio en la planificacion de la
ensefianza universitaria como parte de la planificaciOn integral
de la educaciOn; el desarrollo, editorial, a traves de la Editora
del Ministerio de EducaciOn con la consiguiente elaboracion y
traducciOn de numerosos libros y textos de ensefianza y el es-
tablecimiento de amplias relaciones culturales con el extranjero,
todo lo cual ha contribuido a la creacion de organismos tecnicos
y administrativos adecuados a tales fines.
La transformacion de las antiguas escuelas Normales en "Es-
cuelas de SuperaciOn PedagOgica" que tienen a su cargo la
formaciOn de maestros en servicio, no titulados (Maestros Po-
pulares), la expansion de los Cursos de Perfeccionamiento del
Instituto de SuperaciOn Educacional (ISE) con el estableci-
miento de cursos regulares y sistematicos de superaciOn para
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funcionarios, inspectores; profesores, maestros y personal tec-
nico o administrativo en general; el nuevo plan de formacion
de maestros primarios en tres etapas, han influido tambien en
la organizaciem del Ministerio. El Plan de Becas del Gobierno
Revolucionario, que en si mismo plantea una revolucion edu-
cativa y problemas a resolver en el orden pedag6gico y en
cuanto a la orientacion ideolOgica y vocacional que representa
todavia una compleja cuestion organizativa en lo docente y
en lo administrativo.
A estos hechos hay que agregar las exigencias que una eco-
nomia planificada le impone a la administraciem de los servicios
docentes. Problemas del sistema de control econ6mico, costos,
inversiones, estadisticas, presupuestos elaborados desde Unida-
des Municipales y Regionales y discutidos en todos los niveles,
son cuestiones nuevas para funcionarios, profesores y maestros,
que han tenido que afrontarlas sin la experiencia necesaria
y que han influido, como los anteriores, sobre las formas de
organizaciem.
Y, por sobre todo, el cambio radical en la orientacion de la
enserianza que se ha venido operando y que deb era desarro-
llarse con m?fuerza a medida que avanza la construccion de
la nueva sociedad socialista que edifica el pueblo de Cuba.
Las formas nuevas de organizaciem plantean tambien la ne-
cesidad de responder no solamente a las exigencias del mo-
mento actual, sino a las del futuro inmediato en relacion con
los logros alcanzados, los cuales determinan a su vez los nuevos
rumbos del desarrollo.
Estos logros pueden expresarse en lo siguiente:
Primero: Desarrollo masivo de los servicios educacionales.
Segundo: Elevaciem de la conciencia educacional en maes-
tros, profesores, estudiantes, padres, obreros, cam-
pesinos y pueblo en general.
Tercero: Participaciem militante del pueblo en las tareas
educacionales, a traves de sus organizaciones.
Cuarto: La unificacion del Sistema Escolar, por medio de
la Nacionalizaciem de las escuelas privadas.
Quinto: Desarrollo de las condiciones minimas de organi-
zacion para garantizar estos exitos y determinar,
a mediano plazo, un salto de calidad en la ense-
rianza, que es, en el momento presente, el m?
importante deber de los que trabajan en la Edu-
cacion.
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En sintesis funcionan dos estructuras paralelas del Ministerio
de Educacion de Cuba en lo que a administracion de servicios
educacionales se refiere:
1.?Una estructura de caracter tecnico-administrativa, com-
puesta por organismos y funcionarios especializados o pro-
f esionales, destinada a satisfacer los servicios educaciones
del pueblo y a desarrollar la planificacion y ejecuci6n
de los programas del Ministerio.
2.?Una estructura de catheter administrativo-popular en la
que se integran los funcionarios del Ministerio con los
representativos de las principales organizaciones de masa
del pueblo y que se encarga de impulsar los planes del
Ministerio mediante la coordinacion y el apoyo de las
instituciones y organismos populares.
La Estructura Tecnico-Administrativa:
La preside el Ministro de EducaciOn, y le siguen en niveles
jerarquicos :
Un Vice-Ministro Primero y
Cinco Vice-Ministros:
Vice-Ministro de la Enserianza Elemental (nueva creacion);
Vice-Ministro de la Enserianza Secundaria (nueva creacion);
Vice-Ministro de la Enserianza Tecnica y Prof esional (nueva
creacion); Vice-Ministro de la Enserianza Superior (nueva crea-
cion) y Vice-Ministro de Servicios Generales (Administracion?
nueva creacion).
Bajo la direccion del Ministro funciona el Consejo de Di-
recciOn integrado por los Vice-Ministros y cualesquiera otros
funcionarios nacionales que el Ministro designe. Este es el
Organo colectivo de m?alta jerarquia del Ministerio.
Los Vice-Ministros con las diferentes Direcciones Nacionales
que estan bajo la orientacion de estos constituyen los 6rganos
colectivos correspondientes.
Las Direcciones Nacionales son organos que rigen, orientan,
supervisan y evaluan las actividades concernientes a un nivel
o tipo de enserianza o a an determinado servicio complemen-
tario. Son las siguientes:
Direcci?n Nacional de Enserianza Primaria
Direcci?n Nacional de Formacion de Maestros
Direcci?n Nacional de Ensefianza Obrero-Campesina
(Educacion de Adultos)
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Direcci?n
Direcci?n
Direcci?n
Direcci?n
Direcci?n
Direcci?n
Direccion
Direcci?n
Direcci?n
Direcci?n
Nacional de Superacion de la Mujer
(Educacion de Adultos?nueva creacion)
Nacional de Ensefianzas Diferenciadas
(Educandos con defectos o impedimentos)
Internados de Primaria
(nueva
Secundaria
Industrial
Agropecuaria
(nueva creacion)
Administracion
(nueva creacion)
Idiomas
(nueva creacion)
Superior (nueva creacion)
Educacional
television y prensa escrita)
de Superacion Educacional
(I S E)
Nacional de
Nacional
Nacional
Nacional
Nacional
Nacional
de
de
de
de
de
Ensefianza
Ensefianza
Ensefianza
Ensefianza
Ensefianza
Nacional de Ensefianza
Nacional de Extension
(Programas educativos por radio,
Direcci?n Nacional del Instituto
Direcci?n
Direcci?n
Direcci?n
Direccion
creacion)
de
de
Nacional de Administracion
Nacional de Personal
Nacional de Economia (nueva creacion)
Nacional de Organizacion y Comprobacion
(nueva creacion)
(nueva creaci6n)
Direcci?n de Relaciones Externas
Direcci?n Nacional de Becas
Direcci?n de Control Tecnico de la Ensefianza
(Tiene la responsabilidad de revisar y estudiar los planes
y programas elaborados en los distintos niveles de ense-
fianza, para darle unidad ideologica y pedagogica al sistema
educacional. Funciona como un organismo asesor del Mi-
nistro y de los Vice-Ministros, sin funciones ejecutivas ?
nueva creacion)
Direcci?n de la Editora
Direcci?n de Ciudad Escolar Libertad (nueva creacion)
Como Departamentos Nacionales de servicios especiales estan:
Departam. ento de Educacion Fisica
Departamento de Psicologia Educacional
Departamentos de Bibliotecas Escolares.
Las Direcciones Nacionales con los grupos de tecnicos espe-
cialistas y jef es de Departamentos adscriptos a estas constitu-
yen los Organos colectivos correspondientes.
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Comision Nacional de Emulacion:
Como Organismo adscripto al Vice-Ministerio Primero fun-
ciona la Comision Nacional de Emulacion que tiene tres obje-
tivos fundamentales:
1. Sirve de motor para impulsar la actividad de los traba-
jadores de la ensefianza.
2. Es un instrumento de educacion de masas.
3. Se emplea para medir la comprension politica y la capa-
cidad de trabajo de los dirigentes administrativos, tecnicos
y sindicales.
Para dar cumplimiento a estos objetivos y llevar adelante
la emulacion, el Ministerio instituy6 la Comision Nacional de
Emulack:al, presidida por el Viceministro Primero en lo nacio-
nal y por los Directores Provinciales y Regionales en sus res-
pectivas jurisdicciones.
La Comision cuenta con la participacion del Sindicato Na-
cional de Trabajadores de la Ensefianza y de la Uni6n de
Estudiantes Secundarios, para llevar adelante el cumplimiento
de los planes ernulativos.
El Ministerio organiz6 el trabajo emulativo con la confeccion
de planes de emulacion de acuerdo con los distintos niveles
de la ensefianza y con sus frentes de trabajo, y adopt() asi-
mismo cada plan a la organizacion general del organismo.
El contenido de la emulacion en forma general ha atendido
los aspectos m?importantes de la ensefianza, incluyendose
con mayor peso:
a) Asistencia y puntualidad de los trabaj adores.
b) Asistencia del alumnado.
c) Rendimiento escolar controlado y desarrollado de los pro-
gramas.
d) Superacion profesional.
e) Aceleracion, repaso y actividades extra-escolares.
f) Fortalecimiento de los Consejos de Escuela y Centros,
segian el caso.
g) Fortalecimiento de los planes de Educacion Obrera y
Campesina.
h) Incremento y conservacion del material didactico, mobi-
liario, edificios, equipos, etc.
El contenido de la emulacion representa el centro de la po-
litica educacional que se concreta en dos aspectos fundamen-
tales: escolaridad y economia.
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Los objetivos generales de los planes de emulacion de la
ensefianza, son los siguientes:
I. Vincular la teoria con la practica.
2. Que sirva como instrumento de educacion de las masas.
3. El logro de promociones cuantitativas y cualitativas.
4. El aumento de la asistencia, tanto de prof esores como
alumnos.
5. Incrementar la superacion profesional en el profesorado.
6. Vincular los trabajadores profesionales a los cursos de
Educacion Obrera y Campesina.
7. Lograr una mayor preocupacion por el cuidado, conserva-
cion, mantenimiento e incremento de los bienes escolares.
8. Fortalecimiento de los Consejos y Centros.
Organismos provinciales, regionales, etc.:
Cada provincia, de acuerdo con el principio de descentraliza-
cion tecnico-administrativa, se organiza en Direcciones Provin-
ciales, Direcciones Regionales y Municipales o Seccionales en la
que se reproduce las unidades correspondientes a los distintos
niveles de la ensefianza y tipos de escuelas.
Los Directores Provinciales con los Sub-Directores Provincia-
les y personal tecnico adscripto constituyen los organos colec-
tivos correspondientes. Igual sucede con los Directores Regio-
nales.
Son funciones basicas inherentes a las direcciones de cuales-
quiera de los distintos niveles de la enseirianza, como unidades
tecnico-administrativas, las siguientes:
La planificacion, la orientaci6n, la coordinacion, la ejecucion,
la descentralizacion, la supervision y la evaluacion de las dis-
tintas labores a realizar, bajo el principio de la aplicacion de la
discusion colectiva y la decision individual del dirigente.
La planificacion educacional recae fundamentalmente en e1.
trabajo de las direcciones nacionales de las diferentes ensenan-
zas y tipos de escuelas y esta se realiza en un movimiento que
recorre los niveles provinciales, regionales y el nacional, de
acuerdo con la llamada linea politica de masas (participaci6n
de funcionarios especialistas de todos los niveles, de maestros
y prof esores y organismos populares) hasta la determinacion
de los planes por parte del Consejo de Direcci?n o en iiltima
instancia del Ministro de Educacion. Esta planificacion educa-
cional se integra a la planificacion general del desarrollo eco-
nOmico-social del pais a traves de la vinculacion permanente
entre la Direcci?n de Economia del Ministerio de Educaci6n
con la Direcci?n correspondiente de la JUCEPLAN (Junta
Central de Planificacion).
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La Estructura Administrativo-Popular:
Esta organizacion la constituyen los denominados "Consejos
de EducaciOn" integrados por representantes del Ministerio, de
las organizaciones de masas del pueblo y del Sindicato Nacional
de Trabaj adores de la Ensefianza.
Los Consejos no tienen funciones ejecutivas, su mision es
la de impulsar y coordinar el apoyo de las organizaciones po-
pulares a la obra de la educacion de acuerdo con las orienta-
ciones politicas, tecnicas y administrativas del Ministerio.
Bajo la orientacion del Vice-Ministro Primero funciona el
Consejo Nacional de EducaciOn que sirve como elemento d;
enlace entre el Ministerio y el pueblo y propicia la comprensiOn
de los trabaj adores y de las instituciones en los problemas y
empefios educacionales.
El Consejo Nacional de Educacion se compone de:
a) Un ejecutivo integrado por un Presidente, los Vice-Mi-
nistros de Educacion, un Secretario de OrganizaciOn,
un Secretario de Relaciones, el Secretario General, el Se-
cretario de Organizacion del SNTEC (Sindicato Nacional
de Trabajadores de la Enserianza y la Ciencia), y los
Delegados de las organizaciones siguientes: FMC (Fede-
radon de Mujeres Cubanas), CTC (Central de Trabaja-
dores Cubanos), CDR (Comite de Defensa de la Revo_
luciOn), ANAP (AsociaciOn Nacional de Agricultores
Pequeflos), UES (Union de Estudiantes Secundarios),
UJC (Union de Jovenes Comunistas), UPC (Union de
Pioneros de Cuba).
b) Un pleno, integrado por el ejecutivo, los directores y jefes
de los departamentos nacionales del MINED (Ministerio
de Educacion), el Secretario Nacional del SNTEC (Sin-
dicato Nacional de Trabaj adores de la Ensefianza y la
Ciencia), los ejecutivos de los Consejos Provinciales de
EducaciOn, el coordinador de la ComisiOn Nacional
de Apadrinamiento de Escuelas, el secretario de la Comi-
siOn Nacional de Emulacier' Socialista Educacional, y un
delegado del Ministerio de Salud PUblica procedente del
Departamento de Higiene Escolar.
Adscripto a cada direccion provincial, a cada departamento
regional, a cada seccional de educacion y a cada escuela fun-
cionan los Consejos de EducaciOn, Provinciales, Regionales,
Seccionales y de Escuelas, organismos que reproducen una
estructura similar a la del Consejo Nacional.
Todo lo anteriormente expresado como respuesta a este in-
ciso 1) del formulario, esta determinado en la Resolucion Mi-
nisterial Organica N9 99/64.
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2) Control de la Ensenanza.? Cambios de orden cualitativo
o cuantitativo introducidos en la inspecciOn de los diferentes
grados de la enserianza:
Se mantiene en la enserianza primaria la misma organizacion
expuesta en el informe correspondiente a la conferencia del alio
anterior, es decir a base de los colectivos tecnicos y las comi-
siones de estudio.
Igual regimen esta establecido para la ensetianza secundaria
general y para la enserianza tecnica y profesional.
Ha habido un aumento cuantitativo de inspectores en todos
los tipos de enserianza y de Directores Regionales de Educacion
(de nueva creaciOn) con motivo de la nueva organizacion tec-
nico-administrativa del Ministerio.
3) Financiamiento de la enselianza.? a) montante del pre-
supuesto del Ministerio de la instruccion Publica en 1964 o en
1963-1964, y si esa cifra es conocidamente global de los gastos
afectados a la educacion por las administraciones centrales, re-
gionales, locales; b) aumento o disminucion del presupuesto del
Ministerio de la Instruccion Pnbilea de acuerdo con lo infor-
mado en el ano precedente; c) porcentaje de ese aumento o de
esa disminucion; d) porcentaje de los gastos afectados por la
educacion en relacion con los gastos generales del Estado;
e) porcentaje de los gastos afectados por la educacion de acuer-
do con la renta nacional bruta del pais.
(VER ANEXO 1)
4) Construcciones escolares.? Medidas tomadas y resultados
obtenidos durante el ano transcurrido para responder a las ne-
cesidades sentidas en materia de construcciones escolares. Si
posible, porcentaje de aumento o disminucion del numero de
aulas construidas: a) en la ensefianza primaria, b) en la ense-
fianza secundaria, de acuerdo con lo informado en el afio pre-
cedente.
Se continila el plan 1961-1962 y se ha procedido fundamen-
talmente a atender la reconstruccion y reparacion de edificios
escolares destruidos o dafiados a causa del ciclon "Flora",
principalmente en las provincias orientales.
?13--
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Se sigue trabajando en las tres ciudades universitarias: en
,la de Oriente y en la de Las Villas se han completado las ins-
talaciones para becarios y en la de La Habana se adelantan
las obras de la Facultad de Tecnologia.
II DESARROLLO CUANTITATIVO DE LA ENSE&ANZA
5) Efectivos en maestros y alumnos.? a) Ultima cifra cono-
cida de efectivos en maestros y alumnos, con indicaci6n del
ario correspondiente, relativa a los distintos niveles de la en-
serianza (prescolar, primaria, secundaria, tecnica y profesional,
superior, escuelas normales; b) aumento o disminucion de
acuerdo con lo informado en el ario anterior; c) porcentaje
de aumento o disminuciOn.
(VER ANEXO 2)
III ESTRUCTURA Y ORGANIZACION DE LA ENSEISTANZA.
6) Reformas y disposiciones producidas en el curso del alio
11h63-1964, en cada uno de los niveles de la enseilanza.
a) Cambios en la duraciOn de la escolaridad obligatoria y en
la gratuidad de la enserianza:
? Se mantiene la escolaridad obligatoria para los seis grados
de la enserianza primaria con la aspiracion de ir elevandola
gradualmente, conforme necesidades del desarrollo economic?
hasta los nueve grados. En la actualidad se desenvuelve la de-
r_ ominada "Batalla del 69 Grado" para todos los trabajadores
que como consecuencia de la politica colonial, anterior a la
etapa revolucionaria, mahtenia el consecuente subdesarrollo
cultural. La enserianza, en todos los niveles y en todos los
tipos de escuelas se imparte gratuitamente.
b) Aumento o disminuciOn del nUmero de arios de estudios
en los distintos tipos de escuelas; c) modificaciones del au-
mento o de la distribuciOn de los ciclos o secciones exis-
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tentes en algunos Ordenes de la enserianza y d) creacion
de nuevos tipos de establecimientos escolares o de nuevas
enserianzas destinadas a preparar para actividades o diplo-
mas que antes no existian:
De acuerdo con los incisos b), c) y d), la organizacion actual
es la siguiente:
Educacien Primaria
Escuela Nacional Primaria:
urbana y rural
NOTA: Hay una educacion pre-
via a la primaria, la
preescolar, organizada a
b as e de dos etapas:
Circulos Infantiles para
nirios de 45 dias a 4
arios y Aulas de Pre-
escolar para nirios de
4 a 6 arios.
6 arios de estudios
EducaciOn Secundaria General
Escuela Secundaria Basica:
urbana y rural
Institutos Pre-Universitarios
3 arios de estudios
3 arios de estudios
Educacion Tecnica y Profesional
Escuelas Tecnicas Industriales:
Operarios 8 semanas a 1 alio de estudios
Obreros Calificados 3 arios de estudios
Institutos Tecnicos Industriales:
Tecnicos Industriales de
Nivel Medio 4 afios con 33 especialidades
Escuelas Tecnicas Agropecuarias:
Trabajador Agricola
Calificado 3 arios con 13 especialidades
Institutos Tecnicos Agropecuarios:
Tecnico Agropecuario de
Nivel Medio 4 arios con 6 especialidades
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Escuelas de Administracion:
Auxiliar de Contabilidad
Auxiliar de AdministraciOn
Secretariado
MecanOgrafo
Taquimecanograf?
Institutos de Administracion:
Contador
Contador Planificador
Tecnico de AdministraciOn
1
Escuela de Idiomas:
Profesor de idioma extranjero
F.
Traductor e interprete de
idioma extranjero
2 a 3 arios de estudios
3 a 4 arios de estudios
3 a 5 cursos-semestres
Enserianza Diferenciada
No tiene una duraciOn determinada; depende del tipo de im-
pedimento fisico-mental y el tiempo de ensefianza terapeutica
requerida para integrar al impedido a la vida social y de la
producciOn de acuerdo con sus posibilidades.
Educacion de Adultos
Primer Curso de SuperaciOn Obrera y Campesina
(hasta 2? grado) 1 ario de estudio
Segundo Curso de Superacion Obrera y Campesina
(hasta 6? grado) 2 arios de estudios
Curso Secundario de Superacion Obrera y Campesina
1 alio de estudio
Facultad Obrero-Campesina de las Universidades
1 a 3 afios de estudios
En todos los tipos de escuelas de enserianza secundaria, tec-
nica y prof esional y universitaria existen cursos de Educacion
de Adultos con horarios especiales y cursos por correspondencia,
que duran un ario m?que los cursos normales.
FormaciOn de Maestros y Profesores
Formacion de Maestros Primarios
(Centro Vocacional para Maestros Pri-
marios?un ario, Escuela para Maestros
Primarios?dos alms y en el Instituto
Pedagogic? "Makarenko"?dos arios.)
?16-
5 arios de estudios
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FormaciOn de Profesores de Secundarias Basicas
(Carrera Universitaria)
FormaciOn de Profesores de Pre-Universitarios
(Carrera Universitaria)
Enserianza Universitana
Facultad de Humanidades:
1. Escuela
2. Escuela
3. Escuela
4. Escuela
5. Escuela
6. Escuela
7. Escuela
de Filosofia (departamento)
de Letras
de Historia
de Ciencias Juridicas
de Ciencias Politicas
de Educacion
de Economia
Facultad de Ciencias:
1. Escuela de Matematica
2. Escuela de Fisica
3. Escuela de Quimica
4. Escuela de Ciencias BiolOgicas
5. Escuela de Geologia
6. Escuela de Geografia
7. Escuela de Psicologia
Facultad de Tecnologia:
1. Escuela de Ingenieria Civil
2. Escuela de Ingenieria Electrica
3. Escuela de Ingenieria Mecanica
4. Escuela de Ingenieria Quimica
5. Escuela de Ingenieria de Minas
y Metalurgia
6. Escuela de Ingenieria Industrial
Escuela de Arquitectura
Facultad de Ciencias Agropecuarias:
1. Escuela de Agronomia
2. Escuela de Veterinaria
3. Escuela de Zootecnia
Facultad de Ciencias Medicas:
1. Escuela de Medicina
2. Escuela de Estomatologia
?17-
4 arios de
4 arioS de
4 arios de
4 arios de
4 arios de
5 arios de
estudios
estudios
estudios
estudios
estudios
estudios
5 arios de estudios
5 alms de estudios
5 arios de estudios
5 arios de estudios
4 arios de estudios
5 arios de estudios
5 arios de estudios
5 arios de estudios
5 afios de estudios
5 arios de estudios
5 adios de estudios
5 arios de estudios
5 arios de estudios
5 arios de estudios
4 afios de estudios
4 arios de estudios
4 alms de estudios
6 arios de estudios
5 arios de estudios
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IV PLANES DE ESTUDIO, PROGRAMAS Y METODOS
7) Reforma de los planes de estudios. a) Disciplinas o asig-
naturas introducidas o suprimidas en los planes de estudio
de los distintos ordenes de la enserianza; b) disciplinas
que, en el curso del ario transcurrido, dieron lugar a un
aumento o disminucion del niunero de horas que figuran
en los horarios. 8) Reforma de los programas. Disciplinas
cuya modificacion del contenido exigi6 una revision de los
programas en el curso del ano transcurrido y 9) Reformas
didacticas. Disposiciones tomadas durante el atio transcu-
rrido sobre el empleo de nuevos metodos o tecnicas de la
enseflanza:
De acuerdo con el regimen de planificacien implantado pop
el senor ministro (ResoluciOn Ministerial N9 367/64), las direc-
ciones nacionales de los distintos tipos de enserianza organizan
seminarios nacionales durante el mes de agosto de cada curso
escolar, seminarios que cubren dos objetivos fundamentales:
a) EvaluaciOn del trabajo realizado y de los rendimientos
logrados al finalizar el curso en relaciOn con las tareas
y metas propuestas. Situaci6n general de la educaciOn.
b) PlanificaciOn de las principales tareas a desarrollar y
metas a alcanzar en el proximo curso escolar.
En concordancia con estos objetivos los seminarios estudian
y analizan, entre otros aspectos, todo lo referente a planes de
estudios, programas y metodos o tecnicas de la ensefianza con
vista a elevar las recomendaciones pertinentes al Consejo de
Direcci?n y Ministro de EducaciOn a trayes de las Direcciones
Nacionales respectivas.
En estos seminarios se aplica "la linea politica de masas"
por lo que estan presididos por los directores nacionales e in-
tegrados por comisiones de directores y sub-directores provin-
ciales y regionales de educacion, inspectores y prof esores selec-
cionados por su calificacion.
Previo a la celebraciOn de los seminarios nacionales y como
preparaciOn de los mismos se celebran durante los meses an-
teriores a este evento asambleas provinciales y regionales de
educacion donde se discute la agenda completa del seminario
por parte de todos los maestros y prof esores correspondientes
al tipo o nivel de enserianza respectivo.
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Los actuales planes de estudios, programas y metodos son
los mismos del curso pasado, pero todo hace indicar de acuerdo
con el resultado de las conferencias provinciales y regionales
preparatorias que se han celebrado que para el proximo curso
escolar 1964-1965 se produciran cambios en los mencionados
planes de estudios, programas y metodos correspondientes a los
distintos tipos de ensefianza.
10) Nuevos libros de texto (por disciplinas)
PLAN DE
ENSESTANZA
EDICIONES PARA EL CURSO 1963-64
TOTALES
Primaria
Secundaria Basica
Pre-Universitaria
Tecnica-Profesional
Obrero-Campesina
Superacion para Maestros
N? DE No DE
TITULOS EJEMPLARES
34 7'360,000
25 4'285,000
23 1'045,000
53 1,451,000
9 2'640,000
14 1'861,000
158 18'642,000
Editora del Consejo Nacional de Universidades
82,435
18'724,435
LIBROS DE TEXTO (FOR DISCIPLINAS) DE ACUERDO
CON EL PLAN DE EDICIONES PARA EL CURSO 1963-64.
ENSES1ANZA PRIMARIA
Titulo Ejems.
1.?Rimas Infantiles (Libro lro. de Lectura)
(reediciOn) 500,000
2.?Cuaderno de Trabajo de Rimas Infantiles
(Libro primero de lectura). .. 500,000
.3.?Juego de Laminas del Libro lro. de Lectura
Rimas Infantiles . 30,000
4.?Libro 2do. de Lectura 300,000
5.?Libro 3ro. de Lectura 250,000
6.?Libro 4to. de Lectura 200,000
7.?Libro 5to. de Lectura 150,000
2.?Libro 6to. de Lectura 125,000
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9.-bengua Espanola 2do. (Almendros-Alvero) ? . 300,000
10.-Lengua Espanola 3ro. (Almendros-Alvero) . ? 200,000
11.-Lengua Espanola 4to. (Almendros-Alvero) 150,000
12.-Lengua Espanola 5to. (Almendros-Alvero) 150,000
13.-Lengua Espanola 6to. (Almendros-Alvero) 125,000
14.-Aritmetica (2do. nivel N? 1)
(para escuela unitaria) 300,000
15.-Aritmetica (2do. nivel N9 2)
(para escuela unitaria) 300,000
16.-Lengua Espanola (2do. nivel N9 1)
(para escuela unitaria) 300,000
17.-Lengua Espanola (2do. nivel N9 2)
(para escuela unitaria) 300,000
18.-Aritmetica (3er. nivel N9 1)
(para escuela unitaria) 250,000
19.-Aritmetica (3er. nivel N? 2)
(para escuela unitaria) 250,000
20.-Lengua Espanola (3er. nivel N9 1)
(para escuela unitaria) 250,000
21.-Lengua Espanola (3er. nivel N? 2)
(para escuela unitaria) 250,000
22.-Historia de Cuba (Dos tomos) 500,000
23.-Geografia Universal (6to. grado) (Dos tomos) 400,000
24.-Aprende Aritmetica 5to. (DuIce MP' Escalona) 150,000
25.-Aprende Aritmetica 6to. (Dulce M Escalona) 150,000
26.-Asi es mi Pais (Geografia de Cuba)
(Nunez Jimenez) 150,000
27.-Estudios de la Naturaleza (6to.) 40,000
28.-Enanos y Gigantes (Quimica Elemental) 200,000
29.-Botanica 5to. 150,000
Folletos:
1.-Y... i,que puedo estudiar ahora? 25,000
2.-Ajedrez 105,000
3.-E1 Castillo del Morro .. 60,000
4.-Sistema Metric() Decimal .. 200,000
5.-COmo estudiar m?y mejor 50,000
7'360,000
ENSEISIANZA MEDIA
a) Secundaria Basica.
1.-Manual de Idioma Ruso
(3 tomos, 10,000 ejems. c/u) 30,000
2.-Algebra Elemental (dos tomos) . 100,000
3.-Fisica I (Lecciones para todos) 200,000
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4.-Fisica I (Folleto complementario) .. . 100,000
5.-Fisica II (Lecciones para todos) .. 150,000
6.-Fisica IV (Lecciones para todos) .. .. .. 100,000
7.-Fisica V (Lecciones para todos) .. .. .. .. 100,000
8.-Quimica I y II (Lecciones para todos .. .. 150,000
9.-Dibujos y Elementos de Geometria (Gran) 150,000
10.-Geografia Fisica .. .. .. .. .. .. .. .. .. 100,000
11.-Ingles (3 tomos, a 100,000 ejems. c/u) .. 300,000
12.-Matematicas I y II (150,000 ejems. c/u) .. 300,000
13.-Geografia Regional: Europa, Asia y Africa .. 100,000
14.-Geografia Regional: las Americas y Oceania 100,000
15.-Apreciacion de las Artes Visuales (I, II y III)
(75,000 ejems. de c/u) .. .. .. .. .. .. .. .. 225,000
16.-Historia de Cuba y Biologia de las
17.-Plantas (Publicacion periodica, 7 folletos) 1'050,000
18.-Seleccion de Lecturas
(3 tomos, 100,000 ejems. c/u) .. 300,000
19.-English Reading Selections .. .. .. .. .. 130,000
20.-Gramatica (dos tomos, 25,000 ejems. c/u) 50,000
21.-Esquema de Historia de la Antiguedad
y Edad Media .. .. .. .. .. .. .. .. 150,000
22.-Antologia del Cuento Hispanoamericano 60,000
23.-Geometria (2do. curso) .. .. .. .. .. .. 40,000
24.-Geografia de Cuba (Nunez Jimenez) .. 150,000
25.-Biologia de los Animales .. .. .. .. .. 150,000
4'285,000
b) Pre-universitario.
1.-Geografia Regional: Eurasia, tomo I (Massip) 100,000
2.-Geografia Regional: Las Americas
Tomo II (Massip) 100,000
3.-Geografia Regional: Africa, Oceania,
Tomo III (Massip) 100,000
4.-Geografia Econ6mica 10,000
5.-Intr. al Analisis Matematico 30,000
6.-Historia de America (dos tomos) 100,000
7.-Trigonometria (Dr. Paz) .. 15,000
8.-Geometria ?(Mat. 3ro.) (Dr. Paz) .. 15,000
9.-Geografia Fisica de Cuba (Nufiez) Folleto 50,000
10.-Fisica (dos tomos) (15,000 c/u) 30,000
11.-Geometria (Mat. 4to.) (Dr. Paz) .. 15,000
12.-Matematicas (Curso Superior)
(2 tomos, 15,000 c/u) 30,000
13.-Tabla de Logaritmos 20,000
14.-Botanica 30,000
15.-Seleccion de Cuentos Cubanos 30,000
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16.?Bosquejo HistOrico de las Letras Cubanas
(Jose A. Portuondo) .. .. .. .. ..
30,000
17.?Historia de la Literatura Cubana ..
50,000
18.?Historia de la Antigiiedad .. .. ..
50,000
19.?Historia de la Edad Media .. .. ..
50,000
20.?Historia Moderna y Contemporanea
50,000
21.?Antologia de la Literatura Espanola
15,000
22.?Biologia Humana .. .. .. .. .. ..
75,000
23.?Quimica (Iodakov) ..
50,000
1'045,000
ENSESTANZA TECNICA Y PROFESIONAL
Se han realizado, por los colectivos tecnicos de esta Direcci?n
de Ensenanza Tecnica y Profesional numerosas publicaciones
que hacen un total de 30 titulos, con una tirada promedio
de 30,000 ejemplares lo que nos da un total de ejemplares edi
tados de 900,000. -
Tambien se han editado en Cuba por convenios con edito-
hales extranj eras los siguientes manuales tecnicos que son
utilizados en nuestras escuelas e institutos tecnolOgicos, asi co-
mo tambien en Ensenanza Secundaria Basica algunos de ellos.
A continuacion relacionamos dichos titulos.
1.?Trabajo de Banco ..
90,000
2.?Trabajo con Taladro de Columna
20,000
3.?Tratamiento Termico de los Metales
16,000
4.?Trabajo con Laminas Metalicas
16,000
5.?Trabajo de Torno . . . . . .
60,000
6 .?Mediciones
60,000
7.?Trabajo con la Fresadora .
25,000
8.?Trabajo con Cepillo
20,000
9.?Aritmetica de Taller ..
16,000
10.?Interpretacion de Pianos Elementales
30,000
11.?InterpretaciOn y Diseno de Pianos Basicos
30,000
12.---Operaciones Manuales
12,000
13.?Operaciones Mecanicas
12,000
14.?Medidas y Preparacion
12,000
15.?Trabajo con Metal Laminado
12,000
16.?Matematicas para Trabajos con Laminas ..
12,000
17.?Interpretacion de Dibujo en Mecanica Auto-
motriz
12,000
18.?Operaciones Basicas de Reparacion
12,000
19.?Herramientas para Reparaciones Generales
12,000
20.?Control de Motores Electricos
12,000
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21.?Electricidad Residencial
22 .?Electricidad Comercial . . . . .
23.?Electricidad Industrial ..
20,000
20,000
20,000
551,000
ENSERANZA OBRERO-CAMPESINA
1.?Curso Secundario de Ensefianza Obrero-Cam-
pesina (4 tomos) .. 600,000
2.?Folleto Orientaciones para el Curso Secun-
dario Ensefianza Obrero Campesina (folleto
para maestros) .. 40,000
3.?Arma Nueva VII y VIII y un nnmero extra-
ordinario (ler. Curso Esc. Obrero Campesina) 1'000,000
4.?Orientaciones para Arma Nueva VII y VIII 20,000
2do. Curso (2 tomos) 400,000
6.?Matematicas 2do. Curso (2 tomos) .. 400,000
7.?Cuaderno de Trabajo de Quimica 60,000
8.?Cuaderno de Trabajo de Biologia de las
Plantas 60,000
9.?Cuaderno de Trabajo Fisica I 60,000
SUPERACION PARA MAESTROS
(Libros, folletos y publicaciones periedicas)
1.?Actividades Preliminares de Adiestramiento
para la Enselianza de la Lectura y la
Escritura
2.?Como lograr la vinculacion de
de Primaria .
3.?Educacion Fisica (3 tomos) .
4.?Escuela Nacional (7 marneros)
las Materias
(Publicacion
periOdica)
5.?Deportes (Ed. Fisica. 5 folletos) .
6.?Boletin Bibliografico de Literatura PeCi. .
agogica
(PublicaciOn Periodica)....
7.?Escuela y RevoluciOn en Cuba ? (Revista
Organo Oficial MINED-SNTEC) (Publicacion
PeriOdica) 120,000
8.?Curso de Superacion del Magisterio (7 tomos) 700,000
9.?El Trabajo del Inspector y del Maestro de
Estudios Sociales en Secundaria Basica y Pre-
universitaria 5,000
10.?Juego de 31 laminas de musica .. 1,000
2'640,000
40,000 '
50,000
30,000
525,000
250,000
30,000
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11 .?VinculaciOn de Materias para la IntegraciOn
LOgica de Conceptos (Laminas)
20,000
12 .?Nuestra Moral Socialista
20,000
13 .?ExpediciOn EspeleolOgica Polaco-Cubana
20,000
14.?Cuaderno para el cumplimiento de los Pro-
gramas Escolares
50,000
1'861,000
EDICIONES DEL CONSEJO NACIONAL
DE UNIVERSIDADES
Para el curso 1963-64, la Editora del Consejo Nacional de
Universidades, que agrupa las necesidades editoriales de las
tres universidades de Cuba, ha editado 82,435 libros de texto
universitario.
V PERSONAL DOCENTE
11) Escasez o pletora de maestros de los distintos grados.
En la Ensefianza Primaria se mantienen cubiertos los servi-
cios de maestros al cien por ciento, gracias a la utilizaciOn
de los llamados maestros populares (no titulados), quienes me-
diante Cursos de Formacion que se desarrollan sin que se
interrumpa el servicio docente que prestan en las escuelas,
adquiriran su plena capacidad profesional al cabo de cuatro afios.
La expansion de la matricula de alumnos prevista para el
proximo curso escolar para las Escuelas Secundarias Basicas
ha determinado que por el ISE se organicen Cursos de For-
maciOn de Emergencia para un estimado de 700 a 1,000 pro-
fesores que seleccionados de la ensefianza primaria, de entre
los mas calificados recibiran una capacitacion inicial de cinco
meses de duracion.
En las Escuelas e Institutos TecnolOgicos y en la Ensefianza
Universitaria se continna utilizando personal calificado de pai-
ses extranj eros, principalmente procedentes de Latinoamerica
y paises socialistas.
12) FormaciOn de maestros. Innovaciones o mejoras introdu-
cidas a este respecto:
No hay modificaciOn substancial. Se mantiene a) la forma-
ciOn regular a base de cinco afios: un afio en el Centro Voca-
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cional de Sierra Maestra, Minas de Frio; dos afios en la Escuela
para Maestros Primarios "Manuel Ascunce Domenech", Topes
de Collantes, Sierra del Escambray, provincia de Las Villas y
dos afios en el Instituto Pedagogic? "Makarenko", Tarn*
la Habana. En este Ultimo Centro se combina el estudio con
el servicio docente en las zonas photos de practicas docentes;
y b) la formacion de emergencia de "Maestros Populares" en
ejercicio, m?de once mil maestros que reciben esta capacita-
cion de parte de las llamadas "Escuelas de SuperaciOn Peda-
gogica", diez en total. En determinados periodos cortos estos
maestros populares se albergan, bajo regimen de internado en
los siguientes rincleos: Pinar del Rio, Matanzas, Cardenas,
Colon, Cienfuegos, Camaguey, Holguin y Santiago de Cuba.
El Maestro Popular y su Formaeion:
A partir del curso 1962-1963 el Ministerio se vio obligado
a incorporar a miles de personas al ejercicio de la ensefianza
primaria en calidad de docentes sin que hubieran realizado
estudios sistematicos del magisterio. Esta incorporaciOn se de-
biO a un doble proceso:
a) La extension de los servicios, con la creacion de nuevas
plazas de maestros primarios continuo acentuandose du-
rante ese curso escolar.
b) La necesidad de promover maestros primarios a niveles
superiores para cubrir las necesidades profesorales en la
Ensefianza Secundaria y en otros Centros de Ensenanza
Media.
No todos los Maestros incorporados tenian bajos niveles de
escolaridad, muchos habian cursado y vencido los niveles aca-
demicos correspondientes a la enserianza media.
Esta situaciOn reclamo del Ministerio la implantacion de un
plan sistematico de Formacion de Maestros Populares que cons-
tituye uno de los frentes de trabajo de la Direcci?n de For-
maciOn de Maestros.
Esta promocion de emergencia de Maestros Populares se lle-
va a cabo en las Escuelas de SuperaciOn Pedagogica (antiguas
Escuelas Normales), que toleren el regimen de int ernados. Se
trata en realidad de Cursos Introductorios con una duracion
de seis u ocho meses, en los cuales se imparten los conocimien_
tos esenciales minimos que permiten habilitar como Maestros
Primarios a los que aprueben dichos cursos. El propOsito de-
estos Cursos es evitar que los Maestros Populares pasen direc-
tamente al ejercicio de la docencia y que se pueda cumplir,
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al mismo tiempo, con la necesidad urgente que reclama la ma-
yor extension de los servicios educacionales.
Desde el alio 1961 se venian incorporando a la docencia miles
de Maestros. En esa fecha, la incorporaciOn se llevo a cabo
sin el" tratamiento previo de los Cursos Introductorios.
En la actualidad el Maestro Popular se incorpora a la docen-
cia a traves de los Cursos Introductorios, convocados en su
oportunidad por la Direcci?n de FormaciOn de Maestros y de
acuerdo con la informacion que le suministre la Direcci?n
de Educacion Primaria acerca de las necesidades de Maestros
en cada Regional de Educacion. No obstante, existen casos
en que por necesidades del desarrollo y por dificultades impre-
visibles, los Departamentos Regionales de EducaciOn puedan
utilizar Maestros Populares sin cursar y aprobar el Curso In-
troductorio, pero siempre se exigen los requisitos minimos de
idoneidad, o sea, un sexto grado real, integracion revolucio-
naria y conducta moral intachable.
Este Plan se establece para aquellos Maestros Populares que,
habiendo demostrado disposicion y entusiasmo por la ensefian-
za y con un nivel nominal de sexto grado, no rebasan del todo
el Curso Introductorio, siempre que sus dificultades sean salva-
bles por esta nivelacion y est?en capacidad de vencer el
primer curso de Formacion que inicia posteriormente.
Todo Maestro Popular queda obligado a aprobar las asig-
naturas correspondientes al Plan de Estudio del Curso Intro-
ductorio o de Nivelacion, segun el caso. La negligencia o falta
de interes demostrados en el rendimiento de los estudios com-
porta necesariamente la cancelaciOn del contrato.
Formacion de Maestros Populares en Ejercicio:
Una vez que el Maestro Popular vence el Curso Introducto-
rio o el de Nivelacion, segiin el caso, comienza la Formacion
del mismo que en definitiva no es m?que la continuacion
de su iniciacion en el Curso Introductorio, pero ya en el pleno
ejercicio de la docencia, o sea, compatibilizando el aula donde
vierte sus conocimientos con la asistencia a los NUcleos donde
los forma.
Un nUcleo no es m?que una microescuela de Formacion
Pedagogica que puede funcionar en locales cedidos por un Sin_
dicato, Circulo Social Obrero, Escuela Primaria, Secundaria,
etc. donde concurren, en horas y fechas determinadas, los
Maestros a superar y los Orientadores Nacionales de Catedras
o areas de conocimientos.
Estas reuniones se denominan "encuentros".
La necesidad de prof esionalizar a miles de Maestros Popula-
res que como hemos dicho se venfan incorporando a la ense_
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,
fianza desde el alio 1961, obligo a crear el Sistema de Nucleos.
En la pequefia sintesis estadistica que se relaciona a continua-
cien, puede apreciarse la extension que se ha logrado al respecto.
N? de N? de N? de Matricula Fecha de
Nucleos Orienta- Personal Alumnos- la Esta-
dores Docente maestros distica
Nacio- que en
nales coordi-
nacion
con los
Orienta-
? dores
trabajan
en los
Nucleos
65 11 441 10,741 29 Jun.
1963
La formacion de profesores para la ensefianza secundaria,
tecnica y profesional y superior sigue a cargo de las tres
Uni-
versidades del pais. Universidad de La Habana, Universidad
de Las Villas y Universidad de Oriente.
13) Perfeccionamiento del personal docente. Innovaciones
o mejoras introducidas a este respecto:
La superacien o perfeccionamiento de todo el personal en
servicio del Ministerio de Educacion (docente, tecnico y admi-
nistrativo) sigue confiada al Instituto de Superacion Educa-
cional (ISE).
Este organismo ha tenido, durante el actual curso 1963-1964
un singular desarrollo.
Desenvuelve sus funciones en tres formas sistematicas:
a) Mediante cursos, cursillos y seminarios de corta duracion:
15 dias, 1 mes, 5 meses y de 1 afio, unos centralizados (regimen
de internado en La Habana en los Albergues del ISE, Ciudad
Libertad) otros descentralizados (en 26 Nilcleos o Centros de
Superacion en las principales ciudades del pais).
b) A traves de su Centro de Documentacion Pedagegica (con
26 sucursales o delegaciones en todo el pais) que brinda ser-
vicios de:
Biblioteca (estacionaria y circulante)
Ayudas audiovisuales (equipos y material)
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Informacion documental (Revista "SuperaciOn", folletos y
transcripciones mimeografiadas).
c) Por medio de programas semanales de television y radio
organizados en ciclos de: Ciencia, Pedagogia, Arte, etc.
El ISE inaugur6 en septiembre de 1963 40 casas albergues
en Ciudad Libertad, La Habana, con capacidad para 320 be-
carios que con los dos albergues que tiene fuera de Ciudad
Libertad eleva su capacidad a 470 que pueden albergarse bajo
regimen de internado.
Para los cursos que se desarrollan en su moderno edificio de
la Unidad Docente en Ciudad Libertad, Habana, cuenta con
noventa profesores especialistas bajo contrato renovable a me-
dian? plazo. Estos profesores estan integrados en 11 Departa-
mentos Academicos:
1.?Departamento Academico de
2 ?
3.-
4.?
5. --
6. --
7. --
8. --
9. --
10. --
11. --
11
17
7)
71
7)
71
77
71
1)
11
77
Filosofia
Pedagogia
Psicologia
Ciencias (Matematica, Fisi-
ca y Quimica)
Ciencias Biologicas
Estudios Sociales
Espariol y Literatura
Economia Politica
Tecnologias
Idiomas Extranjeros
Artes Visuales
Para los cursos descentralizados que se desenvuelven en los
26 Nucleos o Centros de Superacion del pais se ha creado, a par-
tir de octubre de 1963, el nuevo cargo de Profesor-Gula-Viajero
del ISE para cada materia de enserianza (72 profesores-via-
jeros). Cada Profesor-Gula viaja y trabaja en tres NUcleos
o Centros diferentes durante la semana con ocho horas al dia
en cada NUcleo distribuidas en dos sesiones. En cada sesi6n
imparte dos horas de clase y dos horas dedicadas a entrevistas
a profesores-alumnos.
Todos los profesores de secundarias y por cada materia de
ensefianza, disponen en sus calendarios de trabajo, de un dia
completo dedicado exclusivamente a recibir clases de perfeccio-
namiento a cargo de los Profesores-Guias-Viajeros del ISE.
Estos Profesores-Viajeros laboran coordinadamente con los Ins-
pectores de Catedra.
Esta nueva forma de organizacion para los cursos descentra-
lizados de, perfeccionamiento de maestros ha constituido un
logro educacional.
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El ISE cuenta, en cada provincia, con una Secretaria Pro-
vincial Permanente, y en cada ciudad importante, con una
De-
legaci?n Regional. Estos organismos provinciales y regionales
constituyen, a su vez, Sucursales del Centro de Documentacion
PedagOgica Central, por lo que ofrecen los mismos servicios
de biblioteca, ayudas audiovisuales e informacion documental,
en 26 ciudades del pais.
En el ano 1963 se cumplio la meta de impartir la superacion
en forma directa a 14,000 prof esores-alumnos. Para 1964 se es-
tima que la meta sobrepasara la cifra anterior. En el trimestre
enero-marzo de 1964 el movimiento fue el siguiente:
prof esores-
alumnos
ISE Central .. 2,851
" Provincia de Pinar del Rio .. 360
22 " La Habana .. 3,489
17 " Matanzas .. . 443
57 " Las Villas .. 2,781
" Camaguey 620
" Oriente-Norte .. 739
Oriente-Sur 782
Total Nacional: 11,985
Los cursos y seminarios de superacion organizados en coor-
dinacion con las Direcciones Nacionales respectivas que se han
venido desarrollando son los siguientes:
A Inspectores Escolares de Primaria (periodicos, por grupos).
A Directores de Escuelas Primarias (en desarrollo, por
grupos).
A Encargados de Escuelas Modelos (en desarrollo, por
grupos).
A Responsables de Circulos I-nfantiles (en desarrollo, por
grupos).
A Inspectores de Enserianza Secundaria y Prof esores-Guias-
Viajeros. (Seminario).
A Maestros de Enserianza Diferenciada (cada alio).
A Profesores de Escuelas Secundarias Basicas (permanente-
descentralizado).
A Profesores de Escuelas Tecnicas-Industriales (permanente-
descentralizado).
A Profesores de Escuelas Tecnicas Agropecuarias (cada
A Profesores de Escuelas de Administraci6n (permanente-
descentralizado).
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A Prof esores de EducaciOn de Adultos (periodicos, por grupo).
A Funcionarios y Empleados del MINED de Idiomas Extran-
jeros ?Frances, Ingles y Ruso? (permanente).
A Empleados del MINED en Taquigrafia, Mecanografia y
Auxiliar de Contaduria (permanente).
A Maestros de Ensefianza Primaria, titulados (permanente-
descentralizado).
A Psicologos Escolares (cada ario).
Los Cursos de Formacion de Emergencia de 1963-1964 son
los siguientes:
Para Profesores de PlanificaciOn EconOmica de Institutos
de Administracion.
Para Profesores de Escuelas Secundarias Basicas.
Para Profesores de Administracien de Empresas de los Ins-
titutos de Administracion.
Para Encargados de Bibliotecas en Escuelas e Institutos Tec-
nologicos.
Para Encargados de Bibliotecas en Institutos de Adminis-
tracion.
.Los gastos de transporte, comidas y alojamiento en que in-
curren los maestros que asisten a estos cursos de , superacion
son cubiertos, totalmente, por el Ministerio.
Informacion documental impresa del "Centro de Documenta-
cion PedagOgica":
Revista "Superacion"
Entre agosto de 1963 y agosto de 1964 se han publicado y
estan en publicacion:
N9 7 al 12 (1963) ..
1 ? 2 (1964) .. ..
3 ?4 "
5 71
6 ,,
7 ,,
8 ,,
20,000 ejemplares
20,000 "
20,000
20,000
20,000
20,000
20,000
Total: 140,000 ejemplares
Folletos: ejemplares
Cientificos: 7 folletos a 10,000 ejemplares 70,000
Doctrinarios: 4 folletos a 10,000 ejemplares 40,000
Educacionales: 7 folletos a 10,000 ejemplares 70,000
LegislaciOn Escolar: 1 folleto a 15,000 ejemplares 15,000
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Didactica: 2 folletos a 10,000 ejemplares
Sindicales: 1 folleto a 80,000 ejemplares
OrientaciOn: 4 folletos a 15,000 ejemplares
20,000
80,000
60,000
Total: 335,000
Transcripciones: 261 trabajos . 657,555
Los programas de television educativa han sido:
Ciclo de Ciencias:
Introduccion: El Progreso y la Influencia de la Ciencia
Modern a.
En Fisica y Quimica: Rayos CatOdicos.
Motores de Reaccion.
El Radar.
El Acido Sulfuric?. Sus Aplicaciones
Industriales.
Ciencia Nuclear y sus Aplicaciones
Pacificas.
En Biologia:
Ciclo de Pedagogia:
Ciclo de Psicologia:
Ciclo TecnolOgico:
Ciclos Especiales:
La Ecologia (3 programas).
La ,EvaluaciOn del Alumno en la Es-
cuela Primaria y en la Escuela Se-
cundaria.
La Television Escolar.
Los Medios Audiovisuales de la Ense-
fianza.
La Ensenanza de la EducaciOn Fisica
en la Escuela.
La Enseiianza TecnolOgica y su Orga-
nizacion.
La EducaciOn de Adultos y su Orga-
nizaciOn en Cuba.
(EducaciOn Obrero-Campesina)
Bases de la Psicologia del Materialis-
mo Dialectic?.
Las Escuelas PsicolOgicas Actuales.
Recursos Hidraulicos (8 programas).
Recursos Minerales (4 programas).
Meteorologia.
Geofisica.
Astronautica.
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14) Situacion de los Maestros. Modificaciones introducidas en
en el estatuto, retribucion y situacion del personal docente de
los distintos grados:
Se mantiene el estatuto de garantia para el maestro o pro-
f esor en los distintos niveles y tipos de enserianza.
El Gobierno anuncia para este alio (1964) la implantaciOn
de los "niveles salariales" de acuerdo con las categorias o gra-
dos de calificaciOn y en relacion con las "normas de trabajo".
Este plan constituye la culminacion de un complejo estudio
y su vigencia representard un aumento de tipo general en la
remuneracion del magisterio, principalmente para el profeso-
rado calificado (con titulos o diplomas idOneos para el cargo)
y un gran estimulo al perfeccionamiento o superacion del per-
sonal docente no calificado.
VI SERVICIOS AUXILIARES Y EXTRAESCOLARES
15) Innovaciones introducidas en 1963-1964 en las esferas de
la proteccion sanitaria o del desarrollo fisico de los escolares,
cantinas escolares, servicios de psicologia escolar, orientacion
escolar y prof esional, educacion de los nirios deficientes, edu-
cacion popular, movimientos juveniles, etc.:
En relacion con los servicios auxiliares de proteccion a la
niriez y a las actividades extraescolares cabe significar que es-
tas han tenido un desarrollo extraordinario en el presente curso
Ministerios del Gobierno, organismos paraestatales y orga-
nizaciones populares de masas, en coordinaciOn con el Ministe-
rio de EducaciOn desenvuelven las ref eridas actividades. Tales
son:
Ministerio de Salud PUblica
Ministerio del Trabajo
Ministerio del Interior
Instituto Nacional de Deportes, EducaciOn Fisica y RecreaciOn
(INDER)
Consejo Nacional de Cultura
FederaciOn de Mujeres Cubanas (FMC)
Union de Pioneros de Cuba (UPC)
Union de JOvenes Comunistas (UJC)
Union de Estudiantes Secundarios (UES)
Central de Trabajadores de Cuba (CTC)
Comites de Defensa de la Revolucion (CDR)
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Entre los principales planes desarrollados de proteccion a la
infancia estan los siguientes:
Campalia de Vacunacion contra la Poliomielitis. Primera eta-
pa Marzo de 1964. Vacunados de 1 mes a 14 afios de edad
2.243,726 nifios. Segunda etapa Abril 1964, nifios de 1 mes a
6 afios se le administr6 la segunda dosis a 1.131,186 nifios.
Campana contra la Gastroenteritis. La tasa de mortalidad
por esta enfermedad en los meses de Julio, Agosto, Septiembre
y Octubre se reduce a cerca de un 50%.
La incidencia de Paludismo se reduce en un 40% si compa-
ramos el afio 62 con el 63, bajando la tasa de 39.2 a 12.2
x 100,000 habitantes, como resultado del desarrollo de la cam-
pafia antimalarica que se mantiene en nuestro pais.
Como consecuencia de la Campalia de Vacunacion Triple
realizada de Octubre de 1962 a Febrero de 1963, la Difteria
disminuye en un 50% ya que en 1962 se reportaron 1,424 casos
y en 1963 se reportaron 749 casos. La tasa anual disminuye
de 20.0 a 10.5 x 100,000 habitantes.
Tambien en Tetanos se observa el mismo resultado ya que
en 1962 se reportaron 605 casos y en 1963, 353 casos. La tasa
anual baj6 de 8.5 a 4.7 x 100,000 habitantes de un afio a otro.
Celebracion de la Jornada Internacional de la Infancia.
Se programaron numerosas actividades alrededor de la fecha
del 10 de Junio, por ser este el "Dia Internacional de la In-
fancia", que se celebra en gran flamer? de paises para renovar
propositos en favor de la infancia. En Cuba todos los organis-
mos que atienden directa o indirectamente a la nifiez se suman
a dicha Jornada para recaudar fondos para el fomento de nue-
vos Circulos Infantiles. Cada dia de la semana se dedic6 a una
actividad diferente bajo la orientacien "con los nifios y para
los nifios".
Campaila sobre Fomento y Diyulgacion de Circulos Rifantiles.
Hasta el momento se cuenta con la cantidad de 154 Circulos
Infantiles que tienen a su cargo el cuidado de 11,800 nifios
entre 45 dias de nacidos hasta la edad de seis afios. La mayoria
de ellos tienen aulas de preescolar y tienen un promedio de
144 maestras que imparten la ensefianza en esc, nivel escolar.
Jornada de la Seguridad en el Transito. Participaron miles
de nil-1os bajo Ia consigna de "como usar la via publica con
seguridad".
La Educacion Fisica y el Deporte en las Areas de Partici-
pacion. Creacion de 777 Areas de Participacion en las que
hacen deportes y educaciOn fisica 314,776 estudiantes.
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Juegos Escolares Nacionales. Con una participaciOn de 3,751
escolares deportistas, representacion cualitativa de las pro-
vincias.
Juegos Deportivos Escolares de Primavera. Con la participa-
cion de 972 escolares-deportistas que gozaban de buen expe-
diente academic?.
Juegos Deportivos Escolares de Verano. Se celebrathn en
el rnes de agosto con una participacion de 1,500 escolares pro-
movidos de curso.
Pruebas de Eficiencia Fisica L.P.V. Escolar. (L.P.V.?Listos
Para Veneer). Constituyen en su catheter evaluativo como en
su fase de emulacion un proyecto de importancia definitiva
ya que a traves de las mismas se puede constatar la condicion
fisica real de los escolares.
Los Plenos Estudiantiles. Estos Organismos (grupos de alum-
nos de una determinada clase que se organizan para desarrollar
actividades extraescolares que contribuyen a la formacion mo-
ral, civica e ideologica de los mismos con la ayuda de un pro-
fesor consejero) se han desarrollado extraordinariamente du-
rante el presente curso escolar, han intervenido en forma
eficiente en numerosas tareas del Ministerio que han merecido
el pleno apoyo del Consejo Nacional de Educacion. Las activi-
dades desarrolladas en varios planteles de ensefianza secundaria
y de ensefianza tecnica-profesional han sido objeto de conoci-
imiento -por parte del pueblo mediante programas televisados
a control remoto.
Los Circulos de Pioneros. Establecimiento de 52 circulos de
pioneros en los que se canalizan las actividades que venian
realizando los ni?os pioneros pero con actividades programadas
e instalaciones propias.
Los Circulos de Interes. Funcionan en numerosas secunda-
rias basicas, son de mdsica, de artes visuales y de economia
domestica. Son agrupaciones voluntarias de jOvenes que se
interesan por este tipo de actividades. En mdsica tienen activi-
dades de coros, conjuntos instrumentales y apreciacion musical;
los de artes visuales tienen taller en los que hacen practicas
de dibujo y trabajos de creacion; y en economia domestica
cuentan con taller de costura y cocina.
Los Concursos Escolares sobre Distintas Materias de Ense-
fianza. Participan miles de escolares. Se llevan a efecto en
todas las escuelas, los ganadores de las escuelas compiten para
escoger al ganador provincial para m?tarde escoger al gana-
dor nacional, el cual recibe premios.
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por et uonsejo INUC1011ill QC uttitura. En la actualidad hay una
Direcci?n Nacional de OrientaciOn Cultural de la Juventud.
Esta Direct-ion tiene a su cargo D_epartamentos de Teatro, MU-
sica, Danza, Artes Plasticas, Literatura y Publicaciones y Cine,
Radio y Television. La Direcci?n tiene como principal atribu-
cion la de orientar adecuadamente las actividades culturales
dirigidas a la nifiez y a la juventud. Esta Direcci?n ha creado
grupos Prof esionales de Teatro Infantil y Juvenil. Paralela-
mente a la Direcci?n de OrientaciOn Juvenil se ha desarrollado
en el Consejo Nacional de Cultura, la Direcci?n de Fomento
de Aficionados. En lo referente a los jovenes, la Union de Es-
tudiantes Secundarios y la FederaciOn Estudiantil Universitaria,
han organizado grupos instrumentales, de danza y teatro, y han
fomentado el desarrollo de las Artes Plasticas y la Literatura.
El Consejo Nacional de Cultura presenta en los sitios especi-
ficos de concentraciOn juvenil, tales como Escuelas o Asocia-
ciones Estudiantiles, espectaculos artisticos-culturales, que con-
llevan una promoci6n de los jOvenes a las actividades cultu-
rales, actuando en Teatros, Escuelas, Granjas, Circulos Sociales,
etc. Todo lo anterior se puede considerar como la labor indi-
recta de incorporacion de la juventud, mediante el foment? de
su interes a las actividades culturales; la labor directa esta
representada por el amplio plan de becas ofrecido por el Go-
bierno Revolucionario, para cursar estudios de Arte en la Es-
cuela Nacional y las de estudios cientificos y tecnicos en las
Universidades Nacionales, ademas las becas de estudios en el
extranjero, que cubren todas las ramas del Arte, las Ciencias
y la Tecnica. En la Escuela Nacional de Arte, cursan estudios
en estos momentos unos 400 alumnos. La primera promocion
de graduados de esta Escuela Nacional de Arte se encuentran
en los principales nucleos campesinos y pueblos de Cuba Ile-
vando el movimiento juvenil de aficionados a la Danza, a los
Coros, al Teatro, etc.
EducaciOn Popular:
a) Educacion de Adultos
En Cuba habia, de acuerdo con el censo realizado en 1961,
979,207 analfabetos .adultos diseminados en todo el pais,
principalmente en las regiones montafiosas de las provincias
orientales a donde no lleg6 antes de la RevoluciOn ning6n
tipo de ensefianza ni de escuela. Los problemas de anal-
f abetismo en Cuba no se agravan con ningun problema lin-
guistic? ni de minoria racial.
El analfabetismo, producto de la explotaciOn de los cam-
pesinos sin tierra y del desarrollo economic? en que vivia
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sumido nuestro pais, se agravO m?aim ante el abandono
creciente de los gobiernos, y Ia matversacion de los pre-
supuestos nacionales dedicados a la educaciOn.
Al advenir la victoria de la Revolucion, el primero de
enero de mil novecientos cincuenta y nueve, la mala he-
rencia del analfabetismo fue enfrentada sin vacilaciones,
como una necesidad insoslayable para impulsar el desarrollo
social y economic? que dio comienzo con la primera Ley
de Reforma Agraria.
La RevoluciOn ha golpeado fuertemente el problema del
analfabetismo y la subescolaridad reinante por las causas
arriba apuntadas, en cuatro direcciones fundamentalmente:
Primera, con la creaciOn de cerca de 20,000 aulas en todo
el territorio nacional, principalmente en zonas rurales; se-
gunda, realizando la Camparia de Alf abetizaciOn de 1961,
en la que se alfabetizaron 707,000 analfabetos; tercera, es-
tableciendo los cursos de Seguimiento de la EducaciOn
Obrera y Campesina que funcionan desde enero de 1962
y que han incorporado a los estudios a m?de medio mi-
llon de personas adultas en campo y ciudad; cuarta, con
el desarrollo de grandes planes de cultura popular que han
producido un impetuoso desarrollo en el arte nacional,
desarrollando la musica, la literatura, el teatro y las dan-
zas y otras manifestaciones del arte nacional, entre las
grandes masas de nuestro pueblo.
A todo lo anterior hay que ariadirle la profusa ediciOn
de centenares de libros de toda indole, que han puesto en
manos del pueblo cubano millones de ejemplares. El De-
partamento Nacional de Educacion Obrera y Campesina,
solamente en libros de textos y f olletos, ha sobrepasado
la marca de diez millones de ejemplares.
Actual programa de acciOn.
a) El Ministerio de Educacion ere() en enero de 1962 la
Direcci?n Nacional de EducaciOn Obrera y Campesina res-
ponsabilizada con las tareas del Seguimiento, para recien
alfabetizados de la Camparia de 1961, en los Cursos de Su-
peraciOn Obrera destinados a llevar a una escolaridad equi-
valente al sexto grado primario a los adultos. La Direcci?n
Nacional de EOC es responsable de la direcciOn tecnica de
los Cursos, la preparaciOn de maestros para ellos, la edicion
de los textos y la celebraciOn de cursillos y seminarios
de orientaciOn sobre las nuevas tecnicas pedagogicas de esta
rama de la enserianza.
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En abril de 1963, se creO el Curso Secundario de Supera7,
cion Obrera para continuar adelante con los graduados de.
sexto grado del curso .anterior.
En la movilizaciOn de los alumnos, obreros, campesinos,
amas de casa, etc., intervienen los Organismos Populares
de la Educacion que existen a todos los niveles integrados
por las organizaciones de masas.
La base juridica de todas las actividades se ha ido am-
pliando con diversas Resoluciones oficiales del Ministerio
de EducaciOn, hasta llegar a la ResoluciOn Ministerial mi-
mero 222/64 que establece las normas generales que re-
glamentan el funcionamiento de la educaciOn de adultos.
Esta Resolucion ratifica la sistematizaciOn de los cursos,
estableciendo los requisitos de fundacion de aula y los ho-
rarios. La Resolucion precisa los contenidos de los pro-
gramas diversos y concreta las funciones de la Comision
Tecnica Nacional, el regimen de Seminarios, Colectivos, y
Equipos, y la normaciOn de las pruebas y promociones es-
tableciendo ademas la coordinacion entre el Ministerio de
EducaciOn y otros ministerios y organismos estatales que
tienen planes de superaciOn tecnica para obreros.
El Ministerio de EducaciOn estima un presupuesto de
$19'237,900 para la educaciOn y ensefianza de los adultos,
aparte de partidas presupuestales de otros ministerios que
casi triplican las cifras citadas. Las empresas y organiza-
ciones, por su parte destinan tambien una parte de sus
recursos en favor de la enselianza.
Categoria de maestros y otras personas
que actilan o participan:
Las labores de Direcci?n tecnica y de ensefianza en la educa-
cion de adultos se realizan por un cuerpo de profesores y enten-
didos que suman unos trescientos entre la Direcci?n Nacional,
la ComisiOn Tecnica Nacional y las siete Subdirecciones Pro-
vinciales establecidas.
Las tareas directas de la ensenanza se realizan con los maes-
tros profesionales de la educacion de adultos; los maestros pro-
fesionales de primaria (nifios) que simultanean con los cursos
de EOC los maestros populares de las zonas rurales; los maes-
tros de la Brigada de Vanguardia Frank Pais en las montailas
y los maestros aficionados formados con obreros y campesinos
de una escolaridad minima de sexto grado. El funcionamiento
permanente (quincenal) de los seminarios, y la reunion sema-
nal de los equipos de maestros, bajo la DirecciOn de Asesores
Tecnicos (maestros profesionales con alta experiencia) que
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ofrece el Sindicato Nacional de Trabaj adores de la Ensefianza,
constituye un sistema de superacion prof esional permanente
que va en sus programas desde la ensetianza del dominio de
las tecnicas, hasta el manejo directo de los textos que se emiten
periOdicamente con objeto de controlar y dosificar las materias
de los programas de escuela.
OrganizaciOn de clases para adultos:
Las clases para adultos se imparten en centros de aulas
multiples instalados en la capital y ciudades de provincia.
Estos centros pueden ser centros unificados que contienen au-
las de los tres Cursos establecidos; centros no unificados que
tienen solamente aulas de primero y segundo curso, y centros
ind.ependientes en donde funcionan solamente aulas del Curso
Secundario.
Ademas de los centros funcionan en todo el territorio nacional
las llamadas Aulas Independientes, establecidas en fabricas,
centros de trabajo, oficinas de administracion, granjas, locales
populares en la ciudad y el campo, etc.
En la Estadistica de marzo de 1964 se registran 632 centros
de educacion de adultos con 2,852 aulas. Las aulas indepen-
dientes son 6,439.
La matricula general de todos los Cursos es de 430,963 alum-
nos, de los que son urbanos 242,223 y rurales 188,740.
De los 19,042 maestros registrados en nuestra Direcci?n Na-
cional de EOC, son profesionales 6,751 y el resto (12,291) son
aficionados.
Materiales pedagOgicos proporcionados:
Despues de la edicion por millones de la cartilla "Vencere-
mos" de la gloriosa Campana de AlfabetizaciOn de 1961, la
edicion ininterrumpida de libros de textos para los distintos
cursos, libros y folletos de organizacion y guias para el apren-
dizaje supera con mucho a la cifra de diez millones, que han
sido motivo de una rigurosa distribucion hasta los m?remo-
tos parajes de nuestro territorio nacional.
La importancia dada a la lectura se refleja en la profusa
cantidad de lecturas interesantes, amenas y faciles insertadas
en todos los textos, que recorren en sus contenidos desde las
narraciones y los cuentos hasta los temas cientificos, sociales,
econOmicos y de la salud.
Las revistas y la prensa diaria recogen en sus paginas, mu-
rales y textos dirigidos a lectores poco experimentados.
En estos momentos se preparan ediciones especiaels de lee-
turas para alumnos de los m?bajos niveles de escolaridad,
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en coordinaciOn con distintos ministerios, especialmente el
Instituto Nacional de Ref orma Agraria y el Ministerio de
Salud Pnblica.
En 1962-63 se produjeron 617 programas de clases para adul-
tos por television, y 1,548 programas de radio que reprodujeron
las lecciones de Espanol y Matematica de la Superacion Obrera
y Campesina.
La Biblioteca Nacional tiene un departamento de Extension
Bibliotecaria para desarrollar el habito de la lectura, que situa
colecciones circulantes de libros en los centros de trabajo que
lo solicitan. Hasta mrazo de 1964 se han puesto en circulacion
10,534 libros a 118 centros de trabajo que comprendian 17,319
lectores. Hay organizadas ademas doce bibliotecas de m?de
1,000 volnmenes cada una, en las m?grandes fabricas del pais_
Debemos destacar que no existe un Centro Unificado de Edu-
cacion Obrera y Campesina sin una Biblioteca establecida y
funcionando.
Los libros de textos del Primer Curso todos son gratuitos;
el resto se vende a los alumnos en Ferias especiales, o
llev?
dolos directamente a las aulas con todas las facilidades de ere-
dito para su adquisiciOn a precios de costo de produccion.
El libro en Cuba no constituye un objeto de lucro sino un ins-
trumento de cultura que el Gobierno Revolucionari impulsa en
todas sus esferas, producido por las distintas editoras nacionales.
Medios auxiliares audiovisuales:
La Direcci?n Nacional de Educaciem Obrera y Campesina
cuenta con un Department? creado especialmente para la
produccion de medios audiovisuales relacionados con nuestra
ensefianza de adultos. La produccion se dedica al uso de los
Seminarios y Colectivos Tecnicos, para entrenar a los maestros
en la confecciOn de sus propios medios y el uso apropiado de
los mismos. El Departamento estimula constantemente la pro-
duccion de medios audiovisuales. El alumnado de los Cursos
Secundarios de m?calificaciOn tecnica ha producido ya mu-
chos medios audiovisuales relacionados con la enselianza de la
Fisica, la Quimica y la Biologia, de sus programas de estudio.
Actividades, metodos y medios que han
dado buenos resultados:
La ensefianza de adultos es en Cuba como un gran laboratorio
de experimentacion. Rompiendo con las viejas tradiciones de
la debil ensenanza del pasado en esta rama, la ensenanza
de adultos de hoy va dirigida a la elevaciOn sistematica de la
escolaridad de las masas de obreros y campesinos, con objeto
de dotarlas del dominio elemental de materias instrumentales
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(Espanol, Matematica y Elementos de Ciencias) que permita
el desarrollo necesario de la calificaciOn tecnica minima al ob-
jeto de que los trabaj adores participen activa y consciente-
mente en el impetuoso desarrollo politico, economic? y social
de nuestro pais.
Por ese camino se libra hoy en Cuba la llamada "Batalla del
Sexto Grado" como prolongacion obligada de la Campana de
AlfabetizaciOn y como antesala necesaria para la RevoluciOn
Tecnica.
Al terminar el curso escolar de adultos 1963-64 m?de 1,000
alumnos del Curso Secundario y graduados del Sexto Grado
ban ingresado como becarios del Estado en distintos cursos de
las Facultades Agropecuarias de la Universidad y Cursos Es-
peciales del Instituto Nacional de la Reforma Agraria y el Mi-
nisterio de EducaciOn.
Esa cantidad de becarios sera casi triplicada en el mes de
agosto, dirigidos hacia cursos de tecnicos en Inseminacion Ar-
tificial, Ayudantes de Veterinaria, Auxiliares de Enfermeros,
Estudios Tecnicos de Agricultura y Cursos Formadores de
Maestros.
Los alumnos que obtienen las mejores calificaciones son es-
timulados por el Estado con la oferta de becas de estudio.
La participaciOn de los Organismos Populares de la Educa-
ciOn, los sindicatos obreros de la Central Sindical y las orga-
nizaciones de campesinos, mujeres y jOvenes en emulaciOn
fraternal de un contenido popular, patriotic? y entusiasta al
desarrollo de la BataIla del Sexto Grado y de la Revolucion
Tecnica, que tiene sus m?hermosas manifestaciones en la
Competencia de Conocimientos y las Olimpiadas del Saber,
eventos publicos que movilizan millares de personas en centros
escolares, circulos sociales y parques pablicos, en donde los
alumnos demuestran sus conocimientos y reciben premios co-
lectivos e individuales. Estos eventos son una poderosa con-
tribuciOn a la incorporaciOn del pueblo subescolarizado a los
estudios, y al avance de la educaciOn de masa en nuestro pais.
En el orden pedagogic? los mej ores resultados se han obte-
nido por via del permanente intercambio de experiencias en
Congresos y Conferencias Nacionales, Reuniones Provinciales
de Tecnicos y los diversos Colectivos que constantemente se
celebran con objeto de evaluar las tecnicas, procedimientos y
metodos aplicados. Estas reuniones son ayudadas con las cons-
tantes investigaciones que realizan los especialistas acerca de
exitos y dificultades observadas sobre la base del estudio de mi-
Hares y millares de trabajos y experiencias recogidas entre los
alumnos de los diversos cursos y las diversas zonas del pais.
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La investigaciOn es la fuente m?segura de rectificaciones y
cambios en nuestros metodos y programas de estudio.
Tanto los trabajos de las investigaciones citadas, como la
labor de los Seminarios Formadores y Superadores de Tecni-
cos para la educaciOn de masas, son presididos por el Instituto
de SuperaciOn Educacional (ISE).
b) Educacion de la Mujer
Dentro de la EducaciOn de Adultos existe un gran movi-
miento inspirado por el Dr. Fidel Castro como Primer Ministro
del Gobierno patrocinado por la FederaciOn de Mujeres Cu-
banas en coordinaciOn con el Ministerio de EducaciOn. A este
movimiento se le llama "Superacion de la Mujer" encargado
fundamentalmente de proporcionar una instrucciOn primaria
o secundaria y una educacion prof esional, en la que esta in-
cluida la formaciOn de maestros, a aquellas jovenes que proce_
den unas del campo y otras de la ciudad; estas Ultimas proce-
dian del servicio domestic?.
Para este tipo de educaciOn se creO en el Ministerio la Di-
recci?n Nacional de Superacion de la Mujer que tiene a su
cargo:
alumnas
Escuelas Nocturnas de Superacion para Domesticas 10,105
Escuela de EspecializaciOn para Empleadas del
Servicio Domestic? 377
' Granj as Infantiles "Jose Marti", "Ciro Frias",
"Ramon Paz", "Delfin Sen", "Frank Pais" y
"Yolanda Rodriguez" .. 4,150
Escuela Primaria "Orestes Gutierrez" 197
Escuela de Campesinas "Ana Betancourt" .. 10,294
Escuela de Instructoras "Conrado Benitez" .. 480
(Maestras de las Escuelas Nocturnas - Instructoras
que se preparan para ingresar en el "Maka-
renko" 1).
Instituto Pedagogic? "Makarenko"-1 (Siboney) 836
Instituto Pedagogic? "Makarenko"-2 (Tarara) 1,110
(Prof esoras graduadas del "Makarenko"-1 en-
cargadas de la form acion de maestros primarios).
Total: 27,549
Escuelas Nocturnas de SuperaciOn para Domesticas. Actual-
mente estan funcionando 98 escuelas en toda la nacion dedica-
das a superar la calidad politica y cultural de miles de mujeres
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de las capas mas humildes de la poblaciOn. Estas Escuelas
desenvuelven su plan de estudio a traves de los seis grados
de la ensefianza primaria, el desarrollo de estos cursos se han
organizado por semestres.
Escuela de EspecializaciOn para Empleadas del Servicio Do-.
/nestle?. Esta escuela tiene a su cargo preparar muchachas
procedentes del servicio domestic? para ocupar cargos en di-
ferentes centros de trabajo, estudian bajo regimen de internado
y fueron seleccionadas entre las alumnas m?destacadas de las
Escuelas Nocturnas de SuperaciOn para Domesticas. El plan
de estudio es hasta un nivel de sexto grado. Tambien se dio
inicio a un segundo curso en el que se organizaron los si-
guiente s :
1.?Preparacion de Taquigrafas-MecanOgrafas.
2.?Formacion de Auxiliares de Oficina.
3.?PreparaciOn de personal tecnico para el Ministerio dei
Comunicaciones.
4.?PreparaciOn de Auxiliares de Contabilidad.
5.?Curso de Perfeccionamiento para las Maestras de Taqui-
grafia y Mecanografia de las Escuelas Nocturnas de Su-
peracion de Domesticas.
6.?Curso de nivelaciOn para las alumnas del curso anterior
que no alcanzaron el 69 grado.
Granjas Infantiles "Jos?arti", "Ciro Frias", "Ramon Paz",
"Delfin Sen", "Frank Pais" y "Yolanda Rodriguez". Son in-
ternados de primaria. El alumnado esta formado por nifios
de ambos sexos que fluctflan entre los 4 y 17 afios. El plan
de estudios comprende: Ensefianza Primaria, EducaciOn Fisica
y Deportes, Practicas Agropecuarias, Artesania, Carpinteria,
Idiomas, Mdsica, Practicas de Ciencias, Actividades complemen-
tarias y de Extension Cultural y Actividades Recreativas.
Escuela Primaria "Orestes Gutierrez".? Estudiantes de am-
bos sexes, internos y semi-internos con un nivel de 19 a 69
grado.
Escuela de Campesinas "Ana Betancourt". Reciben todos los
afios a 10,000 campesinas que proceden -principalmente de las
regiones montafiosas de Oriente. Plan de Estudios del 19 al 69
grado. A las alumnas que han vencido el 49, 59 y 69 grados
se les ofrecen becas para continuar sus estudios en diferentes
centros.
Escuelas de Instructoras "Conrado Benitez". Procedentes de
los contingentes de "Maestras Voluntarias". Fue la primera
escuela de maestros que llevo de frente la capacitacion politica
y la preparaciOn docente y sentO las bases necesarias para la
organizaciOn del Instituto Pedagogic? "Makarenko".
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Instituto Pedagogic? "Makarenko" N9 1.? Se estudia la ca-
rrera magisterial en tres cursos con muchachas procedentes
de las brigadas de alfabetizaciOn "Conrado Benitez". Es norma
del Instituto Pedagogic? la vinculaciOn del trabajo de practica
docente con el estudio. Actualmente las alumnas graduadas
del Instituto realizan estudios universitarios de la Carrera Pro-
fesoral.
Instituto Pedagogic? "Makarenko" N9 2.? Funciona en Ta-
rara y con alumnos procedentes de la Escuela para Maestros
Primarios "Manuel Ascunce Domenech"; es el centro en el que
culmina la formaciOn regular de maestros. Los alumnos reel-
ben sus clases teOricas en el Instituto y realizan la practica
docente como Maestros-Responsables de sus aulas. Actualmen-
te un grupo numeroso de alumnas trabaja en las Escuelas de
Campesinas "Ana Betancourt".
c) Los Medios de ComunicaciOn Masivas al Servicio de la
Educacion Popular:
Frente a la necesidad de elevar la cultura general del pueblo
y como un medio de ref orzar los planes general de Educacion
de Adultos y de la juventud el Ministerio de EducaciOn de
Cuba cre6 la Direcci?n de Extension Educacional con tres De-
partamentos fundamentales:
Radio y Television Educativas.
Cursos por Correspondencia.
Medios o Ayudas Audio-Visuales.
Durante el aiio 1963-64 la labor sistematica de Extension
Educacional se ha consolidado, principalmente en lo que a la
utilizaciOn de la radio y la television educativas y produccion
de ayudas audio-visuales se refiere.
Antes de la RevoluciOn, es decir antes de enero de 1959 solo
existia en materia de radio y television un Unico programa
radial, una vez a la semana, la llamada "Universidad del Aire".
En television, propiamente educacional, no existia absoluta-
mente nada; con excepciOn de algunos pocos programas de in-
formaciOn general que bordeaban el tema educativo y en pa-
neles con las llamadas "Mesas Redondas".
Desde enero de 1960, en cambio, se utiliza en forma plani-
ficada.
La DirecciOn de Extension Educacional desarrolla sus planes
a traves de:
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1. Departamento de Radio y Television Educativas.
Durante el alio 1963-64 se han desarrollado los siguientes pro-
gramas de Radio y Television entre otros:
Television
Secundaria Obrero-Campesina:
? 2 programas a la semana de 1/2 hora.
Secundaria Basica:
? 5 programas a la semana de 1/2 hora.
SuperaciOn del Magisterio:
? 2 programas a la semana de 1/2 hora.
Seminario y RevoluciOn:
? 1 programa de una hora.
SNTEC:
? 1 programa a la semana de 1/2 hora.
Bloque de peliculas Educacionales:
? 5 programas a la semana de 1/2 hora.
Olimpiadas del Saber:
? 1 programa semanal de 1/2 hora.
Ciencias y EducaciOn:
? 1 programa a la semana de una hora.
TOTAL: 18 programas a la semana con 10 horas de trans-
mision.
76 programas niensuales ? 50 horas de transmision.
912 programas al alio ? 600 horas de transmision.
Radio
Programas de los Becados:
? 1 programa diario de 15 minutos de duracion.
Superacion Obrera:
? 1 programa semanal de 1/2 hora.
SuperaciOn Obrera:
? 1 programa diario de 1/2 hora.
Seguimiento:
? 1 programa diario de 1/2 hora.
StiperaciOn del Magisterio:
? 1 programa diario de 1/2 hora.
?44?
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Idioma Ruso:
? 1 programa diario.
Idioma Ingles:
? 1 programa diario.
Primaria (La Hora Escolar):
-- 1 programa diario.
TOTAL: 39 programas semanales ? 18 horas mensuales.
166 programas mensuales ? 77 horas semanales.-
1,992 programas al alio ? 924 horas al alio.
2. Departamento de Cursos por Correspondencia.
Organiza los cursos a trabajadores en producciOn que no pue-
den seguir cursos normales del Sistema Nacional de Educacion.
Estos cursos generalmente son m?prolongados que los regu-
lares a base de grupos de alumnos que reciben material por
correspondencia, en forma sistematica, y con un profesor-guia
que los dirige mediante encuentros periodicos (quincenales
o mensuales). Estos alumnos durante el aiio se internan por
breves periodos como medio de ref orzar el estudio directo con
el profesor.
El Departamento de Cursos por Correspondencia coordina con
las Direcciones Nacionales de las respectivas ensefianzas para
el desenvolvimiento de estos Cursos.
3. Departamento de Medios Audiovisuales Auxiliares de
la Ensefianza.
Este Departamento lo constituye:
SecciOn de Cine del Departamento de Radio, Television y
Cine.
SecciOn de Bibliotecas de imagenes, archivos de fotografias.
SecciOn de Fotografia y Laboratorio.
SecciOn de Medios Audiovisuales.
Cuadros didacticos del Departamento de Cursos por Corres-
pondencia para la produccion de material audio-visual.
En coproducciOn con el ICAIC y la DEFA de la RDA el Mi-
nisterio producird peliculas de Historia, Geografia y Ciencias
BiolOgicas. Y adquirira en paises extranjeros 605 peliculas, 850
tiras filmicas y 180 diapositivas principalmente de la rama de
la .ciencia y la tecnologia.
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Servicios de Psicologia Escolar:
Dentro del Ministerio de EducaciOn existe el Departamento
de Psicologia Educacional con su oficina nacional y las siete
oficinas provinciales, que tiene a su cargo la orientaciOn psico-
lOgica del sistema nacional de educacion en los aspectos de in-
f ormacion y orientaciOn generales, ya que los servicios clinicos,
son responsabilidad del Ministerio de Salud PUblica en los
Dispensarios de Higiene Mental y los Servicios Psiquiatricos
Infantiles y Juveniles de los Hospitales. El Departamento de
Psicologia Educacional asesora otros departamentos en proble-
mas de la evaluaciOn del aprendizaje e instrumentos de evalua-
ciOn. Ademas, es responsable de la orientacion vocacional en
los niveles de primaria y secundaria y realiza investigaciones
sobre problemas educacionales y elabora o prueba instrumen-
tos psicometricos.
En el pasado curso se ha incrementado la labor de docencia
a maestros, directores y autoridades educacionales que concu-
rren a los cursos del Instituto de Superacion Educacional en
el aspecto de los problemas emocionales y de conducta de los
nifios en las aulas.
Ademas, orienta tecnicamente el plan de orientaciOn vocacio-
nal impulsado por el Consejo Nacional de EducaciOn. El mayor
esfuerzo este aflo ha sido difundir informacion sobre las ocu-
paciones y las posibilidades de estudio en las escuelas que pre-
paran para ello, especialmente en los afios terminales de cada
nivel de ensefianza. Esto se ha hecho tanto a traves de folletos
y de monografias como por la prensa, la radio y la television.
Todos los alumnos de sexto grado de la Republica recibieron
un folleto sobre sus oportunidades educacionales y los alumnos
que terminaban la secundaria basica y el pre-universitario re-
cibieron otro folleto del mismo tipo y una colecciOn de mo-
nografias sobre la educacion que requieren estudios de nivel
secundario superior o universitario. Este material de informa-
ciOn complementO el programa de actividades con fines voca-
cionales que desarrollaron todos los alumnos de estos niveles.
Paralelamente en estos niveles los maestros y profesores se
han coordinado con los responsables de centros de trabajo, los
sindicatos y las organizaciones de jOvenes para que los alumnos
que deben decidir sobre los estudios que van a seleccionar ten-
gan experiencias directas en la vida del trabajo y en los centros
de estudios que deseen seleccionar.
El servicio de orientaciOn de las universidades ha colaborado
en este plan en lo que se refiere al trabajo con alumnos pre-
universitarios.
El Ministerio de EducaciOn esta consciente de que todo este
trabajo es solo un comienzo. Ya en este curso se han organi-
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zado en escuelas secundarias basicas, circulos de interes sobre
materias cientificas que han emprendido los proyectos en al-
guna rama de la ciencia, la tecnica o los estudios agropecuarios
dirigidos por tecnicos especialistas que voluntariamente reali-
zan este trabajo con el fin de promover el interes necesario
en estos estudios.
A un plazo m?largo la politecnizaciOn de la ensefianza y la
educacion para el trabajo sentaran bases m?solidas y ade-
cuadas a la selecciOn vocacional de los alumnos.
Ya en este curso los maestros de sexto grado y los asesores
de plenos estudiantiles de curso han trabaj ado con los alumnos
y con sus padres para ayudarlos a evaluar toda la informaci6n
recibida y tener en cuenta el rendimiento escolar y las aptitu-
des demostradas por el alumno en la escuela con vista a su
seleccion vocacional. En el futuro seem pueda entrenarse
a miembros del personal docente para colaborar en las tareas
de orientaciOn vocacional, la orientacion individual podra ba-
sarse en tecnicas m?especificas de este trabajo.
El Plan de Becas del Gobierno Revolucionario garantiza
oportunidad para el estudio de cualquier rama a los alumnos
de cualquier region del pais.
Educacion de Deficientes:
Esta EducaciOn esta a cargo de la Direcci?n Nacional de la
Enserianza Diferenciada que ha organizado, por primera vez
en Cuba un sistema nacional de educacion especial a nirios,
jOvenes y adultos, cuya educacion resulta dificil en el aula
corman de la escuela nacional por las deficiencias bien fisicas
o mentales de los educandos.
Antes de la RevoluciOn existian algunas instituciones priva-
das que patrocinaban la enserianza, principalmente a ciegos
y retrasados, a modo de acciOn filantrOpica o caritativa. Ac-
tualmente es un servicio del estado que se proporciona a todo
deficiente como un derecho humano y social de ,estos a inte-
grarse, plenamente a la vida de la sociedad y especificamente
a la vida de la producciOn o del trabajo, de acuerdo con sus
capacidades.
Corresponde a la enserianza diferenciada la educaciOn de re-
trasados mentales, afasicos, sordos y semi-sordos, de los que
tienen problema del habla y de la voz, de ciegos y ambliopes,
de los que padecen trastornos de la conducta, de impedidos
motores y de otras deficiencias, por lo que existen:
Escuelas para Retrasados Mentales.
Escuelas para Sordos y Semi-Sordos.
Escuelas para Ciegos y Semi-Ciegos.
Escuelas para Nifins con Trastornos de la Conducta.
?47--
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Escuelas para Impedidos Fisicos-Motores.
Aulas de Servicios Hospitalarios.
Escuelas Diferenciadas de Oficios.
En la mayor parte de estas Escuelas estan organizadas para
regimenes de vida de internado, de semi-internado o de ser-
vicio externo.
Existen los llamados "Centros de Diagnostic? y Orientacion"
a donde acuden previamente los nifios, jovenes y adultos con
distintos tipos de deficiencias en busca de la orientaciOn ade-
cuada para la ubicaci6n correspondiente en la escuela dif e-
renciada respectiva. Estos ni?os, jOvenes y adultos proceden
de los servicios medicos u hospitalarios de las escuelas corres-
pondientes a los distintos tipos de ensefianza o vienen directa-
mente por interes familiar.
En la actualidad el Gobierno Revolucionario hace un gran
esfuerzo por satisfacer las necesidades de este tipo de educa-
ciOn que tiene el pueblo de Cuba y por formar el nUmero re-
querido de maestros y especialistas para la Educacion Dife-
renciada:
El presente cuadro estadistico representa el desarrollo de la
enseilanza diferenciada respecto al pasado afio:
Tipo de
Escuela
Escuelas para
N? de
Escuelas
NQ de Personal
Aulas docente
NQ de
Matricula Alumnos
por
Maestro
'
Sordos
8
54
63
331
7
Escuelas para
Retrasados
Mentales
10
108
188
1041
9
Escuelas para
Impedidos Mo-
tores
3
10
31
62
4
Escuelas para
Ciegos
1
18
26
91
3
Escuelas para
Trastornos de
la Personali-
dad y Con-
ducta
2
10
31
94
3
Escuelas Mul-
tiples (Taller)
5
3
38
13
Escuelas Hos-
pitalarias
1
3
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?Movimientos Juveniles:
Los jOvenes de Cuba han desenvuelto una serie de tareas
de extraordinaria importancia en relaciOn' principalmente con
el desarrollo economic? y social del pais. A traves de sus tres
principales organizaciones, la Union de JOvenes Comunistas, la
Union de Estudiantes Secundarios y la FederaciOn Estudiantil
Universitaria (una en cada Universidad) han impulsado tareas
tales como la participacion de miles de jovenes estudiantes en
los trabajos voluntarios de la producciOn agropecuaria, en los
distintos eventos deportivos organizados por el INDER, en los
concursos, certamenes, "plenos estudiantiles", la emulacion es-
colar y fundamentalmente en la aplicaciOn de los planes de
establecer :Lana disciplina consciente o auto-disciplina entre los
estudiantes pertenecientes a los distintos centros docentes como
tareas planteadas por el Ministerio de Educaeion; y en activi-
dades artisticas (exposiciones, recitales, festivales, etc.) promo-
vidos por el Consejo Nacional de Cultura.
Estas organizaciones juveniles celebran periOdicamente sus
reuniones en las que sistematicamente evallian el resultado del
trabajo que realizan en relaciOn con las tareas que le son pro-
pias y las metas que se han trazado y han intervenido, in-
clusive en la preparacion de reuniones juveniles de catheter
internacional como el Primer y Segundo CLAJ (Congreso La-
tinoamericano de Juventudes, celebrado en La Habana y en
Santiago de Chile, respectivamente) y en la actualidad estan
enfrascados en su compromiso ante la "RevoluciOn Tecnica"
planteada por el Dr. Fidel Castro, como Primer Ministro del
Gobierno.
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ANEXO 1
e) Porcentaje de los gastos afectados a la educaciOn con relacion
a los gastos generales del Estado
NACIONAL
EDUCACION
SECCION I
$ 715873,258
$ 210,000
II
128692,313
60,000 ?
III
626690,309
201992,300
IV
143818,323
16745,200
V
221200,000
VI
149690,000
VII
413042,697
Comparacion en el
Presupuesto del
Ministerio de
Educacion
2399006.900
219007,500
9.13%
M? Presupuesto
de otros
Organismos
66807,900
$2,399'006,900
$285815,400
11.92%
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3) Financiamiento de la Ensetianza
1963
1964
Aumentos o
(Disminuciones)
_ANEX 0 1
Aurnentos o
1963 1964 (Disminuciones)
Escuelas Primarias
74821.2
74262.1
(559.1)
Escuelas de Secretariado 1271.8 1326.4 54.6
(Incluye las cantidades consig-
nadas para el sostenimiento de
los Comedores Escolares)
Escuelas de Idiomas 1334.8 1609.9 275.1
Escuelas de Impedidos Fisicos y
Externos 439.5
Mentales (Externos e Internos)
2481.2
1937.9
(543.3)
Becas 1170.4
Granjas Infantiles y Juveniles
7649.0
8878.1
1229.1
Cursos de Superacion 802.1 815.9 13.8
Educaci6n de Adultos
12456.6
19237.9
6781.3
Bibliotecas Escolares 351.4 254.8 (96.6)
SuperaciOn Obrero-Campes na
10628.5
Educacion Fisica 206.6 2207.9 2001.3
SuperaciOn de la Mujer
8609.4
Transportes Escolares 4061.2 3962.5 (98.7)
Cursos por Correspondencia y
Mantenimiento Escolar 2354.1 2354.1
Otros Medios
973.4
395.3
(578.1)
Becas en el Extranjero 373.5 912.0 538.5
Oficios Maritimos y Otros
238.8
(238.8)
Internados para Estudiantes (1) 30764.9 (30764.9)
Escuelas de Pesca
2743.9
?
2743.9
Internados Universitarios (2) 4533.6 4533.6
Escuelas Secundarias Basicas
Servicios Administrativos 17078.1 16615.2 (462.9)
Urbanas
16017.7
13010.6
(3007.1)
Seguridad Social 803.2 803.2
Rurales
638.8
1485.3
846.5
Centros de Produccion
Circulos Sociales de Pioneros 274.5 274.5
Agropecuaria
591.7
(591.7)
Comedores Populares de Centros de
Becas
6945.7
6945.7
Trabajo 352.6 352.6
Institutos Pre-Universitarios
Inversiones 15147.9 17733.0 2585.1
Externos
5293.2
3654.1
(1639.1)
208647.9 219007.5 10359.6
Institutos de Alumnos
Seleccionados
68.4
(68.4)
M? Actividad Educacional Presu-
puestada por otros Organismos (3) 74642.9 66807.9 (7835.0)
Becas
3592.3
3592.1_
283290.8 285815.4 2524.6
Otras Escuelas
456.0
456.0
Escuelas de Superacion Obrera Lenin
93.2
(93.2)
Escuelas de Tabulacion
66.2
(66.2)
Escuelas de Formacion de Maestros
Primarios
3693.0
5647.7
1954.7,
Escuelas de Superacion PedagOgica
2686.7
2686.7
Institutos de Contabilidad
Planificacion
Externos
2184.7
2081.1
(103.6)
Becas
518.2
518.2
NOTA:
Escuelas e Institutos TecnotOgicos
( I ) Internados para Estudiantes se desgloso en 1964 en las distintas actividades de Becados.
Externos
9929.8
715.1
(9214.7)
(2) Internados LIniversitarios comprende los gastos de atencien a los becados universitarios.
Becas
Actividad Agricola
15403.4
1600.5
15403.4
1600.5
Observacion: Se ban agrupado las distintas actividades de acuerdo a la nueva nomenclature de 1964; es
decir, las escuelas que en 1963 no aparecen en presupuesto en 1964. como las Escuelas de Tabulacion (1963),
se halla incluido en el presupuesto de Otras Escuelas 1964.
Electronica y Telecomunicaciones
58.7
(58.7)
(3) La disminucion en la actividad educacional presupuestada por Otros Organismos se deben a que fueron
trasladados bajo el control del Ministerio de Educacion algunas actividades.
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II. DESARROLLO CUANTITATIVO DE LA ENSESIANZA ANE X 0 2
Estado comparativo de la rnatricula en los cursos 1962-63 y 1963-64
NIVEL DE ENSE&ANZA
Curso Tipo de alumno
ENSERANZA PRIMARIA
Escuelas Primarias
Escuelas Unificadas (19 a 69)
Granjas Infantiles
ENSERANZA MEDIA (General)
Escuelas Unificadas (7? a 9?)
Escuelas Secundarias Basicas Urbanas
Escuelas Secundarias Basicas Rurales
Institutos Pre-Universitarios
ENSERANZA MEDIA (Tec. y Prof.)
Escuelas de Idiomas
Escs. de Aux. de Administracion
de Administracion
Escs. Tecnologicas Industriales
Insts. Tecnologicos Industriales
Insts. Tec. AgropecuarioS (1)
ENSEN ANZA MEDIA (Normal)
de Maestros Primarios
Escs. de SuperaciOn Pedaciagica
ENSENANZA SUPERIOR
Universidad de La Habana
Universidad de Las Villas
Universidad de Oriente
EDUCACION ESPECIAL 0 DIFERENCIADA
EDUCACION DE ADULTOS
Centros y Aulas de E. O. C.
Escs. Noct. de Sup. de la Mujer
Centros Espec. de Sup. de la Mujer
OTRAS ESCLIELAS
Esc. Nacional de TabulaciOn
Escs. de Pesca y Marineria (1)
Escs. de Iiniacion Dep. Escolar
Centro Especial de Becarios
Esc. Sec. Bas. para Obreros Becarios
Inst. de Sup. Educacional
TOTAL
INICIO DEL CURSO 1962-63
EXTERNOS INTERNOS TOTAL
INICIO DEL CURSO 1963-64
EXTERNOS 'INTERNOS TOTAL
1'193,077
14,209
1207,286
1266,686
13,978
1280,664
1193,077
(0)
101,003
12,625
-
1,584
22,115
1205,702
(0)
1,584
123,118
1256,748
8,607
1,331 (B)
120,552
11,517 (A)
_
2,461
17,378
1268,265
8,607
3,792
137,930
3,711
86,978
10,314
27,025
-
15,088
1,821
5,206
15,477
. 3,711
102,066
1,821
15,520
42,502
4,388
104,074
_
12,090
33,839
_
10,954
1,681
4,743
15,976
4,388
115,028
1,681
16,833
49,815
4,936
9,140
12,063
362
524
-
10,741
1,600
.-Insts.
494
10,807
2,576
...
7,784
6,536
9,140
12,557
11,169
3,100
" ?
18,525 -
5,325
12,381
12,672
2,708(G)
753
9,410
976
623
9,837
7
31;32033
17, 316
6,301
12,381
13,295
12,545
3
1:39 0930
26,726
-
10,741
14,533
7,784
-
3,076
7,784
741 ,Escs.
10
17,609 (G)
_
9410
,
17,241
12,342
4,974
4,887
12,342
14,384 (F)
22,128 (It)
11,619
1,303
1,611
1,811
895
370
1,391
13,430
2,198
1,981
1,391
12,730
1,946
2,565
1,025(0
3,366
815
706
777
16,096
2,761
3,271
1,802
481,662
10,971
492,633
467,411
11,562
478,973
468,456
12,438
768
5,372
10,971
468,456
12,438
11,739
5,372
455,394
11,476
541(E)
6,196
-
11,562
4,510
455,394
11,476
12,103
10,706
-
5,372
-
...
5,372(i)
1,687
_
4,509
-
3,671
609
110
120
1,687
3,671
609
110
120
4,509 0)
1833,413
75,023
1908,436
1922,360
86,384
2008.744
^
(1) Estes centros de- enseiianza, provenientes de otros organismos, fueron incerporados al Ministerio de Educacion
en el curso 1963-64.
(A) Incluye 470 alumnos internos que no reciben clases
(a) Incluye 101 alumnos semi-internos
(c) Incluye 686 alumnos semi-internes
(o) Incluye 454 alumnos semi-internos
(a) Incluye 480 alumnos que estudian por correspondencia
(a) Los datos corresponden a los cursos y seminarios impartidos durante el alto 1963
(a) Los datos corresponden al curso denominado 1962
(o) Los. datos corresponden al curso denominado 1963
(1) Los datos corresponden a los cursos y seminaries impartidos durante el alio 1962
(j) Los :dates corresponden a los cursos y seminaries impartidos durante el alto 1963
(0) Incluidos en el 1193.077 alumnos externos de escuelas primarias
. Significa que existe el dato pero se desconoce o este incompleto BECARIOS EN EL EXTRANJERO: 2,183 (estado en Marzo/64.)
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REPORT
TO THE XXVII CONFERENCE INTERNATIONAL
ON PUBLIC INSTRUCTION
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INTRODUCTION
In its report to the XXVI International Conference on Public
Instruction Cuba stated that once the extension of educational
services has been established so that free education ;s guaranteed
to all citizens, two fundamental problems would be the principal
preocupation:
a) The reorganization of the administrative apparatus for schools,
with tre greatest possible use of the experience acquired .along the
way, especially where the participation of the people in carrying out
educational tasks existed, and
b) The betterment of quality in education, with a raising of the
scholastic level of students, and an improvement of the teaching
personnel responsible for education.
Today, in its report to the XXVII International Conference on
Public Instruction, Cuba declares that, the above-mentioned aspects
of Cuba's educational policy are now in force, and that in the pan-
orama of the educational movement corresponding to the 1963-1964
scholastic year the following significant facts of utmost importance
within the planned development of Cuba's education stand out:
The development in quantity of education on all levels and in all
type of schools, united with the simultaneous effort to improve the
quality of teaching. The slogans, -school promotions of quality and
quantity", and the -campaign for sixth grade education-, as a fol-
low-up program to the campaign against adult :illiteracy wich termi-
nated in 1961, make up part of the aspirations and manifestations
of the people of Cuba.
The program of courses of perfection or improvement for in service
personnel; a movement which enters into the Ministry of Education
itself and extends to all other Ministries of the Government of Cuba
as well as into the unions and the mass organizations in general.
Cuba impresses the visitor as a nation converted into one huge
school.
The systematic use of television and radio for programs for teach-
ing, and for educational activities.
The production of schools text books by the Publishing House of
the Ministry of Education.
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The organization and discipline achieved in the schools of the
Scholarship Plan of the Revolutionary Government which comprise
more than 100,000 scholarship students under a living-in system.
The effort to provide reorientation in education, on all levels but
fundamentally on that which gives a strong scientific and politecnic
basis, indispensably related to the "Technical Revolution" proposed
by the Prime Minister of Cuba, Dr. Fidel Castro.
The democratic planning of education by means of the applica-
tion of what is called "the line of the masses" which guarantees
the participation of all those who take part in carrying out educa-
tional plans.
Extensive plans for training of primary and secondary teachers.
Socialist emulation as the means of pushing forward and acceler-
ating educational planning.
But more than all the preceding points, the most surprising is
that Cuba can develop its great economic and social plans, including
the plans for all that education refers to, in the middle of an illegal
and criminal stuggle which a powerful imperialist neighbor imposes
upon Cuba; aerial incursions, sabotage, attacks by mercenary troops,
violation of its air space with the purpose of spying, a total eco-
nomic blockade which even includes the prohibition of purchases of
medicine, etc. In the face of this, Cuba raises a voice and maintains
the strongest protest before the United NatiOns Organization and
public opinion of the whole world.
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I. THE ADMINISTRATION OF SCHOOLS
1) Administrative standard. Modifications introduced during the
year in school administrations: creation, eliminations or reorganiza-
tion of the administrative services or consultations:
In accordance with what social experience indicates, -organiza-
tion grows out of work and not the contrary", and that, a very
important task of an educational policy is to find out in actual
practice the forms of organization indicated in the development of
that practice", the Ministry of Education of Cuba has introduced
important modifications in its administrative structure, in accordance
with these actual facts of the social process.
Likewise, based on what has been established since 1959; that
the administration of educational services and dependencies function
in a decentralized manner and that the management and the prin-
cipal technical and administrative supervision of these services
operate in a centralized form on the national level, intermediate or
regional levels have been established which are in accordance With
the new political and administrative division of the nation ( social-
economic units) and which permit a more direct and, thus, better
controlled educational administration.
The present organization may be defined by the following linea-
meats:
One: The division of work in the administration of all schools cor-
responds to the different levels and types of education: elementary,
secondary (basic secondary and pm-university), industrial, agricul-
ture, administrative, preparatory schools for elementary teachers,
language schools, university, and adult education (workers' and
farmers' education, etc.).
Two: Decentralized administration at provincial and regional
levels. Orientation and execution of educational policy with tech-
nical and administrative supervision operating at a centralized nation-
al level.
Three: The method of collective work; democratic discussion,
individual responsibility, and mass participation of the people in
organizational matters and the pushing forward of educational plans.
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The structure of the administrative organization in the Ministry
of Education includes, at present, an extension of educational serv-
ices, the participation of the people in administration of education,
relations of a new type between the people an the technical-admin-
strative officials of the Ministry of Education, as well as new rela-
tions between the officials, teachers, and professors on one level, and
the parents, teachers and students on another, in order to solve
problems that arise. More concretely, a series of important national
events have conditioned and influenced decisively in determining
the present administrative organization.
The most important have been the following
The National Campaign against Illiteracy which gave the munic-
ipal and provincial committees of education (organizations made up
of officials of the Ministry and representatives of popular organiza-
tions) a descisive impulse and a special nature; the creation of
thousands of classr000ms in the mountain regions under the direc-
tion of "voluntary teachers" (secondary students converted into
teachers of elementary education by means of emergency courses for
teacher training of four or five months' duration) and who were
later transformed into the "Frank Pais Brigade of Vanguard Teach-
ers" (named after the revolutionary martyr) ; in turn, these gave
form to the organization of the present -Departments of Mountain
Regions"; the establishment of thousands of rural and urban element-
ary classrooms and scores of -basic secondary schools" ( first level,
three year secondary schools) and the nationalization of the former
private schools; the vast plans for adult education (workers, farm-
ers, and unskilled women workers) and the organization of a large
system of technological schools and institutes; the authority given
to the Ministry of Education over the planning of university teach-
ing as a part of the integral planning of all education; the develop-
ment of publishing through the publishing house of the ministry and
consequently the elaboration and translation of numerous books and
educational texts, and the establishment of wide cultural relations
with foreign countries; all of which have contributed to the creation
of technical and administrative organization suitable to such aims.
The transformation of the former Normal Schools into "Schools
of Pedagogical Improvement" which are responsible for the in-
service training of teachers without certificates (called "popular
teachers"), the expansion of improvement courses by the Institute
of Educational Improvement (ISE) with the establishment of regular
and systematic courses of study for the improvement of officials,
supervisors, professors, teachers, and technical as well as adminis-
trative personnel in general. The recent plan for training primary
teachers in three stages has also contributed to the organization of
the Ministry. The scholarship plan of the Revolutionary Govern-
ment, which in itself presents an educational revolution as well as
posing problems to be resolved which are pedagogical in nature:
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and, with regard to vocational and ideological orientation which
still presents a complex organizational question in both teaching
and administrative sectors.
To these facts must be added the demands that a planned national
economy impose upon the administration of educational services.
Problems of a system of economic control, costs, investments, statis-
tics, budgets made out my municipal or regional groups and discussed
on all levels; all these are new questions for officials, professors,
and teachers that have had to be confronted without necessary
experience and which have influenced, like the other questions men-
tioned, the forms of organization on an administrative level.
And, above all, the radical change in the orientation in actual
teaching which has been coming into practice and should develop
with more and more force as the construction of the new society
which the Cuban people are building advances.
The new form of organization also brings up the need to respond
not only to the demands of the present moment, but also to those
of the immediate future in relation to the successes attained, which
determine, in turn, the new trends of development.
These attainments can be expressed by the following:
One: Mass development of educational services.
Two: Elevation of the educational conscience in teachers, profes-
sors, students, parents, workers, farmers and the people in general.
Three: Militant participation of the people in educational tasks
through their organizations.
Four: Unification of the school system by means of the national-
ization of private schools.
Five: Development of minimum requirements in organization to
guarantee these successes and to assure, within a reasonable length
of time, an advance in the quality of teaching which is at the present
time the most important task of those who work in education.
Two parallel parts of the Ministry of Education function in a
synthesis with regard to administration of educational services:
1) A structure of a technical and administrative nature made up
of organizations and specialized officials or professionals, designed
to meet the needs of the educational services for the people and to
develop the planning and execution of the educational programs of
the Ministry.
2) A structure of an administrative and popular nature in which
the officials of the Ministry are integrated with the representatives
of the principal mass organizations of the people and which has
the responsibility of pushing forward the plans of the Ministry by
means of coordination and support of the popular institutions and
organizations.
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The technical and administrative structure:
Presided over by the Ministry of Education and by the following
officials:
A first Vice-Minister and five Vice-Ministers; Vice-Minister of
Elementary Education (new post); Vice-Minister of Secondary
Education (new post); Vice-Minister of Technical and Professional
Education (new post); Vice-Minister of Higher Education (new
post) and Vice-Minister of General Services (administration?new
post).
An administrative council functions under the direction of the
Minister of Education, made up of all the Vice-Ministers and those
national officials designated by the Minister of Education. This
is the highest collective organization of officials in the Ministry of
Education.
The Vice-Ministers, along with the different national administra-
tive offices which are under their supervision, constitute the corre-
sponding collective groups.
The national administrative offices are organizations which direct,
give orientation, supervise, and evaluate the activities pertaining to
a level or type of education, or to a determined auxiliary service.
They are the following:
The National Office of Primary Education
The National Office for Teachers' Training
The National Office of Worker-Farmer Education (Adult
Education)
The National Office of Educational Improvement for Women
(Adult Education?newly created)
The National Office of Education for the Handicapped (Stu-
dents with physical defects or speech impediments)
The National Office of Living-in Elementary Students (newly
created)
The National Office of Secondary Education
The National Office of Industrial Education
The National Office of Agriculture Education (newly
created)
The National Office of Education for Administration (newly
created)
The National Office of Foreign Language Teaching (newly
created)
The National Office of Higher Education (newly created)
The National Office of Educational Extension Services
(Educational programs by radio, television and the press)
The National Office of the Institute for Educational Improve-
ment (ISE)
The National Office of Administration
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The National Office of Personnel
The National Economic Office (newly created)
The National Office of Organization and Verification (newly
created)
The National Office of Relations with Foreign Countries (new-
ly created)
The National Office of Scholarships
The National Office of Technical Control of Education
(which has the responsibility of studying and revising the
plans and programs developed in the different levels of educa-
tion in order to assure ideological and pedagogical unity of
the educational system) . It functions as an advisory organiza-
tion to the Minister and Vice-Ministers and without exec-
utive power (newly created)
The Publications Office
The Administration of the School City ''Liberty" (newly
created).
There are also following national departments of services:
Department of Physical Education
Department of Educational Psychology
Department of School Libraries.
The national administrative offices with their staffs of technical
specialists and their department heads constitute corresponding col-
lective organizations.
In accordance with the principle of technical and administrative
decentralization, each province is organized into provincial offices,
regional offices, and district sections in which the units correspond-
ing to the different levels of education and types of schools are
duplicated.
The provincial directors together with the provincial sub-directors
and their technical personnel constitute corresponding collective orga-
nizations. The same is true of the regional directores.
The National Committee for Emulation which functions as an
organization under the direction of the Office of the First-Vice-
Minister has three fundamental objectives:
1.?It serves as the means of pushing forward the activity of
? the workers of education.
2.?It is an instrument of mass education.
3.?It is used as a means of measuring the political comprehen-
sion and the work capacity of administrative, technical, and
union directors.
The National Committee for Emulation was appointed by the
Ministry of Education to reach these objectives and to push emula-
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tion forward. This Committee is presided over by the First-Vice-
Minister on the national level and by the regional and prOvincial
directors in their respective areas.
In order to stimulate and achieve the plans for emulation the
Committee has the aid of the National Union of Workers of Edu-
cation and the Union of Secondary Students.
The Ministry of Education organized the emulation project by
working out the plans for emulation in accordance with the differ-
ent types of labor, and at the same time adapted each plan to the
general organization of the Committee.
The general content of emulation has taken into consideration the
most important aspects of education and has given special emphasis
to the following:
a) Attendance and punctuality of workers.
b) Students' attendance.
c) Control of scholastic attainments and development of
programs.
d) Professional improvement.
e) Acceleration, reviewing, and extra-curricular activities.
f) Strengthening of Elementary School Councils and the Sec-
ondary Center Councils.
g) Strenghthening of the plans for Worker-Farmer Education
cation.
h) Increase and conservation of didactic material, furniture,
buildings, equipment, etc.
The content of emulation represents the center of the educational
policy which is based on two fundamental aspects: scholarship and
economy.
The general objectives of the emulation plans in education are
the following:
1.?To link theory with practice.
2.?To serve as an aid to mass education.
3.?The increase of school promotions both in quantity and
quality.
4.?The betterment of attendance both by professors and stud-
ents.
5.?To increase professional improvement among professors and
teachers. ..
6.?To link professional workers with the Courses in Worker-
Farmer Education.
7.?To achieve a greater sense of responsability in the care,
conservation, maintenance of and increase in educational
materials.
8.?Strengthening of the Councils and Centers.
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The following are the basic activities pertaining to the adminis-
trative offices of any of the different levels of education, as technical
and administratives units:
Planning, orientation, coordination, 'execution, decentralization,
supervision and evaluation of all the different tasks to be accom-
plished according to the principle of applying democratic central-
ization (collective discussion and individual responsibility).
Educational planning rests fundamentally upon the work of the
national offices of the different types of education and schools, and
this is accomplished by a network that extends through the provin-
cial, regional and national levels in accordance with what is known
as the political line of the masses (with participation on every level
of specialized officials, teachers, professors, and of the nopular mass
organizations) and reaches the Administrative Counc;1 for approval
of the plans, or in ultimate circumstances, the Minister of Education.
This educational plan is integrated with the general plan for
economic and social development of the nation through the permanent
linking of the Economic Administration of the Ministery of Educa-
tion with the corresponding office of JUCEPLAN (Central Board
of Economic Planning).
The Structure of the Popular Administrative Organization:
This organization is made up of "Educational Councils" with rep-
resentatives from the Ministry, from the mass organizations of the
people, and from the National Union of Workers of Education
and Science.
The councils !-ave no executive functions; their task is that of
pushing forward and coordinating the help of popular organizations
in the work of education in accordance with the political technical
and administrative orientations of the Ministry.
The National Council of Education functions under the orienta-
tion of the First Vice-Minister of Education and serves as a linking
-element between the Ministry and the people, and facilitates the
understanding by workers and institutions of the goals and prob-
lems of educations.
The National Council of Education is composed of:
A) An executive staff consisting of a president, the Vice-Minister
of Education, a secretary for organization, a secretary for relations,
the general secretary, the organization secretary of SINTEC (Na-
tional Union of Workers of Education and Science), and delegates
.of the following organizations:
F M C (Cuban Women's Federation)
C T C (Central Union of Cuban Workers)
C D R (Committees for the Defense of the Revolution)
? A NAP (Association of Small Farmers)
U E S (Secondary Students' Union)
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U J C (Young Communists' Union)
U P C (Union of the Pioneers of Cuba).
B) Joint session consists of the executive staff, the directors and
staff of the National Departments of the Ministery of Education,
the National Secretary of SINTEC (Union of Workers of Educa-
tion and Science), the executive staffs of the provincial councils, the
coordinator of the National Committee of Patronization of Schools,
the Secretary of the National Committee of Socialist Emulation in
Education, and a delegate of the Ministry of Public Health from
the Department of School Hygiene.
The educational councils of provinces, regions, sections and
schools, organizations which duplicate the same structure as that of
the National Council function as ani addition to each provincial
administrative office, to each regional department, to each sector of
education and to every school.
All the above stated, as an answer to clause one of the formulary,
is set down in the Organic Ministerial Resolution number 99/64.
2) Control of Teaching:
Changes of a qualitative and quantitative nature introduced in the
supervision on the different levels of education.
The same organization as that stated in the corresponding report
to last year's conference has been maintained, that is to say, based
on technical collective work and study committees, and that same
organization has been established for general secondary education
and for technical and professional education.
There has been an increase in the number of supervisors on all
levels of education as well as in the number of newly-created region-
al directors of education in accordance with the new technical and
administrative organization of the Ministry of Education.
3) Financing of education. a) Extent of the budget of the Min-
istry of Public Instruction in 1964 or in 1963-64, and if the figure is
known, the total amount of the expenditures for education in central
regional and local administration; b) increase or decrease in the
budget of the Ministry of Public Instruction in accordance with that
reported for the preceding year; c) percentage of this increase or
this decrease; d) percentage of the actual expenditures for education
in relation to the general expenditures of the State; e) percentage
of the actual expenditures for education in relation to the gross na-
tional income of the nation.)
(SEE ANNEX 1.)
4) School Construction. The measures taken and the results ob-
tained during the past year in order to meet the necessities felt in
relation to the construction of schools. If possible, the percentage
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of increase or decrease in the number of classrooms constructed:
a) in elementary instruction, b) in secondary instruction, in accord-
ance with the report of the preceding year.
The 1961-1962 plan has been continued and has proceeded prima-
rily in attending to the reconstruction and repair of the school build-
ings destroyed or damaged by the hurricane, "Flora", principally
in the eastern provinces.
Work on the three university cities continues; in those of Oriente
and Las Villas the installations for scholarshinp students have been
completed and in Havana the construction work of the Faculty of
Technology is going forward.
II. QUANTITATIVE DEVELOPMENT OF INSTRUCTION
5) Actual number of teachers and students. a) latest known figure
of the actual number of teachers and students, with relation to the
corresponding year, relative to the different levels of instruction
(pre-school, elementary, secondary, technical and professional, high-
er education, normal schools); b) increase or decrease in accordance
with the report of the preceding year; c) percentage of that increase
or decrease.
(SEE ANNEX 2.)
III. THE STRUCTURE AND ORGANIZATION OF
? EDUCATION
a) Changes in the duration of time of compulsory education and
the gratuity of education:
Compulsory education up to the sixth grade of elementary school
has been maintained with the prospect of elevating the level gradual-
ly, in relation to the needs of the economic development of the nation,
up to ninth grade. At present, what is known as "The Campaign
for Sixth Grade" for all workers, is being developed; workers, who,
as a result of the colonial policy before the revolutionary stage, were
consciously held back and were, consequently, culturally backward.
Education on all levels and in all types of schools is provided free
of charge.
b) An increase or decrease in the number of years of study in
different types of education; c) modifications in the increase or in
the distribution of existing courses or divisions of any branch of
education; and d) the creation of new types of educational establish-
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'ments or new subjects designed for the preparation of activities or
diplomas that did not exist before:
In accordance with items b), c), and d) the National Educational
System of Cuba is organized as follows:
Elementary Education
National Elementary School?urban and rural? 6 years of study
NOTE: There exists a type of schooling before
the elementary school, the "pre-school
level-, organized on the basis of two
levels: Centers for Infants form 45
days old to 4 years old and Pre-School
Classrooms for children from 4 to 6.
General Secondary Education
Basic Secondary (or Junior High) Schools
?urban and rural? 3 years
Pre-University Institute (or Senior High School) 3 years
Technical and Professional Education
Schools of Industrial Technology:
Machine operators from
Qualified workers
Institutes of Industrial Technology:
Industrial technicians of
intermediate level
Schools of 'Agricultural Technology
(stock-raising and farming)
Qualified agricultural workers
Institute of Agricultural Technology:
Agricultural technicians of
intermediate level
of study
of study
8 weeks to 1 year of study
3 years of study
Schools of Administration:
assistant bookeeper
assistant administrator
secretarial
typist
stenographer
Institutes of Administration
Accountant
Planning Accountant
Administrative technician
Schools of Foreign Languages
professor of foreign languages
translator and interpreter of foreign
languages
.-64-
4 years with 33
specialized subjects
3 years with 13
specialized subjects:
4 years with 6
specialized subjects
2 to 3 years of study
3 to 4 years of study
3 to 5 course semesters
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Education for the Handicapped
There is no specified duration of time; it depends upon the type of
physical handicap and the time for therapeutic teaching required in
order to integrate the handicapped student into social life and pro-
duction according to his possibilities.
Adult Education
First Course ?for workers' and farmers'
improvement (up to 2nd grade level) 1 year of study
Second Course ?for workers' and farmers'
improvement (up to 6th grade level) 2 years of study
Secondary School Level ?for workers'
and farmers' improvement 1 year of study
Worker-Farmer Faculty of the Universities 1 to 3 years of study
In all types of secondary schools, technical and professional, as
with special schedules and correspondence courses which have a
well as in the universities there exist courses of adult education
duration of one year more thatn the regular courses.
The Training of Teachers and Professors
Training of Elementary Teachers 5 years of study
(Vocational Center of Elementary Teachers-1 year,
Schools for Elementary Teachers-2 years and the
Pedagogical Institute 'Makarenko"-2 years)
Training of Professors for the Basic Secondary Schools
(University Course of Study)
Training of Professors for the Pre-Universitary Institutes
(University Course of Study)
University Education
Faculty of the Humanities:
1. School of Philosophy 4 years of study
2. School of Physics 5 years of study
3. School of History 4 years of study
4. School of Law Science 4 years of study
5. School of Political Sciences 4 years of study
6. School of Education 4 years of study
7. School of Economics 5 years of study
Faculty of Sciences
1. School of Mathematics
2. School ofiPhysilcs
3. School of Chemistry
4. School of Biological Sciences
5. School of Geology
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5 years of study
5 years of study
5 years of study
5 years of study
4 years of study
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6. School of Geography 5 years of study
7. School of Psychology 5 years of study
Faculty of Technology :
1. School of Civil Engineering 5 years of study
2. School ofjElectrical Engineering 5 years of study
3. School of Mechanical Engineering 5 years of study
4. School of Chemical Engineering 5 years of study
5. School of Mines and Metalurgy 5 years of study
6. School of Industrial Engineering 5 years of study
7. School of Architecture 5 years of study
Faculty of Agricultural Sciences:
1. School of Agronomy 4 years of study
2. Veterinary School 4 years of study
3. School of Zoologists 4 years of study
Faculty of Medical Sciences:
I. Medical School 6 years of study
2. Dentistry School 5 years of study
IV. PLANS OF STUDY, PROGRAMS AND METHODS
7) Reforms of the plans of study.
a) Subjects or training courses introduced in, or eliminated from,
the plans of study in the different types of education; b) subjects
which during the past year caused an increase or decrease in the
number of hours listed in the schedules;
- 8) Program Reforms. Subjects which required a revision in pro-
grams because of modifications in content during the past year; and
9) Didactical Reforms. Measures taken during the past year in
the use of new methods or techniques in teaching:
In accordance with the regulation of planning established by the
Minister of Education (Ministerial Resolution number 367/64) dur-
ing the month of August of each school year national seminars are
organized by the national offices of the different types of education.
These seminars have two fundamental aims:
a) Evaluation of the work achieved and of the objectives arrived
at by the end of the course in relation to the tasks and aims proposed.
b) Planning of the principal tasks to be developed and the aims
to be achieved in the next school year.
In accordance with these objectives all matters in referencia to
plans of study, programs and methods, or teaching techniques, among
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other aspects of education, are studied and analyzed in these semi-
nars with the purpose of presenting the relevant recommendations
to the Administrative Council and to the Minister of Education
through the respective national offices.
-The political line of the masses" is applied in these seminars;
therefore, they are presided over by the national directors and
include the "provincial and regional directors and sub-directors of
education, as well as supervisors, professors and teachers selected
for their qualifications.
Before the opening of these seminars and as a preparation of the
same, provincial and regional assemblies of education are held dur-
ing the months preceding this event where the complete agenda of
the seminar is discussed by all the teachers and professors corre-
sponding to the respective types or levels of education.
The present plans of study, programs, and methods are the same
as those of the previous course. But in accordance with the results
of the provincial and regional preparatory meetings that have been
held all indications show that for the next school year (1964-65)
there will be changes in the above mentioned plans of study, pro-
grams and methods in the different types of education.
10) New text books (by subjects).
LIST OF PUBLICATION FOR THE SCHOOL YEAR 1963-64
Level of Instruction
Elementary
Secondary
Pre-University
Technical and Professional
Worker-Farmer
Teachers' Improvement
Totals
University Press
No. of Titles
34
25
23
23
9
14
158
No. of Copies
7,360,000
4,285,000
L045,000
1,451,000
2,640,000
1,861,000
18,642,000
82,435
Grand total 18,724,435
TEXT BOOKS (BY SUBJECTS) IN ACCORDANCE WITH
THE PUBLISHING PLANNING FOR THE 1963-64
SCHOOL YEAR
Elementary instruction
Title No. of copies
1. Rhymes for Children (First Reader) re-edition 500,000
2. Workbook for Rhymes for Children (First Reader) 500,000
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3. Plates for First Reader 30,000
4. 2,3d. Reader 300,000
5. 3rd. Reader 250,000
6. 4th. Reader 200,000
7. 5t1,. Reader 150,000
8. 6th. Reader 125,000
9. Spanish (2nd level) (Almendros-Alvero) 300,000
10. Spanish (3rd. level) (Almendros-Alvero) 200,000
11. Spanish (4th. level) (Almendros-Alvero) 150,000
12: Spanish (5th. level( (Almendros-Alvero) 150,000
13. Spanish (6th. level) (Almendros-Alvero) 125,000
14. Arithmetic (2nd. level No. 1) (for Unified schools) 300,000
15. Arithmetic (2nd. level No. 2) (for Unified schools) 300,000
16. Spanish (2nd. level No. 1) (for Unified schools) 300,000
17. Spanish (2nd. level No. 2) (for Unified schools) 300,000
18. Arithmetic (3rd. level No. I) (for Unified schools) 250,000
19. Arithmetic (3rd. level No. 2) (for Unified schools) 250,000
20. Spanish (3rd. level No. 1) (for Unified schools) 250,000
21. Spanish (3rd. level No. 2) (for Unified schools) 250,000
22, Cuban History (2 vols.) .. 500,000
23. Universal Geography - 6th. grade (2 vols.) 400,000
24, Learn Arithmetic - 5th. grade (Dulce Ma. Escalona) 150,000
25. Learn Arithmetic - 6th. grade (Dulce Ma. Escalona) 150,000
26. Cuban Geography "An i es mi Pais" (Nithez Jimenez) 150,000
27. Naiure Studies - 6th. grade 40,000
28. Dwarfs and Giants (elementary chemistry) 200,000
29. Botany -- 5th. grade 150,000
Pamphlets
1. "And - what can I study now?
2. Chess 105,000
3. Morro Castle 60,000
4. The metric system 200,000
5. "How to study more and better" 50,000
7'360,000
Secondary instruction
a) Basic Secondary Schools
1. Russian Manual (3 vols. of 10,000 copies each) 30,000
2. Elementary Algebra (2 vols.) 100,000
3. Physics I (Lecciones para Todos) 200,000
4. Physics I (Additional booklet) 100,000
5. Physics II (Lecciones para todos) 150,000
6. Physics IV (Lecciones para todos) 100,000
7. Physics V (Lecciones para todos) 100,000
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8. Chemistry I and II (Lecciones para todos) 150,000
9. Drawings and Elements of Geometry (Gran) 150,000
10. Physical Geography 100,000
11. English (3 vols. of 100,000 each)_ 300,000
12. Mathematics I and II (150,000 copies each) 300,000
13, Regional Geography: Europe, Asia and Africa 100,000
14. Regional Geograhpy: The Americas and Oceania 100,000
15. The Appreciation of the Visual Arts (I, II and III)
(75,000 copies each) 225,000
16, and 17. History of Cuba and Plant Biology
(Periodic publications - 7 booklets) 1'050,000
18. Reading Selections (3 vols. of 100,000 each) 300,000
19. English Reading Selections 130,000
20. Grammar (2 vols. of 25,000 copies each) 50,000
21, Outline History of Ancient Times and the
Middle Ages 150,000
22. Anthology of Latin American Stories 60,000
23. Geometry (2nd. course) 40.000
24. Geography of Cuba (Nunez Jimenez) 150,000
25. Animal Biology 150,000
4'285,000
b) Pre-University Instruction
1. Regional Geography:Eurasia. Vol. I (Massip) 100,000
2. Regional Geograhpy: The Americas. Vol. II (Massip) 100,000
3. Regional Geography:Africa, Oceania and the
West Indies. Vol. III 100,000
4, Economic Geography 10,000
5. Introduction to Analytic Mathematics 30,000
6. History of the Americas (2 vols.) 100,000
7. Trigonometry (Dr. Paz) 15,000
8. Geometry (3rd. level) (Paz) 15,000
9. Physical Geograhpy of Cuba (Nunez Jimenez)
Booklet 50,000
10. Physics (2 vols.) -15,000 each- 30,000
11. Geometry (4th. level) (Paz) 15,000
12. Mathematics (Superior level) (2 vols. of 15,000
each) 30,000
13. Logarithm Tables 20,000
14. Botany 30,000
15. Collection of Cuban Stories 30,000
16, Historical Outline of Cuban Literature
(Jos?. Portuondo) 30,000
17. History of Cuban Literature 50,000
18, Ancient History 50,000
19. History of the Middle Ages 50,000
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20.
Modern and Contemporary History
50,000
21.
Anthology of Spanish Literature
15,000
22.
Human Biology
75,000
23.
Chemistry (Iodakov)
50,000
Technical and Professional Instruction
The technical collective units of the National Office of Technic-
al and Professional Instruction have produced numerous publica-
tions which, at present, total 30 different titles with an average
printing of 30,000 copies each, making a grand total of 900,000.
The following technical manuals have been published in Cuba
by arrangement with foreign publishers. These manuals are used
in technological schools and institutes as well as in Basic Secondary
Instruction (Junior High School level). The following is a list of
these titles:
1.
Workshop bench techniques
90,000
2.
Working with post drills
20,000
3.
Thermal treatment of metals
16,000
4.
Working with sheet metal
16,000
5.
Lathe working
60,000
6.
Measurements
60,000
7.
Miling Machine Work
25,000
8.
Work Smith a Plane
20,000
9.
Shop Arithmetic
16,000
10.
Interpretation of Elementary Planes
30,000
11.
Interpretation and Design of Basic Planes
30,000
12.
Manual Operations
12,000
13.
Mechanical Operations
12,000
14.
Measuring and Preparations
12,000
15.
Working with Rolled Metals
12,000
16.
Mathematics for sheet metal work
12,000
17.
Interpretation of drawing in Automobile Mechanics
12,000
18.
Basic Operations of Repars
12,000
19.
Tools for General Repairs
12,000
20.
Checking Electric Motors
12,000
21.
Residencial Electricity
20,000
22.
Commercial Electricity
20,000
23.
Industrial Electricity
20,000
551,000
Publications of the National Council of Universities
(University Press)
For the 1963-64 school year the University Press, which includes
the publication needs of the three universities in Cuba, has publish-
ed 82,935 university text books.
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Worker-Farmer Instruction (Adult Education)
1, Secondary Course in Worker Farmer
Instruction (4 vols.) 600,000
2. Booklet for the orientation of teachers in the
secondary course of Worker-Farmer Instruction 40,000
3. "Arma Nueva- (capacitation course) ? 1st. level)
VII, VIII and a special enlarged edition 1'000,000
4, Teachers' Orientation for -Arma Nueva-,
VII and VIII 20,000
5. 2nd. course of Spanish (2 vols.) 400,000
6. 2nd, course of Mathematics (2 vols.) 400,000
7. Chemistry .Workbook 60,000
8. Plant Biology Workbook 60,000
9. Physics Workbook I 60,000
2'640,000
In-Service Teachers' Improvement
(Books, pamphlets, and other periodic publications)
I. Preliminary Training Activities for the teaching
of reading and writing 40,000
2. How to succeed in the teaching of elementary subjects 50,000
3. Physical Education (3 vols.) 30,000
4. The National Schools (7 numbers to date) 525,000
5. Sports (5 booklets) 250,000
6. Bibliography of Pedagogical Literature (Published
periodically) 30,000
7. The School and Revolution in Cuba (Official
organ of the Union of Teachers) 120,000
8. Improvement Course for in-service teaching
personnel (7 vols.) 700,000
9. The Work of the Supervisor and of the Teachers
of Social Studies in the secondary schools 5,000
10. Set of 31 plates for the teaching of music 1,000
11. Plates for the logical learning of concepts
in the primary schools 20,000
12. Our Socialist Morality 20,000
13. Espeolographic Expedition (Polish-Cuban) 20,000
14. Manual of the successful achievement of Scholastic
Programs 50,000
1'861,000
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V. TEACHING PERSONNEL
11) Shortage or surplus of elementary teachers
in the different grades:
In elementary education the teaching services are covered one
hundred per-cent due to the use of what has been called "maestros
populares", teachers without diplomas coming from the population
in general, who, by means of training courses which are developed
without any interruption in educational services in the schools,
acquire their entire professional background within four years.
The increase in the enrollment of students predicted for the next
school course in the basic secondary schools has determined the
organization of emergency training courses for 700 to 1000; selected
from the best qualified elementary teachers who will receive initial
training during five months.
Qualified foreign personnel mainly from Latin America and the
Socialist countries continued to be used in the technological schools
and institutes and in University education.
12) Teacher Training:
Innovations and improvements introduced in this respect.
There has been no substantial change. The following are main-
tained:
a) Regular five-year plan of training; one year in the Vocational
Center in the Sierra Mastra, in Minas del Frio, Oriente Province;
two years in the School for Elementary Teachers "Manuel Ascunce
Domenech", in Topes de Collantes, Sierra del Escambray, Las
Villas Province and two years in the Pedagogical Institute "Maka-
renko", Tarara, Havana. In this last center study and teaching
services are combined in pilot zones for practice teaching.
b) Emergency training of in-service teachers (called "maestros
populares"), newly created teachers who number more than eleven
thousand, receiving training given by the Schools of Pedagogical
Improvement in ten different centers. During short periods of time,
these teachers are housed under a living-in plan in the following
units: Pinar del Rio, Matanzas, Cardenas, Colon, Cienfuegos,
Camagiiiey, Holguin and Santiago de Cuba.
The -Popular Teacher- and his training:
Beginning with the 1962-1963 course, the Ministry was compelled
to incorporate thousands of persons in the task of primary education
as teachers, without their having finished systematic studies in the
teaching profession. This was due to a double process:
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a) The extension of services, with the creation of new posts for
elementary school teachers, continued to increase during that school
year.
b) The need to transfer elementary school teachers to higher
levels to cover the teaching necessities in secondary education and
in other centers of Secondary instructions.
Not all the teachers included have low scholastic levels, many had
taken courses in the corresponding academic levels in secondary
education.
This situation demanded of the Ministry the adoption of a
systematic plan for the training of "popular teachers" which con-
stitutes one of the working tasks of the National Office for Teacher
Training.
This emergency promotion of -popular teachers" is carried out
in the Schools of Pedagogical Improvement (the former Normal
Schools) which live facilities for a -living-in plan".
These are introductory courses with a duration of six to eight
months in which the minimum fundamental instruction is given
enabling them to qualify as elementary school teachers.
The purpose of these courses is to avoid that the "popular teach-
ers" go directly into teaching and that it is possible to meet, at the
same time, the urgent need which calls for the greatest extyision
of educational services.
Thousands of "popular teachers" have been incorporated into
education since 1961. In that year this assimilation was carried out
without the previous requirement of the introductory courses.
At present, the "popular teachers" are assimilated into education
through the introductory courses.
They are summoned at the opportune moment by the National
Office for Training of Teachers and in accordance with the infor-
mation given by the Office of Primary Education concerning the
need for teachers in each Regional office of Education. Never-
theless, cases exist because of needs in development and because of
unpredictable difficulties, the Regional Departments of Education
can make use of "popular teachers" without having passed the intro-
ductory courses, but the minimum requirements of capacity are
asked for, that is, a sixth grade level, integration in, the Revolution
and unmarred moral conduct.
This plan is established for those -popular teachers" who have
demonstrated aptitude and enthusiasm for teaching with a certified
sixth grade level, and who have not finished the introductory course,
as long as his difficulties can he overcome by the process of com-
pensation and he is able to complete successfully the first training
course which comes afterwards.
Every "popular teacher" is required to pass the corresponding
subjects in the plan of study of the introductory course or the
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process of compensation according to the case. Neglect or lack
of interest shown in the result of the study necessarily causes the
cancellation of the contract.
Training of -Popular Teachers- in-service:
Once the "popular teacher" has successfully passed the intro-
ductory course or the process of compensation, according to the
case, his training begins which definitively is nothing more than
the continuation of the introductory course or the process of com-
pensation, but once in teaching service, he applies what he learns
in the course to what he teaches in the classroom.
A nucleus is nothing more than a microcosm in the school of
pedagogical training that can function in sites provided by a Unin
Workers' Social Center, primary or secondary school, etc. where the
"popular teachers" and the national coordinators of subjects or
areas of study go at the time and on the day specified.
These classes are called "meetings".
The need to give professional qualification to thousands of "pop-
ular teachers" who were being incorporated into teaching since the
year 1961, determined the establishments of the nucleus system. In
the following short table of statistics the development that has been
acheived can be observed.
No. of Nucleuses 65
No. of National Coordinators 11
No. of Teaching Personnel who work with the
Coordinations in the nucleuses 441
Enrollment Teacher-Students 10,741
Date of this statistic: 29 Jun. 1963.
The training of professors for secondary, technical, professional,
and higher education continues under the direction of the three
Universities of the Nation, the University of Havana, the University
of Las Villas, and the University of Oriente.
13) The perfection of personnel now in-service.
Innovations and improvements introduced in this respect:
The improvement and perfection of all in-service personnel of the
Ministry of Education (teaching, technical, and administrative)
continues to be delegated to the Institute of Educational Improve-
ment (ISE). During the present school year (1963-64) this organi-
zation has had a unique development. Its functions are organized
in three systematic divisions:
a) By means of regular courses, short courses, and seminars of
short duration: two weeks, one month, five months and one year;
some courses. "Centralized" (living-in plan with logdgings of ISE
In Liberty City, Havana), others 'decentralized" (in 26 units or
centers for improvement in the principal cities of the nation).
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b) Through its Pedagogical Documentation Center (with 26 sub-
sidiaries or delegations in all parts of the nation) which offers the
following services:
Libraries (reference and circulating)
Audio-Visual aids (equipment and materials)
Documentary information (the periodical "Superacion-
pamphlets, and mimeographed transcirptions, etc.)
c) Through weekly television and radio programs organized in
cycles of science, pedagogy, art, etc.
In September 1963 the Institute inaugurated forty lodging-units
in Liberty City, Havana, with a capacity of 320 scholarship students,
which along with the two lodging centers outside Liberty City proper,
raises the accomodations to 470.
For the development of the courses in its new teaching center
building, also in Liberty City, there are 90 specialized professors
under renewable short-term contract. These professors are organized
into eleven academic departments:
1. Department of Philosophy
2. Department of Pedagogy
3. Department of Psychology
4. Department of Sciences (Mathematics, Physics and
Chemistry)
5. Department of Biological Sciences
6. Department of Social Studies
7. Department of Spanish and Literature
8. Department of Political Economy
9. Department of Technology
10. Department of Foreign Languages
11. Department of the Visual Arts.
Since October, 1963, a new post of Traveling Professor-Guides
for each subject of education (72 in number) has been created by
the Institute for the decentralized courses which are being developed
in the 26 units of educational improvement of the nation. Each
Professor-Guide travels, and works in three different units or
centers during each week, spending eight hours a day (divided into
two sessions, in each center). In each session of work the Profes-
sor-Guide gives two hours of classes and dedicates two hours to
interviewing student-teachers.
Every secondary school professor has at his disposal one complete
day; which is part of his regular schedule, dedicated exclusively to
receiving improvement classes from the Professor-Guides of the
Institute. The Professor-Guides work in cooperation with the super-
visions assigned to each subject. This new form of organization for
decentralized courses for perfection of teachers constitutes a notable
educational attainment.
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I. S. E. has a permanent provincial office in each province and
a regional delegation in every important city. These provincial and
regional organizations function, at the same time, branches of the
Central Pedagogical Documentation. Center which offer the same
library services, audio-visual aids, and documentary information in
26 cities of the nation as the central office provides.
The 26 regional delegations with their respective Pedagogical
Documentation Centers serve as trustees and as connecting organi-
zation with the Division of Documentation of the Education Depart-
ment of UNESCO for Cuban representatives.
During 1963 the goal of offering direct improvement courses to
14,000 teacher-students was achieved. In 1964 it is estimated that
the 1963 goal will be surpassed. In the first trimester (January to
March of 1964) the enrollment was as follows:
Teacher-students
ISE National Center
2,851
ISE Province of Pinar del Rio
360
ISE Province of Havana
3,489
ISE Province of Matanzas
443
ISE Province of Las Villas
2,781
ISE Province of Camaguey
620
ISE Province of Oriente-North
739
ISE Province of Oriente-South
782
NATIONAL TOTAL:
11,985
The following courses and seminars for improvement, organized
in cooperation with the respective National Offices, are being given
at present to:
Elementary School Supervisors (periodic courses, by groups)
Elementary School Directors (continuous, by groups)
Persons in charge of Model Schools (continuous, by groups)
Persons responsible for Infant Centers-Day Nurseries (continuous,
by groups)
Supervisors and travelling Professor-Guides (seminar)
Teachers of Exceptional or Handicapped Students (each year)
Basic Secondary School Professors (permanent, decentralized
.courses)
Professors of theTechnical Industrial Schools (permanent, decen-
tralized, courses)
Professors of the Technical Agriculture Schools (each year)
Professors of Schools of Administration (permanent, decentralized
courses)
Professors of Adult Education (periodically, by groups)
Officials and employees of the Ministry of Education in Foreign
Languages?French, English, and Russian (permanent course)
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Employees of the Ministry of Education in stenography. typing, and
assistant accounting (permanent course)
Certified Primary Teachers (permanent, decentralized courses)
School Psychologists (each year).
The emergency courses of training for 1963-64 are the following:
For Professors of Economic Planning in the Institutes of Admin-
istration
For Professors of Basic Secondary Schools
For Professors of Administration of Enterprises in the Institutes of
Administration
For persons in charge of libraries in the technological schools
and institutes.
For persons in crage of libraires in the Institutes of
Administration.
All expenses of the teachers who attend these courses for im-
provement are covered by the Ministry of Education including trans-
portation, room and board.
Documentary information printed for the Pedagogical Documen-
tation Center: Periodical -Superacion".
The following numbers have been published or are pUblished' from
August, 1963, to August, 1964:
No. 7 to 12 (1963) 20,000 copies
No. 1 to 2 (1964) 20.000 copies
No. 3 to 4 (1964) 20.000 copies
No. 5 (1964) 20,00 copies
No. 6 (1964) 20,000 copies
No. 7 (1964) 20.000 copies
No. 8 (1964) 20,090 copies
140;000 .copies
Pamphlets
Scientific: 7 pamphlets of 10,000 copies 70,000 copies
Political Theory: 4 pamphlets of 10,000 copies 40:000 copies
Educational: 7 pamphlets of 10,000 copies 70.000 copies
School Regulation: 1 pamphlet of 15,000 copies 15,000 copies
Teaching Methods: 2 pamphlets of 10,000 copies 20 090 Cdpies
.?
Teachers' Union: 1 pamphlets of 80,000 .copies', 80,000 copies
Orientation: 4 pamphlets of 15,000 60.000 copies
TOTAL: 355,000 copies
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Transcriptions: 261 printings -- 657,555 copies.
The educational television programs have been the following:
Science Series:
Introduction: The progress and influence of modern science.
In Physics and Chemistry:
Cathodic Rays
Reaction Motors
Radar
Sulphuric Acid, its industrial application
Nuclear Science and its peaceful applications.
In Biology: Ecology (3 programs).
Pedagogical Series:
Evaluation of the student in elementary and secondary schools
Education by televisiOn, Audio-Visual Aids for Education
The Teaching of Physical Education in the School
Technological Education and its Organization
Adult Education and its Organization in Cuba (worker-farmer
education).
Psychology Series:
The Psychological Basis of Dialectical Materialism
The . Present Psychology Schools.
Technology Series:
Hydraulic Resources (8 programs)
Mineral Resources (4 programs)
Special Series:
Meteorology
Geo-Physics
Astronautics.
14) Teachers' Status:
Changes introduced in the regulations, payment, and placement
of teaching personnel on the different levels:
The guarante of status for teachers and professors on the dif-
ferent levels has been maintained.
The government announces for this year (1964) the establish-
ment of -salary levels" in accordance with the categories and qual-
ification levels in relation to the ''work norms-. This plan constitutes
the result of a complex study, and its enforcement will represent
an increase in salaries in general for the teachers, mainly for the
qualified teaching personnel (with certificates or diplomas corre-
sponding to their posts) and a great encouragement for perfection
or improvement among the less qualified teachers.
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VI. AUXILIARY AND EXTRA-CURRICULAR SERVICES
15) Innovations introduced during 1963-64 in the health protec-
tion and physical training of the students: school lunch rooms,
school psychological services, educational and professional guidance,
education of exceptional or handicapped children, popular adult
education, youth movements, etc.:
, In reference to the auxiliary services for the protection of children,
and extra-curricular activities it must be said that both have had an
outstanding development in the present school year.
. The governmental ministries, state enterprises, and mass popular
organizations in cooperation with the Ministry of Education have
developed the above-mentioned activities whose main characteristic
has been the massive participation of students and mass organiza-
tions of the people. These organizations are:
Ministry of Public Health
Ministry of Labor
Ministry of Interior
National Institute of Sports, Physical Education and Recrea-
tion (INDER)
National Cultural Council
Federation of Cuban Women (FMC)
Union of Young Communists (LIJC)
Union of Pioneers of Cuba (UPC)
Union.of Secondary Students (UES)
Central Cuban Workers' Union (CTC)
Committees for the Defense of the Revolution (CDR).
Among the main plans for the protection of children are the fol-
lowing:
Campaign for Vaccination against Poliomyelitis.
In the first stage March, 1964, 2,243,726 children between the
ages of one month and 14 years of age were vaccinated. Second
stage April 1964, 1,131,186 children between the ages of one
month and 6 years of age were vaccinated (second dose).
Campaign against gastroenteritis.
The mortality rate from this disease during the months of July,
August, September and October has been reduced by 50%.
The rate of Paludism has been reduced by 40% if we make a
comparison between 1962 and 1963, reducing the rate from 39.2 to
12.2 for every 100,000 inhabitants as a result of the development
of the anti-malaria campaign which has been maintained in our
country.
As a result of the Campaign for Triple Vaccination carried out
between October, 1962, and Febraury, 1963, diptheria decreased by
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50%. In 1962, 1,424 cases were reported, and in 1963, 749 cases.
The annual rate decreased from 20.00 to 10.5 for every 100,000
inhabitants. The same results were observed in tetanus. In 1962,
605 cases were reported, and in 1963, 356 cases. The annual rate
decreased from 8.5 to 4.7 for every 100,000 inhabitants from one
year to the next.
Celebration of the International Week of Infancy.
Numerous activities were planned around the date of June first,
as this is the "International Day of Infancy" which is celebrated in
a great many countries in order to renew interest in the cause of
small children. In Cuba all of the organizations which directly or
indirectly have to do with the children contributed to this celebra-
tion in order to raise funds for the foundation of new centers for
infants (day nurseries). Each day of the week was dedicated to a
different activity under the orientation. ?'with the children and for
the children".
Campaign for the foundation and extension of Centers for Infants.
At the present time there are 154 Centers for Infants which take
care of 11,800 children between 45 days old and six years of age.
The majority of the Centers have pre-school classrooms and about
144 teachers who give classes on this level.
Campaign for Safety in Tarffic.
Thousands of children participated with the slogan of "how to
use the public ways safely".
Areas of Par. ticipation for Physical Education and Sports.
Creation of 777 Areas, of Participation in which 314,776 students
take part in sports and physical education.
National Scholastic Sports Events.
3,751 school athletes, the best qualified representatives from each
province, participatedt
Spring Scholastic Sports Events.
972 school athletes with the best academic records participated.
Summer Scholastic Sports Events.
1,500 newly-promoted students will participate in these events in
August, 1964.
Scholastic Physical Ability Tests L.P.V. (L.P.V. "Listos para Ven-
cer" ready to win.)
By their measurement and emulation characteristics these tests
constitute a definite and important project, in that, through them it
is possible to evalute the true physical condition of the students.
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Student Councils.
These organizations (groups of students from a determined year
of study who are organized to develop extra-curricular activities
that contribute to the moral, civic and ideological formation of the
students under the guidance of a professor --counselor) have had
an extraordinary development during the present school year and
they have taken part in such an efficient manner in the numerous
tasks of the Ministry that they have had the full support of the
National Council on Education. The activities developed in several
centers for secondary instruction have reached the public by means
of remote-control televisiOn programs.
The Pioneer Centers.
The establishments of 52 Pioneer Centers in which the activities
being developed by the children belonging to the Pioneers are now
being channeled into planned activity programs within each of their
own Centers.
The Special Interest Centers.
These operate in a great number of secondary schools and are
for Music, Visual Arts and Home Economics. They are groups of
students who volunteer for this type of activity. In Music they
have choral activities, instrumental groups, and music appreciation,
those in the Visual Arts have Art classes in which they draw and
take part in creative art and art appreciation activities.
In Home Economics they have sewing and cooking workshops.
The School Contests for the different Subjects of Instruction.
Thousands of students participate in these activities. They are
held in all- schools. The winners in each school compete to select
the provincial winner in order to choose later the national winner
who receives awards.
Programing of Youth ActiPities Organized by the National Cultural
Council.
At present there is a National office for the Guidance in Culture
for Youth. This organization has under its direction Departments
of Theatre, Music, Dance, Plastic Arts, Literature and Publications,
Cinema,. Radio and Television.
This organization has as its main function that of the correct guid-
ance of cultural activities for children and young people. This office
has created professional groups for children and young people's
theatre. Along with the Office for the Guidance of Youth, the office
for the Creation of Amateur Groups has been developed in the Na-
tional Cultural Council. In relation to young people, the Union of
Secondary Students and the Federation of University Students
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have organized instrumental groups, dance and theatre groups,
and have developed the plastic arts and literaure.
The National Cultural Council presents in specific places for
childrens' gatherings, sucha as schools or scholastic associations, cul-
tural-artistic events which encourage the participation of youth in
cultural activities, acting in theatres, schools, peoples' farms, social
centers, etc.
All the above can be considered as the indirect work of incorpo-
rating young people by means of encouraging their interest in cul-
tural activities. The direct work is represented by the wide scholar-
ship plan offered by the Revolutionary Government, to study Art
in the National School of Art and technical and scientific subjects
in the national universities, aside from the scholarships to study in
foreign countries, which cover all the branches of Art, Sciences and
Technology. In the National School of Art 400 students are study-
ing at present. The first group of graduates of the National School
of Art are now in the principal farm units and villages of Cuba
working with the amateur youth movement in dance, chorus, thea-
ter, etc.
Popular Education:
a) Adult Education:
In accordance with the census made in 1961, there were in Cuba
979,207 adult illiterates throughout the nation, especially in tre moun-
tain regions of the eastern provinces where no type of teaching ex-
tended before the Revolution. The illiterary problems in Cuba are
not complicated by a linguistic problem or racial minority.
Illiteracy, a product of the exploitation of the farmers without land
and of the economic development to which our country was submit-
ted, was further complicated by the increasing neglect of the govern-
ments and the embezzelment of the national budgets dedicated to
education.
When the victory of the Revolution arrived, January 1st, 1959,
the bad inheritance of illiterary was confronted without hesitation
as an unavoidable necessity in order to push forward the social and
economic development which started with the first Agrarian Reform.
The Revolution has fought strongly against the problem of illiter-
acy and the low scholastic level prevailing on account of the above-
mentioned causes, in four fundamental directions: First, with the
creation of about 20,000 schoolrooms throughout the territory of the
nation, mainly in rural zones; second, accomplishing the campaign
against illiteracy in 1961 in which 707,000 illiterates were taught to
read and write; third, establishing the -follow-up" courses for the
worker-farmer education which has been operating since 1962 and
into which more than a half million adults in the country and the city
have been incorporated; fourth, with the accomplishment of great
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plans for popular cultures which have produced a huge development
in the arts of the nation; in music, literature, theatre and dance, and
other national manifestations in art, among the masses of our people.
To all this should be added the profuse publication of hundreds
of books of all kinds which have been placed in the hands of the
Cuban people in millions of copies.
Present Program of Action:
The Ministry of Education created in January, 1962, the Nation-
al Office for Worker-Farmer Education which has the respon-
sibility of the "follow-up" courses for the farmer illiterates who
learned how to read and write in the Campaign of 1961; and of the
workers' improvement courses designed to provide for adults a level
of instruction equivalent to the 6th grade of elementary school.
The National Office for Worker-Farmer Education is responsible
for the technical direction of the courses, the training of teachers for
these courses, the editing of text books, and the short courses and
seminars for the orientation in the new pedagogical techniques in
this branch of instruction. In April, 1963, the secondary course for
workers' improvement was created in order to extend the instruction
for those graduates of sixth grade in the previous course.
The popular organizations of education which exist on all levels
composed of all the mass organizations take part in mobilizing the
students, workers, farmers, etc.
The of ficial basis for all these activities has been expanded by
several resolutions of the Ministry of Education up to Ministerial
Resolution number 222/64 which establishes the general relations
for adult education. This resolution ratifies the systematic planning
of the courses; it establishes the requirements for the foundation of
classrooms and time schedules. The resolution defines the content
of the various programs and establishes the function of the National
Technical Committee, the regulations for seminars, collective groups
and teams, and the norms for test and promotions, and at the same
time, establishing the coordination between the Ministry of Education
and other governmental ministries and organizations which have
technical improvement plans for workers.
The Ministry of Education has an estimated budget in pesos of
19,237,900 for adult education aside from amounts from other minis-
tries which almost triple the above-mentioned figure. Enterprises
and organizations also dedicate part of their income for adult edu-
cation.
Category of Teachers and other Persons who Participate:
The tasks of technical supervision and of instruction in adult edu-
cation are accomplished by .a body of professors and specialized per-
sonnel which number about 300 in the National Office, the National
Technical Committee, and the seven Provincial Office of Sub-Ad-
ministration now functioning.
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The direct tasks of education are accomplished by certified teach-
ers of elementary school for children who work simultaneously in
the courses; the "popular teachers" of the rural zones; the teachers
of the Vanguard Brigade, "Frank Pais" in the mountains, and the
amateur teachers who are workers and farmers with a minimum
school level of sixth grade. The permanent functioning of the semi-
nars "two weeks" and the weekly meeting of the teachers' teams
under the direction of technical advisors (certified teachers of long
experience) that the National Union of Workers of Education of-
fers, constitute a system of permanent professional improvement,
which extends in its programs from the teaching of techniques to the
direct use of text books which are periodically published in, order to
control and distribute the subjects of study.
Organization of Classes for Adultes:
The classes for adults are offered in centers with multiple class-
rooms in the capital and provincial cities. These centers may be
unified schools which have classrooms for the three courses establish-
ed; un-unified centers which only have first and second course class-
rooms, or independent, in which only secondary level classrooms
functions.
In addition to these centers the classrooms called -independent
classes" throughout the national territory, established in factories,
work centers, administrative offices, peoples, farms, localities for
classes in the city and the country, etc.
632 centers for adult education with 2,852 classrooms were listed
in the statistical report of March, 1964. The independent class-
rooms number 6,439. The general enrollment for all the courses is
430,963 students of which 242,223 are urban students and 188,740
are rural students. Of the 19,042 teachers listed in the National
Office of Worker-Farmer Education, 6,751 are professionally cer-
tified and the rest (12,291) are non-professionals.
Pedagogical Material Supplied:
After the publication of millions of copies of the text book "Ven-
ceremos", used in the great campaign against illiterary in 1961, the
Un-interupted publication of text books for the different courses,
books and pamphlets of guidance and organization for teaching,
surpasses by far the figure of ten million. These have been object of
a thorough distribution in the national territory.
The importance given to reading is reflected in the profuse quan-
tity of interesting and easy reading, selections in each text, which
cover in their content stories and tales as well as scientific, social,
economic and health topics. The periodicals and daily newspapers
include "murals" and articles directed to inexperienced readers.
At present, special editions of reading selections for students on
the lower academic levels are being prepared in cooperation with
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different ministries especially INRA (The Ministerial Institute of
National Agrarian Reform) and the Ministry of Public Health.
In 1962-1963, 617 television programs for adult instruction were
offered and 1,548 radio programs which broadcast the Spanish and
Mathematics lessons for the Worker-Farmer Improvement Courses.
The National Library has an extension service to develop reading
habits, which sends out circulating book collections to the work
centers that apply for them. 10,534 books for 17,319 readers were
put in circulation in 118 work-centers up to March, 1964. In ad-
dition twelve libraries of more than 1,000 volumes each have been
organized in the largest factories in the country. No unified center
of Worker-Farmer Education exists without a working library.
The text books for the first course are all given, free of charge,
the rest are sold to the students in special sales events or bought
directly to the classroom with all facilities for credit purchases at
cost prices. Books of the different national publishers in Cuba are
not sold for profit but are a means of acquiring culture which the
Revolutionary Government encourages in all spheres.
Audio-Visual Aids:
The, National Office of Worker-Farmer Education has a depart-
ment especially created for the production of audio-visual materials
related to adult education. The production of materials is dedicated
to the seminars and technical collective groups in order to train the
teachers in the preparation of their own audio-visual aids and the
proper use of the same. The department constantly encourages the
preparation of audio-visual aids. Secondary students with the high-
est technical qualifications have already prepared many audio-visual
aids related to the teaching of physics, chemistry, and' biology in
the school programs.
Activies, Methods and Techniques which have given good results:
The teaching of adults in Cuba is like a large experimental labor-
atory. Breaking with the old traditional instruction in this branch,
today's adult education is directed to the systematic scholastic im-
provement of the masses of workers and farmers, with the purpose
of offering them a command of the essentiarr'Subjects (Spanish.
Mathematics and Rudiments of Science) which will permit the
necessary development in minimum technical qualification with the
aim of acquiring the active and conscious participation of the work-
ers in the political, social and economic development of the nation.
Therefore, what is known as "The Campaign for Sixth Grade
Instruction", was put in force in Cuba as a necessary extension of
the 'campaign against illiteracy and as a necessary initial stage in
the "Technical Revolution".
At the end of the school year for adults (1963-1964) more than
1,000 students graduated from secondary courses and from sixth
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grade instruction have been enrolled as scholarshinp students of the
government in different courses of the Agricultural Schools of the
University and special courses of the National Institute of Agrarian
Reform and of the Ministry of Education.
The number of scholarship students will be increased three-fold
by the month of August, enrolled in technical courses in artificial
insemination, veterinary assistants nursing assistants, technical stud-
ies in agriculture, and in training courses for teachers.
The students who get the best grades are awarded scholarships
by the State.
The participation of the popular organizations in education, the
workers unions, and the organizations of farmers, of women, and
youth in fraternal emulation gives a democratic, patriotic and cnthu-
siastic content to the development of "the Campaign for Sixth grade
instruction" and for the "Technical Revolution" which has its best
manifestations in the "Intellectual Competition" and what is called
the "Olympics of Knowledge", public events in which thousands
of people participate in school centers, social centers, and public
parks where the students demonstrate their knowledge and receive
group and individual awards. These events are a powerful contribu-
tion to the enrollment in the schools of those people with a low scho-
lastic level, and to the advancement of mass education in the nation.
In the pedagogical field the best results have been obtained by
the permanent exchange of experiences in national congresses and
conferences, provincial meetings of technicians, and the numerous
collective meetings which are constantly being held with the purpose
of evaluating techniques, procedures and methods applied. These
meetings are enriched by the numerous research projects which the
specialists carry out concerning successes and difficulties observed
on the basis of the study of thousands of examples of the work and
experiences gathered among the students of the different regions of
the country. Investigation is the surest way of rectifying the methods
and programs of study.
The above-mentioned research projects as well as the work of
the training and improvement seminars for mass education are su-
pervised by the Institute of Educational Improvement (ISE).
b) Education for Women:
Within adult education there exists a great movement inspired
by Dr. Fidel Castro as Primer Minister of the Government, in
cooperation with the Federation of Cuban Women and in coordi-
nation with the Ministry of Education. This movement, is called
"Womens' Improvement-, and is principally responsible for offer-
ing elementary or secondary instruction and a professional educa-
tion, including teacher training, to young women from the country
or former domestic servants from the city.
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For this type of education the Ministry organized the National
Office for Womens' Improvement Courses which is responsible for:
Evening Schools of Improvement for Domestic
'Workers 10,105 students
Specialized Improvement for Domestic
*Workers 377 students
Country Schools for Children "Jose Marti",
"Ciro Frias'", "Ramon Paz", "Delfin Sen",
"Frank Pais", and "Yolanda Rodriguez" 4,150 students
Elementary School "Orestes Gutierrez" 197 students
School for Country Women "Ana
Betancourt" 10,29 students
School for Instructors "Conrado Benitez" 480 students
(Evening School Teacher-Instructors who are
trained for enrollment in "Makarenko" I)
Pedagogical Institute "Makarenko" I
(Siboney) 836 students
Pedagogical Institute "Makarenko" II
(Tarara) 1,110 students
(Graduate professors from Makarenko I in
charge of the training of primary teachers)
27,549 students
Evening schools of improvement courses for domestic workers.
At present 98 schools throughout the nation are functioning which
are dedicated to the improvement of the political and cultural back-
ground of thousands of women from the working class level of the
nation. These schools developed their plan of study for six grades
of elementary instruction. These courses have been organized into
semesters.
Specialized schools for domestic workers. These schools are
responsible for preparing young women from domestic service for
jobs in different centers of work. They study under a living-in"
plan and were selected from the better qualified students from the
Evening Schools for Domestics. The plan of study extends to sixth
grade level. A second course was also begun in which the following
instruction was organized:
1. Training of stenographers.
2. Training office clerks.
3. Training of technical personnel for the Ministry of Com-
munications.
4. Training of Bookeeping Assistants,
5. Perfection courses for teachers of typing, short-hand, from
the Evening Schools for Domestics.
6. Remedial courses for those students of the orevious course
who didn't reach sixth grade level.
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Country schools for children, Jose Marti", "Ciro Frias", "Ra-
mon Paz", "Delfin Sen", "Frank Pais" and "Yolanda Rodriguez".
They are elementary "living-in" students. The students are of both
sexes from 4 to 17 years of age. The study plan is comprised of:
elementary instruction, physical education and sports, agricultural
training (farming and stock-raising), artesan training, carpentry,
'languages, music, science experiments, extra-curricular and cultural
activities and recreation.
Elementary School "Orestes Gutierrez". There are students of
both sexes, "living-in" and day students with a level from first to
sixth grade.
School for Country Women "Ana Betancourt". 2,000 country
women are enrolled every year who come mainly from the moun-
tain regions of Oriente. The plan of study is from first to sixth
grade. To those students who have gone through the fourth, fifth,
and sixth grades, scholarships are offered in order to continue their
studies in different centers.
School of Instructors "Conrado Benitez". The students come
from the "Voluntary Teachers' Brigades". It was the first school
for teachers which faced the task of political training and the prep-
aration of teachers, and set the necessary foundation for the organi-
zation of the Pedagogical Institute "Makarenko".
Pedagogical Institute "Makarenko" I. The teaching profession
is studied in this institute in three courses by young women of the
"Conrado Benitez" Brigade of the Campaign Against Illiterary.
The linking of the work of practice teaching with formal study is
norm of this institute. At present the graduate students of the ins-
titute pursue university studies for the teaching profession.
Pedagogical Institute "Makarenko" II. It operates in Tarara with
students from the School for Elementary Teachers "Manuel Ascun-
ce Domenech-. It is the center which terminates the training of
regular teachers. The students are given classes in theory in the
institute and do their practice teaching as regular teachers in their
classrooms.
At present a large group of students work in the School for
Country Women "Ana Betancourt".
c) The Mass Media of Communications in the Service of Popular
Education:
Faced with the necessity of raising the general cultural level of
the people, and as a means of reinforcing the general plans of adult
and youth education, the Ministry of Education created the Educa-
tional Extension Office with three principal departments:
Educational Radio and Television
Correspondence Courses
Audio-Visual Aids and Materials.
During the year 1963-64 the systematic task of educational ex-
tension has been consolidated mainly in reference to the use of
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radio and television for education and the production of audio-
visual materials.
Before the Revolution, that is before January, 1959, there was
only weekly program on radio or television, the so-called "Uni-
versity of the Air". In educational television proper nothing existed
with the exception of very few general information programs which
touched on topics of education, and panels on what was known as
"round tables".
Since January, 1960, on the other hand, these means have been
used within a planned organization. The Office of Educational
Extension Services develops its plans through the following means:
1.?Educational Radio and Television Department.
During the year 1963-64, among others, the following programs
on radio and television have been developed:
Television
Secondary level of Worker
Farmer Instruction
Basic Secondary Instruction
Teachers' Improvement Courses
Seminar and Revolution
National Union of Workers of
Education and Science
Group of Educational Films
"Olympics of Knowledge"
Science and Education
2 weekly programs of
1/2 hour duration
5 weekly programs of
1/2 hour duration
2 weekly programs of
1/2 hour duration
1 weekly program of
1 hour duration
1 weekly program of
1/2 hour duration
5 weekly programs of
1/2 hour duration
1 weekly program of
1/2 hour duration
1 weekly program of
1 hour duration
Total: 18 programs a week with
10 hours of broadcasts
76 programs a month with
50 hours of broadcasts
912 programs a year with
600 hours of broadcasts
Radio
Scholarship Students' Program 1 daily program of 15
minutes duration
Workers' Improvement 1 daily program of
34 hour duration
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Workers' Improvement
Follow-up Courses
Teachers' Improvement
Russian Course
English Course
Elementary Instruction (The School Hour)
1 daily program of
Y2 hour duration
1 daily program of
1/2 hour duration
1 daily program of
1/2 hour duration
1 daily program
.1 daily program
1 daily program
Total: 39 programs a week with
18 hours of broadcasts
166 programs a month with
77 hours of broadcasts
1,992 programs a year with
924 hours of broadcasts.
2.?Department of Correspondence Courses.
This department organizes courses for production workers who
can not attend the regular courses of the national system of educa-
tion. These courses are generally longer in duration than the
regular courses. The courses are organized on the basis of groups
of students who receive material by mail in a systematic plan and
with a professor-guide who gives guidance periodically in meeting
with the students (every two weeks or every month).
During the school year these students pursue a "lining-in plan"
for short periods as a means of strengthening their study in contact
with the teachers.
The Department of Correspondence Courses cooperates with the
National Office of the respective school subjects for the develop-
ment of these courses.
3. Department of Audio-Visual Aids for Education.
This department is made up of:
Film Section of the Department of Radio, Television and Cinema.
Section of the Visual Material Library, photograph archives.
Section of photography and laboratory.
Section of audiolvisual aids.
Technical personnel of the Department of Correspondence
Courses for the Production of Audio-Visual Materials.
In co-production with ICAIC (Cuban Institute of Art and Cin-
ematographic Industry)), and with DEFA (film industry of the
German Democratic Republic) the Ministry of Education will
produce films on history, geography and biology. It will acquire
from foreign countries 605 films, 850 film-strops and 180 slides,
mainly in the fields of science and technology.
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Educational Psychology Services:
Within the Ministry of Education there exists an Educational
Psychology Department with its national office and seven pro-
vincial offices which are in charge of the psychological guidance
of the national system of education in general aspects of information
and guidance, since the clinical services are the responsibility of
the Ministry of Public Health in the Mental Hygiene Clinics and
the Psychiatric Services for Children and Adolescents in the hos-
pitals. The Educational Psychology Department advises other De-
partments in the problems in evaluation of learning and means
of measurement. In addition it is responsible for vocational guid-
ance in elementary and secondary levels, does research work, on
educational problems and prepares or tests psychometric means.
In the past school year the work of the departament has increased
by the courses given to teachers, directors and educational author-
ities who attend these courses in the Institute of Educational Im-
provement about aspects of emotional problems and behavior of
children in the classroom.
In addition the department gives technical advice for the plan of
vocational guidance advanced by the National Council of Ed-
ucation. The greatest effort this year has been to distribute infor-
mation about occupations and possibilities of studying in the
respective schools, especially for students in the last year of study
on each level of instruction. This has been accomplished by means
of pamphlets, monographs as well as by the press, radio and tele-
vision.
All sixth grade students of the nation have received a pamphlet
about the possibilities in education, and those students graduating
from the basic secondary schools and from the pre-university insti-
tutes receive other pamphlets of the same type and a set of mon-
ographs on educational subjects which require studies in the second-
aty or university levels. This informative material complemented
the program of activities with vocational objectives that all the
students on this level took part in.
Along with the activities on these levels teachers and professors
have cooperated with those responsible in work-centers, with the
unions and youth organizations, so that the students who have to
decide on the studies they are going to select will have direct
contact with real working conditions and with the centers of study
that they may choose.
The guidance services in the universities have cooperated in
this plan in reference to the work with pre-university students
The Ministry of Education is aware that all this work is only a
beginning. In this course interest circles in scientific material have
already been organized. These centers have started projects in
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some branches of science, technology or agricultural studies directed
by specialized technicians who voluntarily carry out this work
with the purpose of promoting the necessary interest in these
studies.
In the future the creation of a polytechnic plan of instruction
and an educational plan for work will provide a more solid and
adequate basis for the vocational selection of students.
Already in this course the teachers of sixth grade and the profes-
sor-counselors of the student councils have worked with the students
and their parents to help them evaluate all the information received
and take into consideration the school achievement and the aptitudes
shown by the student in the school with his vocational selection
in view.
In the future as teaching personnel is trained to cooperate in the
tasks of vocational guidance, the individual guidance will be based
on more specific techniques.
The Scholarship Plan of the Revolutionary Government guaran-
tees the opportunity for study in the various branches of education
to any students in every part of the nation.
Education por the Handicapped:
This education is under the direction of the National Office of
Education for Handicapped Students which has organized, for the
first time in Cuba, a national system of special instruction for chil-
dren, adolescents and adults, whose education is difficult in the
regular classroom of the national schools because of physical or
mental deficiencies of the students.
Before the Revolution certain private institutions existed which
provided education, primarily for the blind and mentally backward
in a philanthropic or charitable way. At present it is a service of
the State which is provided to all handicapped persons as a social
and human right to integrate themselves fully into the society, and
specifically to a life of production or work in accor'clance with their
capacity.
The Office of Education for the Handicapped is responsible for
the education of mentally retarded, those who suffer from aphasia,
the deaf and the semi-deaf, of those who have speech and voice
problems, of the blind and the near-blind, the mal-adjusted, those
with physical motor impediments and other deficiencies; therefore
there are the following schools:
Schools for the Mentally Retarded
Schools for the Deaf and Semi-deaf
Schools for the Blind and Semi-blind
Schools for Mal-adjusted children
?92
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Schools for those with Physical Motor Impediments
Classrooms with hospital services
Workshop Schools for the Handicapped.
The majority of these schools are organized for -living-in plans",
for -part-time living-in", or for day students.
There also exist what are known as "Centers of Diagnosis and
Guidance" where the children, adolescents, and adults with different
types of deficiencies first go in search of the adequate guidance for
their correct placement in the respective schools for the handicapped.
These children, adolescents and adults come from medical or hospital
services in their respective schools in the different levels of educa-
tion or they came because of family concern.
At present the Revolutionary Government is making a great effort
to meet the needs of this type of education in Cuba and to train the
required number of teachers and specialists for the education of the
handicapped.
The following statistic table shows the development of education
for the handicapped in respect to the last school year:
Type of School
No. of
Schools
No. of
Class-
rooms
Teach-
ing Per-
sonnel
Enroll-
ment
Number of
of stu_
dents per
teacher
Schools for the Deaf
8
54
63
331
7
Schools for the
Mentally Retarded
10
108
188
1041
9
Schools for Physical
Motor Impediments
3
10
31
62
4
Schools for the Blind
1
18
26
91
3
Schools for the
Maladjusted
2
10
31
94
3
Multiple Schools
(Workshop)
5
3
38
13
Hospital Schools
1
3
Youth Movements:
The young people of Cuba have developed a series of tasks of
extraordinary importance in relation to the economic and social pro-
gress of the nation.
Through their three main organizations, the Union of Secondary
Students, the Union of Young Communists and the Federation of
University Students in each university they have pushed forward
such tasks as the participation of thousands of young students in
voluntary productive work in agricultural, in the different sports
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events organized by INDER, in the contests, student councils, scho-
lastic emulation, and fundamentally in the enforcement of the plans
for establishing a conscious sense of discipline or self-discipline
among the students belonging to the different centers of education
as objetives set by the Ministry of Education; and in artistic activ-
ities (exhibitions, recitals, festivals, etc.) offered by the National
Cultural Council.
These youth organizations hold their meetings periodically in
which they systematically evaluate the results of the work carried out
in relation to their own objectives and the goals that they have set.
And they have taken part even in the preparation of youth meetings
of an international nature as the first and second CLAJ (Latin
American Youth Congress, held in Havana and Santiago de Chile,
respectively) and at present they are deeply engaged in their obliga-
tion to the "Technical Revolution".
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ANNEX 1
e) Percentage of the actual expenditures on education in relation
to the general expenditures of the State
NATIONAL
EDUCATION
SECTION I
$ 715873,258
$ 210,000
II
128692,313
60,000
III
626690,309
201992,300
IV
143818,323
16745,200
V
221'200,000
VI
149690,000
VII
413042,697
Comparison of the
budget of the
Ministry of
Education
2399006,900
219007,500
9.13%
Plus: The educational
budget of
the other
organizations
66807,900
$2399006,900
$285815,400
11.92%
95...
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3) Financing of Education
Increase or
1963 1964 ( Decrease )
Elementary Schools 74821.2 74262.1 ( 559.1 )
( Including the *amounts asign-
ned for the maintenance of
School Dining-Rooms)
School for the Mentally and Physical-
ly Handicapped ( Living-in and
day students) 2481.2 1937.9 ( 543.3 )
Living-in Country Schools for Children
and Young People
Adult Education
Educational Improvement for
Worker-Farmer
Educational Improvement for
Unskilled Women
Courses Through Correspondence
and other means
Maritime Trade and others
School for Fishermen
Basic Secondary Schools ( Junior
High Schools)
Urban
Rural
Agricultural Production Centers
(Farming and Stock-Raising)
Scholarships
Pre-Universitary Institutes ( Senior
High Schools)
Day Students
Institute for Students with High
Scholastic _Record
Scholarships
Other Schools
Worker Educational Improvement
School "V. I. Lenin"
Tabulation Schools
Schools for Training of Elementary
Teachers
Pedagogical Improvement Schools
Institute of Accounting and Economic
Planning
Day Students
Scholarships
Technological Schools
Day Students
Scholarships
Agricultural Activities
Electronics and Telecomunications
7649.0 8878.1
12456.6 19237.9
10628.5
8609.4
973.4 395.3
238.8
2743.9
16017.7 13010.6
638.8 1485.3
591.7
6945.7 6945.7
5293.2 3645.1 ( 1639.1)
1229.1
6781.3
(578.1)
(238.8)
2743.9
(3007.1)
846.5
(591.7)
68.4
3592.3
456.0
93.2
66.2
( 68.4 )
3592.3
456.0
(93.2)
(66.2)
3693.0 5647.7 1954.7
2686.7 2686.7
2184.7 2081.1 ( 103.6 )
518.2 518.2
9929.8 715.1 ( 9214.7 )
-- 15403.4 15403.4
- 1600.5 1600.5
58.7 - ( 58.7 )
Secretarial Schools
Language Schools
Day Students
Scholarships
Educational Impro,,ement Courses
School Libraries
Physical Education
School Transportation
School Maintenance
Foreign Scholarships
ANNEX 1
Increase or
1963 1964 (Decrease)
1271.8 1326.4 54.6
1334.8 1609.9 275.1
802.1
351.4
206.6
4061.2
373.5
439.5
1170.4
815.9
254.8
2207.9
3962.5
2354.1
912.0
13.8
( 96.6 )
2001.3
( 98.7 )
23.54.1
538.5
Living-in quarters for students
( Elementary, Secondary and
Pre-University students) (1) 30764.9 (30764.9)
Living-in quarters for University
students (2) 4533.6 4533.6
Administrative Services . 17078.1 16615.2 ( 462.9 )
Social Security - 803.2 803.2
Social Centers for Pioneers 274.5 274.5
Workers Dining-Room 352.6 352.6
Investiments 15147.9 17733.0 2585.1
208647.9 219007.5 10359.6
Plus: Educational Activities Budgeted
by other Organizations (3) 74642.9 66807.9 ( 7835.0 )
283290.8 285815.4 2524.6
FOOTNOTE:
(1) Living-in quarters was subdivided in 1964 into different activities of the scholarship studentes.
( 2) It includes the expenditures of the scholarship university students.
Nom: The different activities have been grouped according to the new nomenclature of 1964; that is to
say that the schools of the 1963 budget which do not appear in the 1964 budget as the School of Tabulation
(1963) have been included in the budged of Other Schools in 1964.
( 3) The decrease in the educational activities budgeted by other organization is due to the fact that some of them
transfered to the control of the Ministry of Education.
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II. QUANTITATIVE DEVELOPMENT OF EDUCATION
Comparative statement of enrollment in the 1962-63 and 1963 Courses
ANNEX 2
EDUCATIONAL LEVEL
Course Type of Student
BEGINING OF THE 1962-63 COURSE
LIVING-IN DAY STUDENTS TOTAL
BEGINING OF THE 1963-64 COURSE
LIVING-IN DAY STUDENTS TOTAL
ELEMENTARY EDUCATION
1193.077
14,209
1207,286
1266,686
13.978
1280,664
Elementary Schools
1193,077
12,625
1205,702
1256,748
11,517(A)
1268,265
Unified Schools (1st. to 6th.)
(*)
(0)
8,607
-
8,607
Living-in country schools for children
1,584
1,584
1,331 (E)
2,461
3,792
SECONDARY EDUCATION (General)
101,003
22,115
123,118
120,552
17,378
137,930
Unified Schools (7th. to 9th.)
3,711
--
3,711
4,388
_
4,388
Basic Secondary Urban Schools
86,978
15,088
102,066
104,074
10,954
115,028
Basic Secondary Rural Schools
1,821
1,821
1,681
1,681
Pre-University Institutes
10,314
5,206
15,520
12,090
4,743
16,833
SECONDARY EDUCATION (Technical and
.
Professional)
27,925
15,477
42,502
33,839
15,976
49,815
Language Schools
4,936
1,600
6,536
5,325
976
6,301
Schools of Administration
9,140
-
9,140
12,381
_
12,381
Institutes of Administration
. 12,063
494
12,557
12,672
623
13,295
Technological-Industrial Schools
362
10,807
11,169
2,708(c)
9,837
12,545
Technological-Industrial Institutes
524
2,576
3,100
753
3,237
3,990
Technical and Agricultural Institute
( farming and Stock-raising)
1,303
1,303
SECONDARY SCHOOL (Teachers Training)
10,741
7,784
18,525
9,410
17,316
26,726
School for Training of Primary Teachers
-
7,784
7,784
12,342
12,342
Pedagogical Improvement School
10,741
-
10,741
9,410
4,974
14,384(F)
HIGHER EDUCATION
14.533
3,076
17,609(G)
17,241
4,887
22,128(11)
University of Havana
11,619
1,811
13,430
12,730
3,366
16,096
University of Las Villas
1,303
895
2,198
1,946
815
2,761
University of Oriente
1,611
370
1,981
2,565
706
3,271
EDUCATION FOR THE MENTALLY AND
PHYSICALLY HANDICAPPED
1,391
1,391
1,025 (D)
777
1,802
ADULT EDUCATION
481,662
10,971
492,633
467,411
11,562
478,973
Schools and Centers of Worker-Farmer
Education
468,456
-
468,456
455,394
455,394
Evening Schools for the Education'al
Improvement of Unskilled Women
12,438
12,438
11,476
11,476
Special Centers for the Educational
Improvement of Unskilled Women
768
10,971
11,739
541(E)
11,562
12,103
OTHER SCHOOLS . -
5,372
5,372
6,196
4,510 _
10,706
National Tabulation School
-
1,687
_
1,687
Schools for Fisherman and Maritime Trades
3,671
3,671
Schools of Initial Scholastic Sports
609
609
Special Center for Scholarship Students
110
110
Basic Secondary School for Workers
under Scholarship Plan
120
120
Institute of Educational Improvement
5,372
5,372(i)
4,509
-
4,509(j)
TOTAL
1833.413
75,023
1908,436
1922.360
86,384
2008,744
(1) These centrs of instruction, formerly belonging to other branches, were incorporated into the Ministry of
Education in the 1963-64 -school year.
(a) including 470 living-in students not attending classes
(a) including 101 students in part-time residence
(c) including 686 students in part-time residence
(o) including 454 students in part-time residence
(E) including 480 students who study by correspondence
(E) these statistics refer to courses and seminars given during 1963
(e) these statistics refer to the 1962 school year
(is) these statistics refer to the 1963 school year
-(1) .these statistics refer to courses and seminars given during 1962
( j) these statistics refer to courses and seminars given during 1963
(*) included in the 1193,077 day students of the elementary. .schools
. . . indicates that the statistics are unknown or incomplete SCHOLARSHII STUDENTE IN FOREIGN COUNTRIES: 2.183 (as of March, 1964.)
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R APPORT
A LA XXVII CONFERENCE INTERNATIONALE
SUR L'INSTRUCTION PUBL1QUE
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INTRODUCTION
'Cuba, dans son Rapport a Ia XXVI-eme Conference Internationale
sur l'Instruction Publique, a exprime qu'une fois obtenue l'extension
des services educatifs, pour garantir a toute la citoyennete l'en-
seignement gratuit, elle concentrait son attention sur deux aspects-
fondamentaux:
- a) la reorganisation de l'appareii d'administration scolaire, pro-
fitant ati maximum de l'experience acquise dans la pratique
avec la participation active du peuple dans l'execution des
taches educatives, et
b) l'amelioration de la qualite de l'enseignement, &levant le
niveau de scolarite des eleves et perfectionnant le corps
enseignant charg?e celui-ci.
A present, dans son Rapport a la XXVIleme Conference inter-
nationale sur l'InStruction Publique, Cuba declare qU'elle maintient:
en, vigueur dans sa politique educationnelle les aspects mentionnes-'
et que dans' le panorama du mouvement educatif correspondant ai
l'Annee Scolaire 1963-1964 ressortent les suivants faits significatifsl
d'Une importance extraordinaire l'interieui du developpement'pla7'.
nifie de son education:
Le developpement quantitatif de l'enseignement a tous les niveaux
et dans les dif ferentes sortes d'ecoles, uni a l'ef fort simultane pour
l'amelioration de la qualite de l'enseignement. Les consignes pro-
motions quantitatives et qualitatives dans l'enseignement" et "la
bataille pour le Certificat d'Etudes Primaires" pour la campagne qui
suit celle de l'alphabetisation des adultes realisee en 1961, font
partie des aspirations et des expressions du peuple.
Le mouvement de Cours de Perfectionnement ou de Promotion du
personnel en service, mouvement qui depasse le domaine propre du
Ministere de l'Education, qui s'etend a tous les autres Ministeres
du Gouvernement et atteint les organismes syndicaux et de masses.
Le developpement de reducation des adultes a tous les niveaux.
Cuba impressionne le visiteur car elle se presente comme un pays
transform& en una grande ecole.
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L'utilisation systematique de la television et de la radio pour des
programmes sur l'enseignement et sur les activites educatives.
La production de livres scolaires des Editions du Ministere de
l'Education Nationales (MINED).
L'organisation et la discipline atteintes dans les Ecoles du Plan
de Bourses du Governement Revolutionnaire qui comprend plus de
100.000 boursiers sous le regimen &internat.
L'ef fort pour orienter A nouveau l'enseignement, a tous les ni-
veaux et fondamentalement pour lui donner une forte base scien-
tifique et polytechnique, indispensable a la "Revolution Technique"
expos& par le Premier IVIinistre du Gouvernement, Dr. Fidel Castro.
Les plans pour developper l'enseignement agraire et celui qui a
trait A l'elevage.
- La planification democratique de reducation moyennant l'appli-
cation de la denomee "ligne de masses" qui garantit la participation
de tous ceux qui interviennent A l'execution des plan educatifs.
Les plans expansifs de formation d'instituteurs et de professeurs
d'enseignement secondaire.
L'essor et la consolidation des plans relatifs aux activites en de-
hors des heures de classe, a differents niveaux et dans les diffe-
rentes sortes d'enseignement.
L'emulation socialiste, remplissant la fonction de moteur et d'acce-
lerateur des plan scolaires.
Mais le plus etonnant parmi tout ce qui a ete signale anterieure-
rnent, est le fait que Cuba puisse developper ses grandes planes eco-
nomico-sociaux, a l'interieur desquels se developpent ceux qui ont
trait A l'education, malgre la lutte illegale et criminelle a laquelle la
soumet son puissant voisin imperial: des raids aeriens, des sabota-
ges, des attaques de mercenaires, la violation de son espace aerien
par des vols d'espionnage, le blocus economique total qui va jusqu'a
l'interdiction de medicaments, etc. Face A cela, Cuba fait entendre
sa voix et proteste energiquement aupres de l'ONLI et devant l'opi-
nion'publique mondiale.
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L'ADMINISTRATION SCOLAIRE
1) Mesures administratives:
Modifications introduites dans l'administration scolaire en ce qui
va d'annee: creation, supression ou reorganisation des services admi-
nistratifs ou de consultation:
D'apres l'experience sociale qui demontre que "l'organisation
surgit du travail et non vice versa" et "qu'il est de grande impor-
tance pour la politique educationnelle que de decouvrir dans la pra-
tique les formes d'organisation que le developpement nous montre",
le Ministere de l'Education de Cuba a introduit d'importantes modi-
fications dans sa structure administrative, modifications qui repon-
dent a ces faits du processus social.
De meme, sur la base de ce qui a ete d? etabli depuis 1959 sur
le fonctionnement decentralise de l'administration des services de
l'enseignement et des services complementaires et sur la direction,
le contrOle et la revision technico-administrative, centralises, de ces
memes services, des niveaux intermediaires ou regionaux ont ete eta-
blis a l'echelle national. Ces niveaux sont en accord avec la nouvelle
division politico-administrative du pays (unites regionales socio-
economiques) et permettent une administration educationnelle plus
directe, donc, un meilleur contrOle.
On peut definir l'organisation actuelle comme suit:
Premieremene La division du travail de direction, a toutes les
echelles, correspond aux differents niveaux et aux differentes sortes
d'enseignement: Primaire, Secondaire (de Base et Pre-Universitai-
re), Industriel, Agraire et d'elevage, d'Administration, de Forma-
tion d'instituteurs, de Langues, Universitaire et pour Adultes (Edu-
cation ouvriere paysanne, etc.).
Deuxiemement: L'administration decentralisee a l'echelle provin-
ciale et regionale et l'orientation et la determination de la politique
educationnelle par le contrOle et la revision technico-administrative,
realises de facon centralisee, a l'echelle nationale.
? Troisiemement: La methode de travail collectif, la discussion de-
mocratique, la responsabilite individuelle et la participation massive
?101?
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du peuple aux Caches d'organisation et au developpement des plans
educationnels.
L'extension des services de l'enseignement, la participation du
peuple A la direction de l'enseignement, le nouveau caractere des
relations entre le peuple et les fonctionnaires tchnico-administratifs
du Ministere et entre ces fonctionnaires, les instituteurs et les pro-
fesseurs, ainsi que l'intervention des parents, des instituteurs et
des etudiants A la solution des problemes, determinent aujourd'hui
la structure des organismes de direction du Ministere. De facon plus
concrete disons qu'une serie d'importants evenements nationaux ont
conditionne ou influence decisivement la determination de cette
structure actuelle. Les evenements les plus importants ont ete:
La Campagne Nationale d'Alphabetisation qui a donnee un ca-
ractere special et tin elan decisif aux Conseils Municipaux et
Provinciaux d'Education (organismes integres par des fonctionnai-
res du Ministere et par des representations d'organismes populaires);
la creation de milliers de classes dans les regions montagneuses
la charge des denome Instituteurs Volontaires (etudiants de l'en-
seignement secondaire transformes en instituteurs movennant des
Cours Urgents de Formation d'une duree de 4 a 5 mois) transformes
plus tard en "Brigade d'Instituteurs d'Avant-garde Frank Pals'.'
(martyr revolutionnaire) qui determina la structura des actuels "De-
partements Regionaux de montagne"; l'etablissement de milliers de
classes primaires, rurales et urbaines et des dizaines d'ecoles secon-
daires de Base (premiere &tape de l'Education secondaire ? trois
ans) et la nationalisation des anciennes ecoles privees; les vastes
plans de l'education pour adultes (ouvriers, paysans et femmes
consacrees A des travaux de peu d'importance) et l'organisation
d'un vaste reseau d'Ecoles et d'Instituts Technologiques; les faculr
tes accordees au Ministere dans la planification de l'enseignement
universitaire en tant que partie de la planification integrale de l'edu-
cation; le developpement des publications, par l'intermediaire des
Editions du Ministere de l'Education, comprennant l'elaboration et
la traduction de grand nombre de livres et de textes pour l'enseigne-
ment et l'etablissement d'amples relations culturelles avec l'etranger,
tout ce qui a contribue A la creation d'organismes techniques, et
administratifs adequats pour de telles fins.
La transformation des anciennes Ecoles Normales en "Ecoles de
Perfectionnement Pedagogique-, qui ont A leur charge la formation
d'Instituteurs Populaires (instituteurs ne possedant pas de titre),
l'expansion des Cours de Perfectionnement de ]'Institut de Promol?
tion Educationnelle (INSTITUT? DE SUPERACION EDIJCA-
CIONAL, ISE), par l'etablissement de cours reguliers et systema-
tiques de perfectionnement pour fonctionnaires, inspecteurs, pro-
fesseurs, instituteurs et personnel technique ou administratif en gene-
ral; le nouveau plan de formation d'instituteurs en trois etapes a
influence aussi l'organisation du Ministere. Le Plan de Bourses du
?102?
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Gouvernement Revolutionnaire, plan qui comporte una revolution
educative et des problemes a resoudre dans le domaine peclagogique
et en ce qui concerne l'orientation ideologique et vocationnelle, qui
represente encore una question d'organisation complexe en ce qui
concerne l'enseignement et l'administration.
Ii faut ajouter a ces faits les exigences qu'une economie planifiee
impose a l'administration des services de l'enseignement. Les pro-
blemes du systeme de controle economique, les prix de revient, les
investissements, les statistiques, les budget elabores par les unites
municipales et regionales et discutes a toutes les echelles, sont des
questions nouvelles pour les fonctionnaires, les professeurs et les
instituteurs, qui ont du les a f fronter sans l'experience necessaire et
lesquelles ont influence, ainsi que les anterieures, les formes d'or-
ganisation.
' Et par dessus tout, le changement radical qui a ete opere dans
l'orientation de l'enseignement et qui devra se developper avec plus
de force a mesure qu avance la construction de la nouvelle societe
socialiste cree par le pouple de Cuba.
Les formes nouvelles d'organisation exposent aussi le necessite
de repondre non seulement aux exigences du moment actuel mais
celles du proche avenir en relation avec les reussites atteintes,
lesquelles determinent a leur tour les nouvelles directions du &eve-
loppement.
Ces reussites peuvent s'exprimer comme suit:
Premierement: Developpement massif des services educationnels.
Deuxiemement: Elevation de la conscience educationnelle chez les
instituteurs, les professeurs, les etudiants, les parents, les
ouvriers, les paysans et le peuple en general.
Troisiemement: Participation militante du peuple eaux taches
educationnelles, au travers de ses organisations.
Quatriemement: L'unification du systeme scolaire, au moyen de la
Nationalisation des ecoles privees.
Cinquiemement: Developpement des conditions minimum d'orga-
nisation pour garantir ces succes et determiner, dans. un bref
delai, un saut de qualite dans l'Enseignement qui est, au
moment present, le devoir le plus important pour ceux qui
travaillent dans le domaine de l'Education.
En synthese, en ce qui concerne l'administration des services
educationnels, il y a en fonctionnement deux structure paralleles
du Ministere de l'Education de Cuba.
1.?Une structure au caractere technico-administratif, composee
par organismes et fonctionnaires specialises ou profession-
nels, destinee a satisfaire les services educationnels du peuple
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et a developper la planification et l'execution des program-
mes du Ministere.
2.?LIne structure au caractere administrativo-popularire, inte-
gree par les fonctionnaires du Ministere et les representants
des principales organisations de masses du peuple, qui se
charge de donner de l'essor aux plans du Ministere moyen-
nant la coordination et l'appui des institutions et des orga-
nismes populaires.
La Structure technico-administrative:
Elle est presidee par le Ministre de l'Education, suivi par ordre
hierarchigue: d'un Premeier Vice-Ministre et de cinq vice-ministres:
le Vice-Ministre de l'Enseignement Elementaire (poste nouvellement
cree); le Vice-Ministre de l'Enseignement Secondaire (poste nouvel-
lement cree); le Vice-Ministre de l'Enseignement Technique et Pro-
fessionnel (poste nouvellement cree); le Vice-Ministre de l'Enseigne-
mente Suerieur (poste nouvellement cree) et le Vice-Ministre des
Services Generaux (Administration ? poste nouvellement cree).
Sous la direction du Ministre fonctionne le Conseil de Direction,
integre par les Vice-Ministres et tout autre fonctionnaire national
que le Ministre designe.
Le Conseil de Direction est l'organe collectif supreme du Mi-
nistere.
. Les Vice-Ministres constituent avec les differentes Directions
Nationales qui sont sous leur orientation, les organes collectifs
correspondants.
Les Directions Nationales sont des organes qui regissent, orien-
tent, supervisent et evaluent les activites relatives a un niveau ou
un type d'enseignement ou a un type d'enseignement ou a un
service complementaire determine.
Ces Directions Nationales sont les suivantes:
Direction Nationale de l'Enseignement Primaire
Direction Nationale de Formation d'Instituteurs
Direction Nationale d'Enseignement ouvriere-paysan (Educa-
tion pour adultes)
Direction Nationale de Promotion de la Femme (Education pour
adultes ? direction nouvellement creee) .
Direction Nationale d'Ensegnement pour enfants anormaux
Direction Nationale dd'internats de l'Enseignement Primaire
Direction Nationale de l'Enseignement Scondaire
Direction Nationale de l'Enseignement Industriel
Direction Nationale de l'Enseignement Agraire et de l'elevage
(nouvellement creee).
Direction National de l'Enseignement administratif (nouvelle-
ment creee).
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Direction National de l'Enseignement des Langues (nouvelle-
ment creee).
Direction Nationale de l'Enseignement Superieur (nouvellement
creee).
Direction Nationale d'Extension Educationnelle (Programmes
educatifs par radio, television, et dans la presse ecrite).
Direction Nationale de l'Institut de Promotion Educationnelle
(ISE).
Direction Nationale de l'Administration.
Direction Nationale du Personnel
Direction Nationale de l'Economie (nouvellement creeel
Direction Nationale &Organisation et de Verification (nou-
vellement creee).
Direction de Relations Exterieures (nouvellement creee).
Direction Nationale de Bourses.
Direction de Conte)le Technique de l'Enseignement (a la pos-
sibilite de reviser et d'etudier les plans et les programmes
elabores aux differents niyaux de l'enseignement, pour don-
net au systeme educationnel, une unite ideologique et peda-
gogique. Elle fonctionne comme un organisme assesseur du
Ministre et des Vice-Ministres, sans fonctions executives.
Nouvellement creee).
Direction des Editions.
Direction de la Cite Scolaire Libertad (nouvellement creee).
Les Departements Nationaux de services speciauz sont les sui-
vants:
Departement d'Education Physique.
Departement de Phychologie Nationale.
Departement de Bibliotheques Scolaires.
Les Directions Nationales constituent avec les groupes de tech-
niciens specialistes et les chefs de Departements adscripts a ces
directions, les organes collectifs correspondants.
La Commission Nationale d'Emulation fonctionne comme orga-
nisme adscript au Premier Vice-Ministere. Elle a le trois objectifs
fondamentaux suivants:
. 1?Elle sert de moteur pour donner, de l'elan a l'activite des
travailleurs de l'enseignement.
2.?C'est un instrumente pour l'education des masses.
3.?Elle est employee pour mesurer la comprehension politique
et la capacite de travail des dirigents administratifs, tech-
niques et syndicaux.
Pour accomplir ces objectifs ?et mener a l'avant l'emulation, le
Ministere a institue la Commission Nationale d'Emulation, presi-
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dee par *le Premier Vice-Ministre a l'echelle nationale et ,par les
Directeurs Provinciaux et Regionaux dans leuis respectives -juris-
dictions.
La Commission compte sur la participation du Syndicat National
de Travailleurs de l'Enseignement et de l'Union des Etudiants
Secondaires, pour mener a bien l'accomplissement des plans de
"
Le Ministere a organise le travail d'Emulation au -moyen de -plans
&Emulation, d'accord avec les differents niveaux de l'enseignement
et ses fronts de travail et il a adapte, de meme, chaque plan a. l'or-
ganisation generale de l'organisme.
Le contenu de l'Emulation, de facon generale, a tenu compte des
aspects les, plus importants, de el'Enseignement. ?L'accent a -ete xnis
sur les aspects suivants:
a) Assistance et ponctualite des travailleurs.
b) Assistance des eleves.
c) Rendement scolaire contrOle et developpe d'apres les pro-
grammes.
d) Perfecionnement professionel.
e) Acceleration, revision et activites en dehors des heures de
classe.
f) Renforcement des Conseils- d'Ecole et de Centres peziago-
gigues, scion le cas.
Renforcement des plans d'Education ouvriere et paysanne.
h) Augmentation et conservation du material didactique, dii
mobilier, des batiments, des equipements, etc.
Le contenu de l'emulation represente le centre de la politique edu-
cationnelle qui se concrete en deux aspects fondamentaux: scolarite
et economic.
Les objectifs generaux des plans d'emulation dans l'enseignement
sont les suivants:
1.--Lier la theorie et la pratioue.
2.?Que l'emulation serve d'instrument pour reducation des
masses.
3.?Obtenir des promotionos quantitatives et qualitatives.
4.?Augmenter l'assistance, aussi bien des professeurs que des
eleves.
5.?Developper chez les professeurs le perfectionnement pro-
fessionnel.
6.?Amener les travailleurs professionnels aux cours d'Educa-
tion ouvriere et paysanne.
7.?Obtenir une plus grande attention afin de soigner, conser-
ver, maintenir en bon ?t et augmenter les biens scolaires.
8.?Renforcement des Conseils et des Centres.
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Chaque province; d'accord avec le priricipe de 'decentralisation
technico-administrative, s'organise en Directions. Provinciales, - Di-
rections Regionales et Municipales ou par Sections, dans lesquelles
se reproduisent les unites correspondantes aux differents niveaux de
renseignement et dans les differentes sortes d'ecoles.
Les Directeurs provinciaux avec les sous-directeurs provinciaux
et le personnel technique, constituent les organes collectifs corres-
pondants. Il en est de meme avec les Directeurs Regionaux.
Les directions de n'importe lequel des differents niveaux de l'en-
seignement comportent des fonctions de base, en tant qu'unites
technico-administratives. Ces fonctions sont les suivantes:
La planification, rorientation, la coordination, l'execution, la de-
centralisation, le contreile, la revision et revaluation des differents
travaux a realiser, sous le principe de rapplication de la discussion
collective et la decision individuelle du dirigeant.
La planification educationnelle retombe fondamentalement sur le
travail des directions nationales des differents enseignements et des
dif ferents sortes d'Ecoles et elle se realise d'accord avec la ligne
politique denomee "de masses" (participation de fonctionnaires spe-
cialistes de tous les niveaux, d'instituteurs, de professeurs et d'or-
ganismes populaires) parcourant toutes le echelles: provinciale,
regionale et nationale, jusqu'a la determination des plans de la parte
du Conseil de Direction ou en dernier lieu du Ministre d'Education.
Cette planification educationnelle s'integre A la planification gene-
rale du developpement economico-social du pays par la connexion
permanente entre la Direction d'Economie du Ministere de l'Edu-
cation et la Direction correspondante de la Junta Central de Plani-
fication (JUCEPLAN).
La ?'structure Administrativo-Populaire:
Cette organisation est constituee par les denomes "Conseils d'Edu-
cation" integres par des representants du Ministere, des organisa-
tions de masses, du peuple et du Syndicat National des Travailleurs
de rEnseignement et de la Science.
Les Conseils n'ont pas de fonctions executives, leur mission est
de developper et de coordonner rappui des organisations populaires
roeuvre de reducation selon les Orientations politiques, techniques
et administratives du Ministere.
Sous rorientation du Premier Vice-Ministre fonctionne le Conseil
National d'Education. Ce Conseil sert de lien entre la Ministere
et le peuple et aide a la comprehension des problemes et des objectifs
ethicationnels de la parte des travailleurs et des Institutions. -
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Le Conseil National d'Education se compose:
a) d'un executif forme d'un Pr?dent, les Vice-Ministres d'Edu,
cation, un Secretaire d'Organisation, un Secretaire de Relations, le
Secretaire General, le Secretaire d'Organisation du Syndicat Na-
tional des Travailleurs de l'Enseignement et de la Science et les dele-
pu?des oroanisatio,s suivantes: Federation des Femmes Cubaines,
Centrale des Travailleurs Cubains, Comites de Defense de la Re-
volution, Association Nationale des Petits Agriculteurs, Union des
Etudiants Secondaires, Union des Jeunes Communistes, Uunion des
Pionniers de Cuba.
b) une s?ce pleniere, integree par l'executif, les directeurs et
les chefs des Departements Nationaux du Ministere de l'Education,
le Secretaire National du Syndicat des Travailleurs de l'Enseigne-
et de la Science, les executifs des Conseils Provinciaux d'Education,
le coordonnateur de la Commission National de Parrainage d'Ecoles,
le secretaire de la Commission Nationale de l'Emulation Socialiste
Educationnelle, et un delegue du Ministere de la Sante Publique
provenant du Departement d'Hygiene Scolaire.
Les Conseils d'Education, Provinciaux, Regionaux, Sectionnaux
et les Conseils d'Ecoles, oroanismes qui reproduisent une structure
similaire a celle du Conseil National, fonctionnent adscripts a chaque
direction provinciale, a chaque departement regional, A chaque Sec-
tion d'education et a chaque ecole.
Tout ce qui est exprime anteriourement comme reponse A l'ali-
nea 1) du formulaire, est determine dans la Resolution Ministerielle
Organique No, 99/64.
2) ContrOle de l'Enseignement.
Changements d'ordre qualitatif ou quantitatif introduits dans l'ins-
pection des differents degres de l'enseignement:
La meme organisation de l'Enseignement Primaire, sur la base
des "collectifs techniques" et des "commissions d'etudes", exposee
dans le rapport correspondant A la Conference de l'annee anterieure,
est maintenue.
Un regime semblable est etabli pour l'enseignement secondaire
general et pour l'enseignement technique et professionnel.
Une augmentation quantitative d'inspecteurs dans toutes les sortes
d'Enseignement a eu lieu ainsi que de Directeurs et sous-directeurs
regionaux d'Education (de creation nouvelle) grace A la nouvelle
organisation technico-administrative du Ministere.
3) Financement de l'Enseignement.
a) Montant du budget du Ministere de l'Instruction Publique
pour 1964 ou 1963-964, et si ce chif fre est connu, montant global
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des depenses affectees a l'education par les administrations centra-
les, regionales, locales; b) augmentation ou diminution du budget du
Ministere de l'Instruction Publique d'accord avec les informations
de l'annee precedente; c) pourcentage de cette augmentation ou de
cette diminution; d) pourcentage des depenses affectees a 1-educa-
tion en relation avec les depenses generales de l'Etat; e) pourcen-
tage des depenses affectes a l'education selon le revenu national
brut du pays.
(VOIR ANNEXE 1.)-
4) Constructions Scolaires.
Mesures prises et resultats obtenus pendant l'annee ecoulee pour
repondre aux necessites senties en matiere de constructions scolai-
res. Si possible, pourcentage d'augmentation ou de diminution du
nombre de salles de classe construites: a) dans l'enseignement pri-
maire; b) dans l'enseignement secondaire; d'accord les informations
donnees l'annee precedente.
Le plan 1961-1962 est poursuivi, accentuant fondamentalement
la reconstruction et la reparation des batments scolaires detruits ou
endommages a la suite de l'ouragan "Flora'. principalement dans
les provinces orientales.
_ On poursuit les travaux aux trois Cites Universaires: a selles
d'Oriente et de Las Villas, les installations pour boursiers ont ete
completes et a celie de La Havane les travaux de la Faculte de
Technologie avancent.
Heine developpement quantitatif de l'Enseignement.
4) Effectifs en instituteurs et en ayes.
a) Dernier chiffre,connu des effectifs en instituteurs et en eleves,
relatif aux differents hiveaux de l'enseignement (pre-scolaire, pri-
maire, secondaire, technique et professionnel, superieur, ecoles ?ior-
males). Signaler l'annee correspondante; b) augmentaton ou
nution selon les informations de l'annee anteriure; c) pourcentage
d'augmentation ou de diminution.
(VOIR ANNEXE 2.)
III. STRUCTURE ET ORGANISATION DE
? L'ENSEIGNEMENT
a) Changements dans la duree de la scolarite obligatoire et dans
le caractere gratuit de l'enseignement. ?
L'enseignement primaire, qui comporte six classes, est obligatoire.
On aspira a elever graduellement le niveau de scolarite obligatoire,
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jusqu'.en 4eme a Cuba, 9eme degre, conformemerit aux n&essites
deVeloppement economique.
Actuellement on se consacre a preparer tous les traivailleuts qui
:Comme consequence de la politique coloniale, anterieur a l'etape*reVo-
Iutionnaire, se trouvaient dans le sous-developpement culturel con-
sequent, pour qu'ils obtiennent le Certificat d'Etudes Primair'es.
:; Lenseignement a tous les niveaux et dans toutes les differentes
sortes d'Ecoles et gratuit.
b) Augmentation ou diminution du nombre d'annees d'etudes
dans les differente sortes d'Ecoles.
c) Modifications de l'augmentation ou de la distribution des
cycles ou sections -existants dans quelques domaines de l'enseigne-
;ment: et
d) Creation de nouvelles sortes d'etablissements scolaires ou de
-*nouveaux enseignements destines a preparer pour des activites ou
? des dipl6mes qui n'existaient pas avant.
D'accord avec les alineas b) c) et d), l'organisation actuelle
' est la' Suivante:
Education Prim aire
z EcolerNationales Piiinaire: urbaine et rurale
'NOTE:, II y a une education prealable a la pri-
maire, l'education pre-scolaire, organisee
sur la base de deux etapes: Garderie
pour enfants de 45 jours 4 4 ans et clas-
ses pre-scolaires pour enfants ages de
1 a 6 ans.
Education secondaire generale
aole 'secondaire de base: urbaine et rurale
Instituts pre-universitaires
6 ans d'etudes
3 ans d'etudes
3 ans d'etudes
Education technique et pro fessionnelle
Ecoles techniques industrielles:
ouvriers
ouvriers qualifies
Instituts technico-industriels:
techniciens industriel d'un niveau moyen
Ecoles techniques agraires et d'elevage:
Travailleur agricole qualifie
Instituts techniques agraires et d'elevage:
Technicien agraire et -d'elevage d'un
niveau moyen
8 semaines a 1 an d'etudes
3 ans d'etudes
4 ans, 33 specialites
3 ans, 13 specialites
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Ecoles d'administration
Auxiliaire de comptabilite
Auxiliaire d'administration
Secretariat
Mecanographie
Stenographie
Iristituts d'Administration:
Comptable
Comptable planificateur
Technicien d'administration
Ecole de Langues:
3 a 4 ans &etudes
3 'a 5 cours semestriels
Enseignement pour enfants anormaux
La duree n'est pas determinee, elle depend du defaut physique oil
mental et du temps que demandera l'enseignement therapeutique
pour integrer le malade a la vie sociale et a la production, selqn ses
possibilites.
Enseignement pour adultes
Premier cours de Promotion ouvriere et paysanne
Deuxi? cours de Promotion ouvriere et paysanne
(-jusqu'au Certificat d'Etudes Primaires)
Cours secondaire de Promotion ouvriere et
paysanne
Faculte ouvriere-paysanne des Universites
1
1 an d'etudes
3 ans d'etudes
1 an d'etudes
3 ans d'etudes
Dans tous les types d'ecoles d'enseignement secondaire, technique
et professionnelle ainsi qu'universitaire, il existe des cours d'Edu-
cation pour Adultes, ayant des horaires-speciaux, et des cours par
correspondance qui durent un an de plus que les cours normaux.
Formation dinstituteurs et de professeurs
5 ans d'etudes
Formation d'instituteurs
(Centre d'orientation pour instituteur ? un an;
Ecole pour Instituteurs ? deux ans, et
Institut Pedagogique Makarenko ? deux ans.)
Formation de professeurs pour l'enseignement secondaire de base
(Carriere universitaire) ?
Formation de professeurs pour l'enseignement pre-universitaire
(Carriere universitaire)
Enseignement universitaire
Faculte de Lettres:
I. Ecole dePhilosophie
2. Ecole de Lettres
?111-
4 ans d'etudes
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3, Ecole d'Histoire 4 ans d'etudes
4. Ecole de Sciences juridiques 4 ans d'etudes
5. Ecole d'Education
7. Ecole d'Economie 5 ans d'etudes
Faculte de Sciences:
I. Ecole de Mathematiques 5 ans d'etudes
2. Ecole de Physique 5 ans d'etudes
3. Ecole de Chimie 5 ans d'etudes
4. Ecole de Sciences Biologiques 5 ans d'etudes
5. Ecole de Geologie 4 ans d'etudes
, 6. Ecole de Geographie 5 ans d'etudes
7. Ecole de Psychologie 5 ans d'etudes
Faculte de Technologie:
1. Ecole du genie civil 5 ans d'etudes
2. Ecole du genie electrique 5 ans d'etudes
3. Ecole du genie mecanique 5 ans d'etudes
4. Ecole du genie chimique 5 ans d'etudes
5. Ecole du genie minier et metallurgique 5 ans d'etudes
5. Ecole du genie industriel 5 ans d'etudes
7. Ecole d'Architecture 5 ans d'etudes
Faculte de Sciences Aqraires et d'elevage:
1. Ecole d'Aoronomie 4 ans d'etudes
2. Ecole de Veterinaire 4 ans d'etudes
3. Ecole de Zootechrie 4 ans d'etudes
Faculfe de Sciences Medicales:
1. Ecole de Medecine 6 ans d'etudes
2. Ecole de Stomatologie 5 ans d'etudes
IV. PLANS D'ETUDE, PROGRAMMES ET METHODES
7) Reforme des plans d'etude.
a) Disciplines ou matieres introduites ou suprimees dans les plans
&etude des differents domaines de l'enseignement: b) disciplines
qui, au cours de l'annee ecoulee, ont donne lieu a una augmentation
ou a una diminution du nombre d'heures qui figurent dans les
boraires.
8) Reforme des programmes.
Disciplines dont la modification du. contenu a exige une revision
des programmes au cours de Vallee ecoulee; et
9) Re formes didactiques.
Dispositions prises pendant ranee ecoulee sur remploi de nouvel-
les rnfthodes on techniques de l'enseignement.
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SeIon le regimen de planification dispose par Monsieur le Mi-
nistre (Resolution ministerielle No. 367/64) les direction nationa-
les des dif ferentes sortes d'enseignement organisent des seminaires
nationaux pendant le -mois d'aotit de chaque annee scolaire. Ces
seminaires embrassent deux objectifs fondamentaux:
a) L'evaluation du travail realise et des rendements obtenus
a la fin du cours en relation avec les Caches et les objectifs
proposses. Situation generale de l'education.
b) Planification des principales taches a developper et des
objectifs a atteindre Vann& scolaire suivante.
En accord avec ces objectifs, les seminaires etudient et analysent
parmi d'autres aspects, tout ce qui concerne les plans d'etude, les
programmes et les methodes ou les techniques de l'enseignement en
vue de porter les recommendations pertinentes au Conseil de
Direction et au Ministre de l'Education par l'intermediaire des
resoectives Directions Nationales.
Dans ces seminaires est appliquee la ligne politique de masses.
us sont donc presides par les directeurs nationaux et formes par des
commission de directeurs et de sous-directeurs provinciaux et regio-
naux d'Education, des inspecteurs et des professeurs choisis d'apres
leur qualification.
Au cours des mois qui precedent la celebration des seminaires
nationaux se celebrent des assamblees provinciales et regionales
d'education o? l'on discute, pour preparer lesdits seminaires, l'agen-
da complete des memes. Y participent tous les instituteurs et pro-
fesseurs correspondants au genre ou niveau d'enseignement res-
pectifs.
Les plans d'etude actuels, les programmes et les methodes, sont
les memes que l'annee derniere, mais tout indique, d'accord avec le
resultat des conferences provinciales et regionales preparatoires
qui ont ete celebrees en vue de la prochaine annee scolaire 1964-
1965, que des changements auront lieu dans lesdits plans d'etude,
dans les programmes et les methodes correspondants aux dif ferentes
sortes d'enseignement.
10) Nouveaux livres de texte (par matieres) :
PLAN D'EDITIONS POUR L'ANNE SCOLAIRE 1963-64
Enseignement
Quantite
d'ouvrag es
Quantite
d'exemplaires
Primaire
34
7'360,000
Secondaire de base
25
4'285,000
Pre-universitaire
23
1'045,000
Technique-pro fessionnel
53
1'451,000
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Ouvrier-paysan
Perfectionnement pour Instituteurs
9 2'640,000 -
14 1'861,000
158 18'642,000
Editions du Conseils National des Universites 82,435
Totaux 18'724,435
LIVRES DE TEXTE (PAR MATIERES) SELON LE PLAN
? D'EDITIONS POUR L'ANNE-SCOLAIRE
Titre
Titre
Titre
Titre
Enseignement Primaire
1. Poesies pour Enfants (ler. livre de lecture)
(reedition)
2. Cahier d'Exercices de poesies pour enfants
(ler, livre de lecture)
3. Jeu d'Images du ler. livre de Lecture. Poesies
pour Enfants
4. 2e. Livre de Lecture
Exemplaires
Exemplaires -
Exemplaires
Exemplaires
500,000
500,000
30,000
300,000
5. 3e. Livre de Lecture
250,000
6. 4e. Livre de Lecture
200,000
7. 5e. Livre de Lecture
150,000
8. 6e. Livre de Lecture
125,000
9. Langue Espagnole 2e. (Almendros-Alvero)
300,000
10. Langue Espagnole 3e. (Almendros-Alvero)
200,000
11. Langue Espagnole 4e. (Almendros-Alvero)
150,000
12. Langue Espagnole 5e. (Almendros-Alvero)
150,000
13. Langue Espagnole 6e. (Almendros-Alvero)
125,000
14. Arithmetigue (2e. niveau No. 1) (pour ecole
unitaire)
300,000
15. Arithmetigue (2e. niveau No. 2) (pour ecole
unitaire)
300,000
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, 16. Langue Espagnole (2e. niveau No. 1) (pour ecole
unitaire)
17, Langue Espagnole (2e. niveau No. 2) (pour ecole
300,000
unitaire) -
300,000
18.
Arithmetique (3e. niveau No. 1) (pour ecole
unitaire)
250,000
19.
Arithmetique (3e. niveau No. 2) (pour ecole
unitaire)
250,000
20.
Langue Espagnole (3e. niveau No. 1) (pour ecole
unitaire)
250,000
21.
Langue Espagnole (3e. niveau No. 2) (pour ecole
unitaire)
250,000
22.
Histoire de Cuba (Deux tomes)
500,000
23.
Geographic Universelle (6e. degre) (Deux tomes)
400,000
24.
Apprenez l'Arithmetique 5e. (Dulce Ma. Escalona)
150,000
25.
Apprenez l'Arithmetique 6e. (Dulce Ma. Escalona)
150,000
26.
Tel est mon Pays (Geographie de Cuba),
(Nuiiez Jimenez)
150,000
27.
Etudes sur la Nature (6e. degre)
40,000
28.
Names e Geants (chimie elementaire)
200,000
29.
Botanique 5e:
150,000
Brochures
1.
Et... que puisse-je etudier maintenant?
25,000
?
2.
Echecs
105,000
3.
Le Chateau du Morro
60,000
4.
Systeme metrique decimal
200,000
5.
Comment etudier plus et mieux
50,000
Enseignement Moyen
a) Secondaire de Base
1.
Manuel de Langue Russe (3 tomes, 10,000
exemplaires e/u)
30,000
2.
Algebre Elementaire (deux tomes)
100,000
3.
Physique I (lecons pour tous)
200,000
4.
Physique I (brochure complementaire)
100,000
5.
Physique II (lecons pour tous)
150,000
6.
Physique IV (lecons pour tous)
100,000
7.
Physique V (lecons pour tous)
100,000
8.
Chimie I et II (lecons pour tous)
150,000
9. Dessins et Elements de Geometrie (Gran)
-150,000
10. Geographie Physique
100,000
11.
Anglais (3 tomes; 100,000 exempls. e/u)
300,000
12.
Mathematiques I et II (150,000 exempls. e/u)
300,000
'
13.
Geographie Regionale: Europe, Asie et Afrique ?
100,000
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14. Geographie Regionale: Les Ameriques et l'Oceanie 100,000
15. Appreciation des Arts Visuels (I, II et III)
(75,000 exempls. e/u) 225,000
16 et.17.-Histoire de Cuba et Biologie des Plantes
(publication periodique, 7 brochures) 1'050,000
18. Selection de Lectures (3 tomes, 100,000
exemplaires -e/u) 300,000
19. English Reading's Selections - 130,000
20. Grammaire (deux volumes, 25,000 exempls. e/u) 50,000
21. Schema de l'Histoire de l'Antiquite et du Moyen Age 150,000
22. Anthologie du Conte Hispanoainericain 60,000
23. Geometrie (2eme anee) 40,000
24. Geographie de Cuba (NI:Inez Jimenez) 150 000
25. Biologie des Animaux 150,000
? b) Pre-universitaire
1. Geographie Regionale: Eurasie, tome I (Massip) 100,000
2. ?Geographie Regionale: Les Ameriques, tome II
(Massip) 100,000
3. Geographie Regionale: L'Afrique, l'Oceanie et
les Antilles, tome III (Massip) 100 000
4. Geographie Economique 10,000
5. Introduction a l'Analyse Mathematique 30,000
6. Eistoire d'Amerioue (deux tomes) 100.000
7. Trigonometrie (Dr. Paz) ? 15,000
8. Geometrie (Mat. 3e.) (Dr. Paz) 15.000
9. Geographie Physique de Cuba (Nunez) Brochure 50 000
10. Physique (deux tomes) (5,000 e/u) 30,000
11. Geometric (Mat. 4e.) (Dr. Paz) 15,000
12. Mathematiques (Cours Superieur) (2 tomes,
15,000 e/u) 30,000
13. Table de Logarithmes 20,000
14. Botanique 30,000
15. Selection de Contes Cubains 30,000
16. Ebauche historique des Lettres Cubaines
(Jos?. Portuondo) 30 000
17. Histoire de la Litterature Cubaine 50,000
18 Histoire de l'Antiquite 50,000
19. Histoire du Moyen Age 50,000
20. Histoire Moderne et Contemporaine50,000
21. Anthologie de la Litterature Espagnole 15.000
22. Biologie Humaine 75.000
23. Chimie (Iodakov) 50,000
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Enseignement Technique et Prof essionnel
De nombreuses publications ont ete realisees par les collectifs
techniques de cette Direction d'Enseignement Technique et Profes-
sionnel. Ces publications comprennent 30 ouvrages, dont le lirage
moyen a ete de 30.000 exemplaires ce qui nous donne tin total de
900,000 exemplaires edites.
Suivant des accords passes avec des Editions etrangeres, des
manuels techniques qui sont utilises a nos ecoles et instituts techno-
logiques ont ete edites. Quelques une sont aussi utilises pour l'En-
seignement Secondaire de Base. Nous vouos donnon a la suite la
relation de ces ouvrages:
.
1. Travail d'une Banque
2. Travail avec machine perforatrice
3. Traitement thermique des metaux
90,000
20,000
16,000
4. Travail sur tOles laminees
16 000
5. Travail du tour
60 000
6. Mesurage
60 000
7. Travail avec la fraiseuse
25,000
8. Travail avec le rabot
20,000
9. Arithmetique &atelier
16.000
10. Interpretation de plans elementaires
30,000
11. Interpretation et dessins de plans de base
30.000
12. Operations manuelles
12 000
13. Operations mecaniques
12,000
14. Mesures et preparation
12.000
15. Travail sur metal lamine
12,000
1t6. Mathematiques pour les travaux de laminage
12.000
17. Interpretation du dessin en Me_canique automotrice
. 12,000
18. Operations de base pour les reparations
12.000
19. Outils pour reparations generales
12,000
,
20. Controle de moteurs electriques
12 000
21. Electricite residentielle
20 000
22. Electricite commerciale
20 000
23. Electricite industrielle
20,000
Enseignement Ouvrier-Paysan
1. Cours secondaire d'Enseignement Ouvrier-Paysan
(4 tomes)
600,000
2. Brochure d'orientations pour le Cours Secondaire
d'Enseignement Ouvrier-Paysan (brochure pour
Instituteurs)
40,000
3. Nouvelle,Arme, VII et VIII et un numero
extraordinaire ( 1 er. Cours Ens. Ouvrier-Paysan)
1'000 000
4. Orientations pour Nouvelle Arme VII et VIII
20,000
5. Espagnol 2e. Cours (2 tomes)
400,000
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6. Mathematique 2e. Cours (2 tomes) 400,000
7. Cahier d'Exercices de Chimie 60,000
8. Cahier d'Exercices de Biologie des Plantes 60,000
9. Cahier d'Exercices de Physique I 60,000
2'640,000
(Livres, brochures et publications periodiques)
Perfectionnement pour Instituteurs
1. Activites preliminaires a l'entrainement de
l'Enseignement de la Lecture et de l'Ecriture 40,000
2. Comment obtenir une relation entre les Matieres
de l'Enseignement Primaire 50,000
3. Education Physique (3 tomes) 30,000
4. Ecole Nationale (7 numeros) (Publication
periodique) 525,000
5. Sports (Ed. Physique, 5 brochures) 250,000
6. Bulletin bibliographique de Litterature Pedagogique
(Publication periodique) 30,000
7. Ecole et Revolution a Cuba (Revue organe oficiel
MINED-SNTEC) (Publication periodique) 120,000
8. Cours de Perfectionnement du Corps Enseignant
(7 tomes) 700,000
9. Le travail de l'Inspecteur et du Professeur d'Etudes
Sociales a l'Enseignement Secondaire de Base .
et Pre-universitaire 5,000
10. Jeu de 31 tableaux de musique 1,000
11. Relation de Matieres pour l'Integration logique
de concepts (Tableaux) 20,000
12. Notre Morale Socialiste 20,000
13. Expedition speleologique polonaise-cubaine 20,000
14. Cahier pour l'accomplissement des Programmes
Scolaires 50,000
EDITIONS DU CONSEIL NATIONAL DES UNIVERSITES
Pour l'annee scolaire 1963-64, les Editions du Conseil National
des Universites, qui groupe les besoins editoriaux des trois univer-
sites de Cuba, a edite 82.435 livres de texte universitaire.
5?Fonctionnaires de l'Enseignement
11. (Disette ou abondance d'instituteurs de divers degres.)
Dans- l'enseignement primaire nous pouvons assurer les services
d'instituteurs en une proportion de cent pour cent, grace a l'inte-
gration des deenommes instituteurs populaires (non diplornes), Ceux-
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gration des denommes instituteurs populaires (non diplomes). Ceux-
ci, suivant des coursi de formation qui n'entravent, nullement leurs
services d'enseignement regulier dans les ecoles, auront atteint une
pleine capacite professionnelle de un terme de quatre ans.
L'expansion des inscriptions d'eleves prevue pour la prochaine
annee scolaire pour les Eccles secondaires de Base a determine de
la part de l'ISE l'organisation des Cours Urgents de Formation pour
un nonibre proxiinatif de 700 a 1.000 professeurs. Ces professeurs
qui seront selectionnes parmi les meilleurs de l'enseignement pri-
maire, recevront une formation initiale pendant 5. mois.
Dans les Ecoles et les Instituts Technologiques et dans l'En-
-seignement universitaire on utilise toujours du personnel qualifie
de pays etrangers, principaIement en provenance de l'Amerique
Latine et de Pays socialistes.
12) Formation dinstituteurs. Innovation et ameliorations introdui-
tes a ce sujet:
n y a pas de modification essentielle. On maintient: a) la for-
mation reguliere qui dure 5 ans: un an dans le Centre d'Orientation
Minas de Frio, a la Sierra Maestra; deux ans a l'Ecole pour Insti-
tuteurs "Manuel Ascunce Domenech", Topes de Collantes, Sierra
del Escambray, province de Las Villas, et deux ans a l'Institut Peda-
gogique "Makarenko", Tarara, La Havane. A ce dernier Centre,
l'etude est combine avec la pratique de l'enseignement dans les zones
pilotes; et b) la formation urgente d'Instituteurs Populaires en
exercice; plus de onze mille instituteurs suivent les cours des de-
nomees "Ecoles de promotion pedagogique" dont le nombre s'eleve
dix. Pendant certaines periodes courtes, ces instituteurs assistent
en tant qu'internes aux Centres qui se trouvent dans les villes sui-
vantes: Pinar del Rio, Matanzas, Cardenas, Colon, Cienfuegos,
Camaguey, Holguin et Santiago de Cuba.
L'Instituteur Pcpulaire et sa formation
A partir de l'annee 1962-1963, le Ministere s'est vu oblige a
incorporer des milliers de personnes n'ayant pas assiste aux Ecoles
Normales, a l'exercice de l'enseignement primaire, en qualite dins-
tituteurs.
Cette incorporation a ete dile a un processus double:
a) L'extension des services avec la creation de nouveaux postes
pour instituteurs s'est accentuee aussi pendant cette armee
scolaire.
b) Le besoin de former des instituteurs a des niveaux supe-
rieurs pour couvrir les necessites de professeurs dans
l'Enseignement Secondaire et dans d'autres Centres d'En-
seignement Moyen.
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II faut signaler que tous les instituteurs incorpores n'avaient pas
un bas niveau de scolarite. Grand nombre d'entre eux avait franchi
l'enseignement moyen.
Cette situation a demand& de la part du Ministere, l'implanta-
tion d'un plan systematique de Formation d'Instituteurs Populaires.
Ce plan est un des fronts de travail de la Direction de Formation
d'Instituteurs.
Cette formation urgente d'Instituteurs populaires a lieu dans les
Ecoles de promotion pedagogique (anciennes Ecoles Normales) o?
existe l'internat, II s'agit en realite de Cours d'Introduction ayant
una duree de 6-8 mois, o? sont of fertes les connaissances essen-
tielles minimum qui transforment en Instituteurs les eleves qui
passent les examens avec succes. Le but de ces Cours est d'eviter
que les Instituteurs Populaires passent directement a exercer l'en-
seignement et qu'en meme temps soit remplie la necessite urgent
qu'une extension plus grande de services educationnels reclame.
Depuis 1961 des milliers d'instituteurs ont ete incorpores a l'en-
signement. A ce moment l?l'incorporation a ete faite sans la pre-
paration prealable des Cours d'Introduction.
Actuellement, l'Instituteur Populaire s'incorpore enseignement
par l'intermediaire des Cours d'introduction, convoques par la
Direction de Formation d'Instituteurs, d'apres l'information fournie
par la Direction de l'Education Primaire sur les necessites d'insti-
tuteurs de chaque Regionale d'Education. Cependant. ii existe des
cas, soit par necessite du developpement soit par cliFficultes imore-
visibles, dans lesquel les Departements Regionaux d'Education peu-
vent utiliser les Instituteurs populaires qui n'ont pas suivi le Cours
d'Introduction. Ces Instituteurs doivent remplir certaines conditions
(niveau de scolarite assez eleve, integration revolutionnaire et con-
duite morale sans tache).
Ce Plant est etabli pour ces Instituteurs Populaires qui, ayant
fait preuve de facilite et d'enthousiasme pour l'enseignement et
possedant un niveau de scolarite assez eleve, ne terminent pas le
Cours d'Introduction, si toutefois ils peuvent suivre le premier cours
de Formation qu'ils commencent posterieurement.
Tout Instituteur Populaire est dans l'obligation de passer avec
succes les examens de toutes les matieres correspondantes au Plan
d'Etude du Cours d'Introduction ou du Cours de Nivellement, selon
le cas. La negligence ou le manque &interest demontres dans les
etudes entraine, n;cessairement, l'annulation du contrat.
Formation d'Instituteurs Populaires en exercice.
Line fois termine le Cours d'Introduction ou celui de Nivellement,
selon le cas, commence la formation de l'Instituteur Populaire ce
qui, en definitive, n'est que la suite du Cours d'Introduction ou de
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Nivellement. Mais a ce moment la, l'Instituteur continue a apprendre
et commence A enseigner.
L'Instituteur assiste alors a une Ecole de Formation Pedagogique
(denomee "Noyau") qui fonctionne souvent dans des locaux cedes
par un Syndicat, un Club Ouvrier, une Ecole primaire ou secon-
daire, etc., ou se rendent a heures et dates fixes, les Instituteurs
en formation et les Responsables nationaux de l'Orientation des
Chaires.
Ces reunions sont denomees "rencontres".
La necessite de perfectionner des milliers d'Instituteurs Populaires
qui, ainsi que nous rayons dit, se sont incorpores A renseignement
partir de 1961, a oblige a la creation du "Systeme de Noyaux".
Dans les quelques chif fres statistiques donnes ci-dessus on peut se
rendre compte de l'extension obtenue a ce sujet.
Noyaux Responsables d'orientation nationaux
Personnel enseignant qui travaille avec les responsables d'orienta-
tion dans les Noyaux
Nombre d'eleves-instituteurs
Date des statistiques.
La formation de professeurs pour l'enseignement secondaire, tech-
nique, professionnel et superieur est toujours a la charge des trois
Universite du pays, qui sont: l'Universite de La Havane,
site de Las Villas et l'Llniversite d'Oriente.
13) Perfectionnement du personnel enseignant.
Innovations et ameliorations introduites dans ce domaine:
Le perfectionnement de tout le personnel au service du Ministere
de l'Education (personnel enseignant, technique ou administratif)
est toujours confie a l'Institut de Promotion Educationnelle (ISE).
Get organisme a eu, pendant rannee scolaire actuelle 1963-1964,
un singulier developpement.
? L'Institut de Promotion Educationnelle (ISE) remplit ses fonc-
tions de 3 facons systematiques:
a) moyennant des cours, des conferences et des seminaires de
courte duree: 15 jours, 1 mois, 5 mois et un an; les uns centralises
(regime d'internat a La Havane dans les Foyers de l'ISE, Ciudad
Libertad), les autres decentralises (26 Noyaux ou Centres de Per-
fectionnement dans les principales villes du pays).
b) par l'intermediaire de son Centre de Documentation Pedago-
gigue (26 succursales ou delegations dans tout le pays) qui of fre
les suivants services:
Bibliotheque ( fixe ou ambulante)
Aides audio-visuelles (equipement et materiel)
Information documentaire (revue "Superacion", brochures,
transcriptions roneotypees).
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c) au moyen de programmes hebdomadaires de television et de
radio organises par cycles de science, de pedagogie, d'art, etc.
L'Institut de Promotion Educationnelle (ISE) a inaugure en sep-
tembre 1963, 40 foyers a Ciudad Libertad, La Havane, pouvant
loger 320 boursiers. Ces 40 foyers plus deux autres que l'ISE pos-
sede en dehors de Ciudad Libertad, peuvent loger en tout 470 bour-
siers, sous regime &internat.
Pour les cours qui ont lieu dans l'edifice moderne de l'Universite,
a Ciudad Libertad, La Havane, ont compte sur 90 professeurs sloecialistes engages moyennant des contrats renouvelables a moyen
terme. Ces professeurs sont compris dans 11 Departement acade-
miques:
1. Departement academique
2. Departement academique
3. Departement academique
4. Departement academique
Physique et Chimie)
5. Departement academique
6. Departement academique
7. Departement academique
8. Departement academique
9. Departement academique
10. Departement academique
11. Departement academique
de Philosophie
de Pedagogie
de Psycologie
de Sciences (Mathematiques,
de Siencies biologiques
d'Etudes Sociales
d'Espagnol et Literature
d'Economie Politique
de Technologies
de Langues Etrangeres
&Arts Visuels.
Pour les cours decentralises qui ont lieu dans les 26 Noyaux ou
Centres de Perfectionnement du pays on a cree, a partir d'octobre
1963, la nouvelle charge de Professeur-Guide-Voyageur de l'Insti-
tut de Promotion Educationnelle (ISE) pour chaque matiere d'en-
seignement (72 professeurs-voyageurs). Chaque professeur-guide
voyage et travaille 'pendant une semaine dans 3 noyaux ou centres
differents. Ii travaille 8 heures par jour, 4 le matin et 4 l'apres-midi.
Ces seances de travail de 4 heures sont distribuees ainsi: 2 heures
de classe et 2 heures consacrees aux conversations avec les profes-
seurs-eleves.
Tous les professeurs de la secondaire, pour chaque matiere, dis-
posent dans leurs horaires d'un jour pour recevoir des classes de
perfectionnement de la parte des professeurs-guides-voyagenrs de
l'Institut de Promotion Educationnelle. Ces professeurs-voyageurs
travaillent en collaboration avec les Inspecteurs.
Cette nouvelle forme &organisation pour les cours decentralises
de perfectionnement d'instituteurs a constitue un triomphe
L'ISE compte, dans chaque province, sur un Secretariat provincial
Permanent et dans chaque ville importante, sur un Delegation re-
gionale.
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Ces organismes provinciaux et regionaux constituent, a leur tout,
les Succursales du Centre de Documentation pedagogique centrale,
qui of frent les memes services de bibliotheque, aides audio-visuelles
et information documentaire, dans 26 villes du pays.
Les 26 delegations regionales avec leurs respectifs Centres de
Documentation Pedagogique remplissent la fonction d'organismes
depositaires et de liaison avec la Division de Documentation du
Departement de l'Education de l'UNESCO, pour les correspondants
de Cuba.
En 1963 l'objectif de 14.000 professeurs-eleves ayant participe
de fawn directe aux cours de Perfectionnement, a ete atteint. On
estime que cette annee ce chiffre sera depasse. Le mouvement du
premier trimestre de l'annee en cours a ete le suivant:
Prof esseurs-eleves
ISE CENTRAL
2.851
ISE Province de Pinar del Rio
360
ISE Province de La Havane
3.489
ISE Province de Matanzas
443
ISE Povince de Las Villas
2.781
ISE Province de Camaguey
620
ISE Province de Oriente (Nord)
739
ISE Province de Oriente (Sud)
782
TOTAL NATIONAL: H
12,065
Les cours et seminaires de perfectionnement organises en coor-
dination avec les Directions Nationales respectives qui ont en lieu,
sont les suivants:
Pour Inspecteurs scolaires de l'Enseignement primaire (periodique,
par groupes)
Pour Directeurs des Ecoles primaires ?(en developpement, par
groupes)
Pour Charges des Ecoles Modeles (en developpement, par groupes)
Pour Responsable des Garderies d'enfants (en developpement, par
groupes)
Pour Inspecteurs de l'Enseignement secondaire et Professeurs-
guides-voyageurs (seminaire)
Pour instituteurs pour enfants anormax (tous les ans)
Pour professeurs des Ecoles secondaires de base (permanent ?
decentralise)
Pour professeurs des Ecoles technico-industrielles (permanent ?
decentralise)
Pour professeurs des Ecoles Techniques agraires et d'elevage (tous
le S ans)
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Potirprofesseurs des Ecoles d'Administration (permanent ?
? decentralise) ?
-Pour professeurs d'Education d'adultes (periodiques,-par groupes).
Pour fonctionnaires et employes du Ministere de l'Education Na-
_ tionale, de langues, etrangeres: francais, anglais et russe (per-
manent)
.Pour employes du Ministeie de l'Education Nationale: stenographie,
mecanographie et aide-comptable (permanent)
Pour Instituteurs de l'Enseignement Primaire avant le titre (perma-
nent ?decentralise)
Pour psychologues scolaires (tous les ans).
Les Cours de Formation urgente de Vann& scolaire 1963-1964
sont les suivants:
Pour professeurs de planification economique des Instituts d'Ad-
ministration
Pour professeurs des Ecoles Secondaires de Base
Pour profeEseurs d'Administration d' Entreprises des Instituts d'Ad-
ministration
Pour Charges des Bibliotheques dans les Ecoles ou les Instituts tech-
nologiques
Pour Charge; des Bibliotheques dans les Instituts d'Administration.
Les depenses (transports. repas et logement) des instituteurs qui
assistent a ces Cours de Perfectionnement sont entierement cou-
vertes par le Ministere.
Information documentaire imprimee du "Centre de Documentation
Pedagogique":
Du No. 7 au 12 (1963)
20.000 exemplaires
1-2 (1964)
20.000 exemplaires
3-4
20.000 exemplaires
5
(1964)
20.000 exemplaires
6
(1064)
20.000 exemplaires
7
(1964)
20.000 exemplaires
8
(1964)
20.000 exemplaires
140.000 exemplaires
Brochures
Scientifiques: 7 brochures, 10.00
chacune
Doctrinaires: 4 brochures, 10.00
chacune
Educationnelles: 7 brochures, 10.
chacune
Legislation scolaire: 1 brochure,
15.000 exeir plaires
exemplaires
exemplaires
40.000
000 exemplaires
70.000
15.000
70.000
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exemplaires
exemplaires
exemplaires
exemplaires
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Didactique: 2 brochures: 10.000 exemplaires
chacune
Syndicales: 1 brochure, 80.000 exemplaires
Orientation: 4 brochures, 14 exemplaires
chacune
20.000 exemplaires
80.000 exemplaires
60.000 exemplaires
355.000 exemplaires
Transcriptions':
261 trava.ix.
Les programmes educatifs de television ont ete:
Cycle des Sciences:
Introduction: le Progres et l'Influence de la Science moderne.
En Physique et Chimie:
Rayons cathodiques
Motinirs a reaction
Le iadar
L'acide sulphurique. Ses applications industrielles
Science nucleaire et ses applications pacifiques
En Biologie:
L'ecologie (3 programmes)
Cycle de Pedagogie:
L'evaluation de l'eleve a l'Ecole Primaire et a l'Ecole Secon-
daire
La television scolaire
Les moyens audio-visuels de l'Enseignement
L'Education Physique a l'Ecole
L'Enseic nement Technologique et son organisation.
L'Education pour adultes et son organisation a Cuba
(Education ouvriere-paysanne)
Cycle de Psychologic:
Bases de la Psychologie du Materialisme dialectique.
Les Eccles psychologiques actuelles
Cycle technologique:
Ressources hydrauliques (8 programmes)
Ressources minerales (4 programmes)
Cycles speciaux:
Meteorologie
Geophysique
Astrona utique.
14) Situation des Instituteurs. Modifications introduites aux Status,
retribation et situation du personnel enseignant des differents
degres:
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Le statut de garantie pour l'instituteur ou professeur aux dif fe-
rents niveaux et types d'enseignement est maintenu.
Le Gouvernement annonce pour cette annee (1964) l'implanta-
tion des "niveaux salariaux" d'accord avec les categories ou degres
de qualification et en relation avec les "normas de Travail".
Ce plan constitue l'aboutissement d'une etude complexe et sa
mise en vigueur representera une augmentation generale de la remu-
neration du corps enseignant, principalement pour les professeurs
qualifies (possedant des titres ou des diplomes) et un gran stimulant
pour le perfectionnement ou la promotion du personnel enseignant
non qualifie.
VI. SERVICES AUXILIAIRES ET EXTRA-SCOLAIRES
15) Innovations introduites en 1963-1964 dans les domaines de la
protection sanitaire ou du developpement physique des eco-
hers, les cantines scolaires, les services de phychologie sco-
laire, d'orientation scolaire et professionnel, d'education pour
les enfants anormaux, l'education populaire, les mouvements
juveniles, etc.:
En relation avec les services auxiliaires de protection de l'enfance
et d'activites extra-scolaires, on peut signaler qu'ils ont ett un deve-
loppement extraordinaire au cours de cette annee scolaire.
Les ministeres du Gouvernement, les organismes otficiels et les
organisations populaires de mases, en coordination avec la Com-
mission Nationale des Activites Extra-scolaires du Ministere de
l'Education, ont mene a bout ces activites dont la caracteristique
principale a ete la participation massive des ecoliers et des organi-
sations populaires. Ces organismes sont les suivants:
Ministere de la Sante Publique
Ministere du Travail
Ministere de l'Interieur
Institut National des Sports (INDER)
Conseil National de Culture
Federation des Femmes Cubaines (FMC)
Union des Pionniers de Cuba (UPC)
Union des Jeunes Communistes (UJC)
Union des Etudiants Secondaires (UES)
Centrale des Travailleurs Cubains (CTC)
Comites de Defense de la Revolution (CDR).
Parmi les principaux plans developpes concernant la protection
des enfants et les activites extra-scolaires, nous avons les suivants:
Campagne de Vaccination contre la PolgomieliteS . Premiere etape
mars 1964, 2.243.726 enfants ages d'un mois a 14 ans ont ete vacci-
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nes. Deuxi? etape avril 1964, 1.131.186 enfants ages d'un mois
a 6 ans ont recu la deuxieme dose de vaccin.
Campagne contre la Gastro-enterite. Le taux de mortalite dti
cette maladie au co-urs des mois de juillet, &rat, septembre et octobre
est reduit a 50 %.
En comparant les annees 62 et 63, nous voyons que les cas de
Paludisme sont reduits de 40 % ce qui diminue le taux de 39? a
12,2 par 100.000 habitants, comme resultat du developpement de la
campagne contre la malaria qui a lieu dans notre pays.
Comme consequence de la Campagne de triple Vaccination rea-
lisee d'octobre 1962 a fevrier 1963, la diphterie dismiue de 50 %
puisqu'en 1962 ont ete signales 1.424 cas et en 1963, 749 cas. Le
taux annuel diminue de 20 a 10,5 par 100.000 habitants. En ce qui
concerne le tetanos on observe le meme resultat puisqu'en 1962 ont
ete signales 605 cas et en 1963, 353 cas. Le taux annuel est descendu
de 8,5 a 4,7 par 100.000 habitants.
Celebration de la Journee Internationale de l'Enfance. De nom-
breuses activites ont ete organisees vers le ler. juin en vue de la
Journee Internationale de l'Enfance qui est celebre dans grand
nombre de pays en faveur de l'Enfance. A Cuba, tous les organis-
mes qui s'occupent directement ou indirectement des enfants parti-
cipent a cette Journee pour reunir des fonds en vue de la creation
de nouvelles Garderies d'enfants. Tous les jour de la premiere
semaine du mois de juin sont consacres a une activite differente
sous la consigne "avec les enfants et pour les enfants".
Campagne sur la preparation et la divulgation des Garderies den-
fants. Jusqu'a present on dispose de 154 Garderies d'enfants qui ont
leur charge 11.800 enfants ages de 45 jour a 6 ans. La majorite
? des Garderies &enfants, qui ont un t moyenne de 144 institutrices,
? offrent des classes pre-scolaire.
Journee de la securite routiere. Y ont participe des milliers d'en-
fants sous la consigne -comment utiliser la voie publique sans
risques".
?
L'Education physique et le sport au stacle. Creation da 777 stades
oil 314.776 etudiants font du sport et pratiquent l'education physique.
Jeux scolaires nationaux. 3.751 ecoliers et sportifs representant
qbalitativement chaque province y ont participe.
Jeux sportifs scolaires de Printemps. Avec la participation de 972
ecoliers-sportifs choisis parmi les meilleurs eleves.
Jeux sportifs scolaires d'Ete. Ont lieu au mois d'aofit avec la par-
ticipation de 1.500 ecoliers choisis parmi ceux qui passent a la classe
superieure sans examen.
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Eprettves sportives scolaires L.P.V. (L.P.V. "Listos para Ven-
cer"?Prets a Vaincre.) Ces epreuves constituent par leur carac-
teres d'evaluation et d'emulation un projet d'une importance defi-
nitive etant donne que par elles on peut constater la condition
physique &elle des ecoliers.
Les Seances Plenieres estudiantines. Ces organismes (groupes
d'eleves d'une classe determinee, diriges par un professeur conseiller,
qui s'organisent pour mener a bout des activites extra-scolaires qui
contribuent a leur formation morale, civique et ideologique) se sont
developpes d'une fawn extraordinaire pendant la presente annee
scolaire. us ont pris part avec grande efficacite a de nombreuses
taches du Ministere qui ont ett le plein appui du Conseil National
d'Education. Les activites developpees dans plusieurs centres d'en-
seignement secondaire et d'enseignement technico-professionnel ont
ete montrees au peuple au travers de reportages televises.
Les cercles de pionniers. 52 cercles de pionniers ont ete etablis.
Dans ces cercles sont canalisees les activites que les enfants pion-
niers menent a bout au moyen de programmes et d'installations
propres.
Les cercles damateurs. Ces cercles fonctionnent dans grand
nombre d'ecoles secondaires de base. Ce sont des groupements
volontaires de jeunes qui s'interessent a la musique, aux arts visuels
ou a reconomie domestique. Ceux qui s'interessent a la musique
forment des chorales, des ensembles instrumentaux; ceux qui sont
interesses par les arts visuels ont des ateliers oil ils donnent libre
cours a leurs creations; les jeunes filles peuvent apprendre la cui-
sine et la couture.
Les Concours scolaires sur differentes matieres denseignement.
Des milliers d'ecoliers y participent. Ils ont lieu dans toutes les ecoles,
puis a l'echelle provinciale de facon a arriver par elimination un
gagnant national qui regoit des prix.
La programmation des activites de la Jeunesse formulee par le
Conseil National de Culture. Actuellement ii y a une Direction Na-
tionale d'Orientation Culturelle de la Jeunesse. Cette Direction a a
sa charge les Departements suivants: Th?re, Musique, Arts Plas-
tiques, Litterature et Publications, Cinema, Radio et Television. La
principale attribution de la Diirection est celle d'orienter de facon
adequate les activites culturelles dirigees aux enfants et aux jeunes.
Cette direction a cree des groupes professionnels de Theatre pour
les enfants et pour les jeunes. Parallelement a la Direction d'Orien-
tation Juvenile, au Conseil National de Culture s'est developpee la
Direction des mouvements d'amateurs. En ce qui concerne les jeunes,
l'Union des Etudiants secondaires et la Federation Estudiantine
Uni-
versitaire ont organise des groupes d'instrumentistes, de danse et de
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theatre et us ont favorise le developpement des Arts Plastiques et
de la Litterature. Le Conseil National de Culture present aux
endroits specifiques ou se concentre la jeunesse, tels que les Ecoles
ou Associations estudiantines, des spectacles artistico-culturels dans
Ie but d'interesser la jeunesse aux activites culturelles. Ces spec-
tacles artistico-culturels sont presentes aux Theatres, dans les
Ecoles, les fermes et les Club d'ouvriers, etc. Voila quel a ere le
travail indirect pour incorporer la jeunesse aux activites culturelles
moyennant le developpement de son interet. Le travail direct est
represente par le vaste plan de bourse offert par le Gouvernement
revolutionnaire, pour suivre des etudes artistiques a l'Ecole Na-
tionale d'Art et des etudes scientifiques et techniques aux LIniver-
site's nationales. 11 y a aussi les bourses pour etuder a l'etranger, qui
couvrent toutes les branches de l'Art, la Science et la Technique.
A l'Ecole Nationale d'Art 400 eleves suivent actuellement des cours.
La premiere promotion sortie de cette Ecole se trouve d? dans les
principaux villages de Cuba en train d'incorporer a la danse, aux
chorales, au theatre, etc., le mouvement juvenil d'amateurs.
Education Populaire:
a) Education pour adultes.
A Cuba il y avait, selon le recensement realise en 1961, 979.207
analphabetes adultes dissemines dans tout le pays, principalement
dans les regions montagneuses des provinces orientales oU aucune
sorte d'enseignement ni d'ecole arrivait avant la Revolution. Les
problemes de l'analphabetisme a Cuba ne s'aggravent pas par les
problemes de langue ou de minorite raciale.
L'analphabetisme, produit de l'exploitation des paysans sans terre
et du sous-developpement economique dans lequel etait plonge notre
pays, s'est aggrave encore plus a cause du gran abandon des gou-
vernements et de la malversation des budgets nationaux consacres
a l'education.
Lors de l'avenement de la victoire de la Revolution, le premier
janvier 1959, on a fait face sans hesitations a l'heritage de lanai-
phabetisme, en tant que necessite imperieuse pour le developpement
social et economique qui a commence avec la premiere Loi de Re-
forme Agraire. La Revolution s'est occupe du probleme de l'analpha-
betisme et du manque d'education scolaire, dils aux causes d?
mentionnees, fondamentalement dans 4 directions: Premierement:
par la creation de pres de 20.000 ecoles sur tout le territoire national,
principalement dans les zones rurales; deuxiemement: par la Cam-
pagne d'Alphabetisation realisee en 1961, au cours de laquelle
707.000 analphabetes ont appris a lire et a ecrire; troisiemement:
en etablissant les cours de perfectionnement pour ceux qui avaient
acquis les premiers rudiments au cours de la Campagne d'Alphabe-
tisation. Ces cours fonctionneent depuis janvier 1962 et plus d'un
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demi million de personnes adultes, de la ville et de la campagne, y
participent; quatriemement: par le developpement de grands plans
de culture popuIaire qui ont engendre le developpement impetueux
de l'art national, favorisant la musique, la litterature, le theatre et
la danse ainsi que d'autres manifestations de Fart national, et les
portant aux grandes masses de notre peuple.
A tout cela ii faut ajouter l'abondante edition de centaines de
livres de dif ferentes matieres, ce qui a mis entre les mains du peuple
cubain des millions d'exemplaires. Le Departement National d'Edu-
cation Ouvriere et Paysanne, rien qu'en livres de textes et en bro-
chures, a depasse les 10 millions d'exemplaires.
Programme actuel ct action.
a) Le Ministere de l'Education a cree en janvier 1962 la Direc-
tion Nationale de l'Education Ovriere et Paysanne, qui est respon-
sable des cours de perfectionnement pour ceux qui ont acquis les
premiers rudiments aux cours de la campagne d'Alphabetisation de
1961, qui ont lieu dans le cadre des Cours de Promotion Ouvriere
destines a faire acquerir aux adultes le Certificat d'Etudes Primaires.
La Direction Nationale d'Education Ouvriere et Paysanne est
responsable de la direction technique des Cours, de la preparation
des instituteurs pour ces cours, de l'edition des textes et de la cele-
bration de conferences et seminaires d'orientation sur les nouvelles
techniques pedagogiques de cette branche de l'enseignement.
En avril 1963, a ete cree le Cours Secondaire de Promotion Ou-
vriere, pour ceux qui ont obtenu le Certificat d'Etudes Primaires.
Pour la mobilisation des eleves, des ouvriers, des paysans, des
maitresses de maison, etc., interviennent les Organismes Populaires
de l'Education qui existent a tous les niveaux, integres par les orga-
nisations de masses.
La base juridique de toutes les activites a ete amplifiee par diff?
rentes resolutions of ficielles du Ministere de l'Education, jusqu'a
la Resolution Ministerielle numero 222/64 qui etablit les normes
generales qui reglementent le fonctionnement de l'education pour
adultes. Cette Resolution ratifie la systematisation des cours, eta-
blissant les formalites de leur creation et des horaires. La Resolution
precise les contenus des differents programmes et concrete les fonc-
tions de la Commission Technique Nationale, le regime des Semi-
naires, Collectifs et Equipes et la normalisation des examens et des
promotions, etablissant en plus la coordination entre le Ministere
de l'Education et autres Ministeres et Organismes d'Etat qui ont
des plans de perfectionnement technique pour ouvriers.
Le Ministere de l'Education evalue le budget consacre a l'edu-
cation ?et a l'enseignement pour adultes a $ 19.237.900, sans compter
les chapitres des budgets d'autres Ministeres qui triplent presque
les chif fres donnes. De leur cOte, les entreprises et les organisations
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destinent aussi une partie de leurs ressources en faveur de l'en-
seignement.
Cathegorie d'Instituteurs et autres personnes interessees:
Les travaux de Direction technique et d'enseignemente dans l'edu-
cation pour adultes sont realises par un Corps de professeurs et de
personnes capables de la Direction Nationale, de la Commission
Technique Nationale et des sept sous-directions provinciales etablies.
Ce Corps comprend en tout quelques 300 personnes.
Les taches directes de l'enseignement se realisent avec: les insti-
tuteurs professionnels de l'education pour adultes; les instituteurs
professionels de l'enseignement primaire (pour enfants) qui fre-
quentent en meme temps les cours de l'Education ouvriere-paysanne;
les maitres populaires des zones rurales; les instituteurs amateurs,
formes par des ouvriers et des paysans ayant leur Certificat d'Etudes
Primaires. Le fonctionnement permanent (bimensuel) des seminaires
et la reunion hebdomadaire des equipes d'instituteurs, sous la Direc-
tion de Conseillers Techniques (instituteurs professionnels ayant
une grande experience) qu'offre le Syndicat National des Travail-
leurs de l'Enseignement, constitue un systeme de perfectionnement
professionnel permanent, appliqu? tous les programmes, de l'en-
seignement des techniques jusqu'a l'utilisation directe des textes qui
sont emis periodiquement dans le but de contreder et de doser les
matieres des programmes des Ecoles.
ORGANISATION DES CLASSES POUR ADULTES
Les classes pour adultes sont of fertes dans des centres compren-
nant plusieurs salles de classe. Ces centres sont installes aussi bien
a la capitale que dans les villes de province, et ils peuvent etre des
centres unifies comprennant des classes des trois Cours etablis;
des centres non unifies qui ont seulement des classes du premier
et du deuxieme cours, et des centres independants o? fonctionnent
seulement des classes du Cours secondaire.
En plus des centres fonctionnent dans tout le territoire national,
les denomees Classes independantes, etablies dans les usines, les
centres de travail, les bureaux de l'administration, les fermes, les
locaux populaires a la ville et a la campagne, etc.
Dans les statistiques du mois de mars 1964 en enregistre 632
centres d'education pour adultes, comprennant 2.852 salles de classe.
Les Classes independantes sont au nombre de 6.439.
L'inscription generale de tous les Cours est de 43.963 eleves dont
242.223 sont urbains et 188.740 ruraux.
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Des 19.042 instituteurs enregistres a notre Direction Nationale
d'Education Ouvriere et Paysanne, 6.751 sont des professionnels
et le reste (12.291) sont des amateurs.
MATERIEL PEDAGOGIQUE FOURNI:
Apres l'edition de millions d'exemplaires de l'abecedaire Nous
Vaincrons" utilise au cours de la glorieuse Campagne d'Alphabe-
tisation de 1961, l'edition ininterrompue de livres de texte pour les
differents cours, des livres et des brochures &organisation et de
guides pour l'apprentissage, depasse et de loin le chiffre de 10
millons. Ces publications ont ete rigoureusement distribuees jus-
qu'aux endroits les plus recules de notre territoire national.
L'importance dorm& a la lecture est refletee par le grand nombre
de lectures interessantes, agreables et faciles, introduites dans tous
les textes, qui embrassent aussi bien des recits et des contes que des
themes scientifiques, sociaux. economiques et sanitaires.
Les revues et la presse de tous les jours comportent des textes
adresses aux lecteurs peu experimentes.
En ce moment, des editions speciales de lectures pour eleves aux
niveaux de scolarite inferieurs, sont preparees en coordination avec
dif ferents ministeres, specialement avec l'Institut National de la Re-
forme Agraire et le Ministere de la Sante Publique.
En 1962-63, 617 programmes de television concernant les cours
pour adultes ont ete presentes ainsi que 1.548 programmes de radio
concernant les classes d'Espagnol et de Mathematiques pour les
Cours de perfectionnement oti vrier-paysan.
La Bibliotheque Nationale a un departement d'Extension biblio-
thecaire qui situe des collections ambulantes de livres dans les
centres de travail qui le dernandent, de facon a developper le gout
pour la lecture. Jusqu'au mois de mars 1964, 10.534 livres ont ete
mis en circulation pour 118 centres de travail comprennant 17.319
lecteurs. D'autre part, douze bibliotheques de plus de 1.000 volumes
chacune sont organisees dans les plus grandes usines du pays.
Nous devons signaler qu'il n'existe pas un Centre Unifie d'Edu-
cation Ouvriere et Paysanne qui ne possede pas une bibliotheque
d? en fonctionnement.
Les livres de texte du premier Cours sont gratuits; les livres des
autres cours sont vendus aux Cdeves dans des Foires speciales ou
sont distribues directement a l'ecole, qui of fre toutes les facilites
de paiement. Ces livres sont vendus au prix de revient. Le livre
Cuba ne constitue pas un objet de profit. Il est un instrument de
culture produit par les differentes Editions Nationales dont rem-
ploi a toutes les echelles est stimule par le Gouvernement Revo-
lutionnaire.
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La Direction Nationale de l'Education Ouvriere et Paysanne
compte sur un Departement specialement cree pour la production
.de moyens audio-visuels ayant trait a l'enseignement d'adultes. La
production est utilisee par les Seminaires et les Collectifs Techniques,
pour apprendre aux instituteurs a confectionner et a utiliser de
facon approprie leurs propres moyens.
Les eleves des Cours secondaires de plus haute qualification tech-
nique ont d? cree grand .nombre ae moyens en relation avec l'en-
seignement de la Physique, la Chimie c..t la Biologie dans le cadre
de leurs programmes d'etudes.
ACTIVITES, METHODES ET MOYENS QUI ONT
DONNE DE BONS RESULTATS:
A Cuba, l'Enseignement pour adultes est semblable a un grand
laboratoire experimental. Laissant de cOte les vieilles traditions du
faible enseignement qui par le passe etait offert aux adultes, cette
branche de l'enseignement est aujourd'hui dirigee vers l'elevation
systematique du degre de scolarite des masses d'ouvriers et de pay-
sans. Et ce, dans le but d'offrir a ces masses populaires la connais-
sance elementaire de matieres (Espagnol, Mathematiques et des
elements des Sciences) qui permettent le developpement necessaire
a la qualification technique minimum dans le but que les travailleurs
participent activement et conscietnment a l'impetueux de.veloppement
politique, economique et social de notre pays.
Dans cette voie se livre actuellement a Cuba la denomee "Ba-
taille pour obtenir le Certificat d'Etudes Primaires" en tant que
suite obligee de la Campagne d'Alphabetisation et comme pas prea-
lable pour la Revolution Technique.
A la fin de l'annee scolaire 1963-64, plus de 1.000 eleves-adultes
du Cours Secondaire et d'eleves possedant le Certificat d'Etudes
Primaires sont entres, en tant que boursiers de l'Etat, a differents
cours des Facultes Agraires et d'Elevage de l'Universite et a des
Cours speciaux de l'Institut National de la Reforme Agraire et du
Ministere de l'Education.
Le nombre de ces boursiers sera triple au mois us seront
diriges vers des cours techniques d'Insemination Artificielle, d'Agri-
culture, vers des.Ecoles Normales et vets des cours pour ,Aide-Vete-
rinaire et Aide-Infirmiere.
Les eleves qui obtiennent les meilleures notes son stimules par
l'Etat qui leur of fre des Bourses d'Etude.
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La participation des Organismes Populaires de l'Education, des
syndicats ouvriers de la Centrale Syndicale et des organisations
paysannes, feminines et de jeunesse au developpement de la Bataille
pour obtenir le Certificat des Etudes Primaires et de la Revolution
Technique, en fraternelle emulation, donne un sens populaire, pa-
triotique et enthousiaste a ces travaux, dont les plus belles manifes-
tations sont la "Competition des connaissances" et les "Olympiades
du Savoir", evenements publics qui mobilisent des milliers de per-
sonnes dans des centres scolaires, des clubs ouvriers et des parcs
publics, et au cours desquels les eleves font etalage de leurs connais-
sances et recoivent des prix collectifs et individuels. Ces avenements
sont une puissante contribution a l'incorporation du peuple, dont
le niveau de scolarite est faible, aux etudes et au progres de reclu-
cation de masse dans notre pays.
Dans le domaine pedagogique, les meilleurs resultats ont ete
obtenus au moyen de l'echange permanente d'experiences au cours
de Congres et de Conferences Nationales, Reunions Provinciales
de Techniciens et les dif ferents Collectifs qui se celebrent constam-
ment dans le but d'evaluer les techniques, les procedes et les me-
thodes appliques'. Les constantes investigations que realisent les
specialistes sur, les triomphes et les difficultes observes, a base de
l'etude de milliers et "de milliers de travaux et d'experiences re:
cueillis parmi les eleves des dif ferents cours, dans les differents
zones du pays, representent une aide pour ces reunions, L'investi-
gation est la source la plus sure pour rectifier et faire des change-
ments dans nos methodes et nos programmes d'etudes.
Aussi bien les travaux d'investigation signales, que le labeur des
Seminaires pour former et perfectionner des techniciens pour l'edu-
cation de masse sont presides par l'Institut de Promotion Educa-
tionnelle (ISE).
b) Education de la Femme.
Dans le cadre de l'Education pour Adultes, il existe un grand
mouvement inspire par le Dr. Fidel Castro en tant que Premier
Ministre du Governement, mouvement patronne par la Federation
des Femmes Cubaines en coordination avec le Ministere de l'Edu-
cation. Se mouvement porte le nom de "Promotion de la Femme" et
il est fondamentalement charge de fournir une instruction primaire
ou secondaire et une education professionnelle, y compris la for-
mation d'institutrices, aux jeunes filles provenant de la campagne
ou de la ville.
Pour ce genre d'education a ete cree au Ministere la Direction
Nationale de Promotion de la Femme, qui a a sa charge:
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Les Ecoles du Soir pour domestiques qui
veulent etudier
Les Ecoles de Specialisation pour les employes
du Service Domestique
Les Fermes &Enfants "Jose Marti", "Ciro Frias",
"Ramon Paz", "Delfin Sen", "Frank Pais" et
!'Yolanda Rodriguez" (a la charge de monitrices)
L'Ecole Primaire "Orestes Gutierrez"
L'Ecole pour paysannes "Ana Betancourt"
L'Ecole de Monitrices "Conrado Benitez"
(Institutrices des Ecoles du Soir ?Monitrices
qui se preparent pour entrer a l'Institut
"Makarenko" 1)
Institut Pedagogique "Makarenko" 1 (Siboney)
Institut Pedagogique "Makarenko" 2 (Tararii)
(Professeurs diplOmes du Makarenko 1 charges
de la formation d'instituteurs)
10.105 Cleves
377 Cleves
4.150
197
1 0.294
enfants
enfants
"Cleves
480 eleves
836 Cleves
1.110 jeunes
filles
TOTAUX: 27.549
Ecoles du soir pour domestiques qui veulent etudier. Actuellement
98 ecoles sont en fonctionnement dans toute la Nation. Ces ecoles
se consacrent a ameliorer la qualite politique et culturelle de rnilliers
de femmes des plus humbles couches de la population.
Les plans d'etudes de ces Ecoles comprennent les 6 degres de
l'enseignement primaire, les cours etant organises par semestres.
L'Ecole de specialisation pour les employes du service domes-
tique. Cette ecole a a sa charge la preparation de jeunes filles on
provenance du service domestique afin qu'elles aillent remplir des
charges dans les differents centres de travail. Elles etudient sous le
regime d'internat apres avoir ete selectionnees parmi les meilleures
eleves des Ecoles du Soir pour domestiques. Le plan d'etudes s'etend
jusqu'au Certificat d'Etudes Primaires. Un deuxieme cours est orga-
nise pour les specialisations suivants:
1. Preparation de steno-mecanographes
2. Formation d'Auxiliaires de Bureaux
3. Preparation de personnel technique pour le Ministeres des
Communications
4. Preparation d'Auxiliaires de comptabilite
5. Cours de Perfectionnement pour les professeurs de steno-
graphic et de mecanographie des Ecoles du Soir pour
domestiques
6. Cours de rattrapage pour les eleves n'ayant pas obtenu le
Certificat d'Etudes Primaires.
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. , rrias , xamon Paz ,
7,A90_43.993_990911 oland a Rodriguez". Ce sont des inter-
flats de l'Enseignement Primaire. Les eleves sont des filles et des
garcons ages de 4 a 17 ans. Le Plan d'Etudes comprend: l'En-
seignement primaire, l'Education physique et les sports, des elements
de l'agriculture et de l'elevage, l'Artisana.t, la Menuiserie, les Lan-
gues, la Musique, des Travaux Pratiques, les Activites complemen-
taires et d'Extension Culturelle et des Activites recreatives.
Ecole primaire "Orestes Gutierrez". Garcons et Filles, internes et
semi-interncs. Classes du 1 er. au 6e. degre.
Ecole pour paysannes "Ana Betancourt". Y arrivent tous les ans
10.000 jeunes filles paysannes en provenance, principalement, des
regions montagneuses d'Oriente. Plan d'Etudes du 1 er. au 6e. degre.
Des bourses sont of fertes aux eleves qui passent avec succes le 4e.,
5e. et 6e. degre, afin qu'elles continuent leurs etudes dans dif fe-
ren ts centres.
Ecole de Monitrices "Conrado F.3...nitez". Les eleves proviennent
des contingents "d'Instituteurs Volontaires". C'est la premiere acole
qui a entrepris la preparation politique et Normale et qui a pose les
fondements pour l'organisation de l'Institut Pedagogique "Ma-
karenko".
Institut Pedagogique "Makarenko" No. 1. Les jeunes filles en
provenance des brigades d'alphabetisation "Conrado Benitez" y
font trois ans d'etudes Normales. Line des normes de l'Institut
Pedagogique est le rapport entre l' etude et le travail pratique de-
l'enseignement. Actuellement les eleves sorties de cet Institut pour-
suivent leurs etudes a l'Llniversite des Etudes Norrnales Superieures.
Institut Pedagogique "Makarenko" No. 2. Fonctionne a Tarara
et les Cleves proviennent de l'Ecole pour Instituteurs "Manuel As-
cunce Domenech". C'est ;ci qui aboutit la formation reguliere d'ins-
tituteurs. Les eleves recoiverit des classes theoriques a l'Institut ct
pratiquent l'enseignement en tant qu'Instituteurs-Responsables de ,
'curs claqses, Actuellement un groupe nombreux d'eleves travaille
dans les Ecoles de Jetines Filles Paysannes "Ana Betancourt".
-c) Les moyens de communication massive au service de l'Educa-
tion Populaire:
Face a la necessite d'augmenter la culture generale du peuple et
comme un moyen pour renforcer les plans generaux de l'Education
d'Adultes et de la jeunesse, le Ministere de l'Education de Cuba a
cree la Direction d'Extension Educationnelle qui a trois departements
fondamentaux:
Radio et television educatives
Cours par correspondance
,Moyens ou Aides audio-visuels.
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cationnene s est consonae, principaiement en ce qui concerne l'uti-
lisation de la radio et de la television educatives et la production de
moyens audio-visuels.
Avant la Revolution, c'est-?ire, avant le mois de janvier 1959
ii n'existait en matiere de radio et de television qu'un seul pro-
gramme, diffuse par radio une fois par semaine sous le titre ''L'Uni-
versite de En television ii n y avait absolument rien qui ait
ete du domaine de l'education; a l'exception de quelques programmes
d'information generale au cours de Tables Rondes, qui touchaient le
theme de l'education.
A partir de janvier 1960 on utilise la radio et la television de fawn
planifiee.
La Direction d'Extension Educationnelle developpe ses plans par
l'intermediaire de:
1?Le Departement de Radio et de Television Educatives.
Au cours de l'annee 1963-64, les programmes de radio et de tele-
vision ont ete les suivants:
Television
Secondaire Ouvriere-Paysanne:
2 programmes d'une demi-heure par semaine.
S)econdaire de Base:
5 programmes d'une demi-heure par semaine.
Perfectionnement du Corps Enseignant:
2 programmes d'une demi-heure par semaine.
Seminaire et Revolution:
1 programme d'une heure.
SINTEC (Syndicat National des Travailleurs
de l'Enseignement et de la Science) :
I programme d'une demi-heure par semaine.
Films educatifS:'
5 programmes d'une demi-heure par semaine.
Olympiades du Savoir:
1 programme d'une demi-heure par, semaine.
Sciences et Education:
1 programme d'une heure par semaine.
TOTAL:
18 programmes a la semaine, 10 heures de transmission
76 programmes mensuels, 50 heures de transmission
912 programmes par an, 600 heures de transmission.
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Radio
Programme des boursiers:
1 programme de 15 minutes par jour
Promotion Ouvriere:
1 programme d'une demi-heure par semaine
Promotion Ouvriere:
1 programme d'une demi-heure par jour
Perfectionnement pour ceux ayant acquis les premiers
rudiments au cours de la Campagne d'Alphabetisation:
1 programme d'une demi-heure par jour
Langue Russe;
1 programme par jour
Langue Anglaise:
1 programme par jour
Primaire (L'Heure des Ecoliers) :
1 programme par jour
TOTAL:
39 programmes hebdomadaires, 18 heures par semaine
166 programmes mensuels, 77 heures par mois
1.9942 programmes annuels, 924 heures par an.
2?Departement de Cours par correspondance:
II organise les cours pour des travailleurs ne peuvatit assister aux
cour normaux du Systeme National d'Education. Ces courst sont
generalement plus longs que les cours reguliers. Des groupes d'ele-
yes recoivent du materiel par correspondance, de fawn systematique.
Ils ont un professeur-guide qui les dirige moyennant des rencontres
periodiques (bimensuelles ou mensuelles). Ces eleves assistent
des cours pendant des periodes courtes, en tant qu'internes, de fawn
renforcer l'etude directe avec le professeur. ,
Le Departement de Cours pay Correspondance est en rapport avec
les Directions Nationales des respectifs enseignements afin de coo-
doner le developpement de ces Cours.
3?Departement de Moyens audio-visueis auxiliaires de, l'Enseigne-
ment.
Ce Departement est constitue par:
?la Section de cinema du Departernent de radio, television et
cinema
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?la Section de Bibliotheques d'images, de photographies et les
archives
?la Section de Photographie et Laboratoire
?la Section de. Moyens audio-visuels
?Tableaux didactiques du Departement de Cours par corres-
pondance pour la production de material audio-visuel.
En coproduction avec l'ICAIC et la DEFA de la RDA, le Mi-
nistere produira des films d'Histoire, de Geographie et de Sciences
Biologiques. Et il achetera a retranger 605 films, 850 bandes filmees,
et 180 dispositives concernant principalement la science et la tech-
nologie.
Service de Psychologie scolaire:
A rinterieur du Ministere de rEducation existe le Departement
de Psychologie Educationnelle qui a un bureau national et 7 bureaux
provinciaux. Le Departement de Psychologie a a sa charge rorien-
tation psychologique du systeme national d'education en ce qui
concerne rinformation et rorientation generale, etant donne que
les services cliniques dans les dispensaires d'Hygiene mentale et
les Services de Psychiatrie infantile et juveniles des Hopitaux
in-
combent au Ministere de Sante Publique. Le Departement de
Psychologie Educationnelle conseille d'autres departements sur les
problemes de revaluation de rapprentissage et les instruments de
revaluation. En plus, le Departement de Psychologie Education-
nelle est responsable de rorientation professionnelle aux niveaux de
renseignement primaire et secondaire, ii realise des recherches sur
des problemes educationnelles et elabore ou essaie des appareils de
psychometrie.
Les instituteurs, directeurs et autorites dans le domaine de l'En-
seignement assistent aux cours de l'Institut de Promotion Education-
nelle afin d'acquerir une plus grandes experience en ce qui concerne
les problemes emotifs et la conduite des enfants a recole. Ces cours
ont acquis un grande developpement rannee derniere.
Le Departement de Psychologie Educationnelle oriente aussi tech-
niquement le plan d'orientation professionnelle, stimule par le Con-
seil National d'Education. Le plus grand effort de cette armee a
ete celui d'informer sur les occupations et les possibilites d'etude
dans les differentes ecoles, specialement pour les dernieres annees
de chaque niveau de renseignement. Cela s'est fait au moyen de
brochures et de menographies ainsi qu'a la radio et a la television.
Tous les eleves du 6e. degre ( fin etudes primaires) ont recu une
brochure sur les opportunites educationnelles qu'ils avaient et les
eleves qui terminaient ecole secondaire de base et pre-universitaire
ont recu una autre brochure du meme genre et une collection corn-
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II...illation a servi de complement au programme
d'activites d'orientation professionnelle qu'ont mene A bout tous les
? eleves de ces niveaux.
Parallelement a ces niveaux, les instituteurs et les professeurs se
sont mis en coordination avec les responsables des centres de tra-
vail, les syndicats et les organisations de jeunesse pour que les
eleves qui doivent choisir les etudes qu'ils vont suivre aient des expe-
-riences directes sur le travail et les centres d'etudes qu'ils desirent
choisir.
Le service d'orientation des universites collabore a ce plan en ce
-qui a trait au travail avec les eleves pre-universitaires.
Le Ministere de l'Education est conscient du fait que tout ce
-travail n'est qu'un debut. Cette annee out ete organisees dans des
ecoles secondaires de base, des Cercles d'Amateurs sur des
matieres scientifiques. A ces Cercles les eleves peuvent s'occuper
de questions scientifiques, techniques ou agraires et d'elevage, di-
riges par des techniciens specialistes qui realisent volontairement
ce travail dans le but de developper l'interet envers ces matieres.
Dans un plus long delai, l'enseignement polythechnique et l'edu-
-cation pour le travail creeront des bases plus solides et adequates
pour l'orientation professionnelle des eleves.
Cette annee, les instituteurs et les conseillers des Seances Pie-
nieres estudiantines ont d? travaille avec les eleves et leurs pa-
rents pour les aider a evaluer toute l'information recue et A tenir
compte du rendement scolaire et des aptitudes demontrees par
l'eleve a l'ecole en vue de son orientation professionnelle. A l'avenir,
A mesure que des membres du corps enseignant seront prepares pour
collaborer aux taches d'orientation professionnelle, l'orientation indi-
viduelle pourra se faire suivant des techniques plus specifiques de
-ce travail.
Le Plan de Bourses du Gouvernement Revolutionnaire garantit
?aux eleves de n'importe quelle region du pays l'opportunitede suivre
des etudes dans n'importe quelle direction.
Education pour enfants anormaux:
Cette education est a la charge de la Direction Nationale de l'En-
seignement pour Enfants Anormaux qui a organise, pour la premiere
foiS A Cuba, un systeme national d'education speciale pour enfants,
jeunes et adultes, dont l'education a l'ecole nationale, parmi les
autres eleves, devient difficile A cause de leurs deficienCes soit phy-
'siques ou mentales.
Avant la Revolution existaient quelques institutions privees qui
patronnaient l'enseignement, principalement, aux aveugles et aux
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arrieres, par philantropie ou charite. Actuellement c'est un service
d'Etat fourni a toute personne ayant des deficiences, en tant que
droit humain et social pour qu'elle puisse s'integrer pleinement A la
vie de la societe et specifiquement a la vie de la production ou du
travail, selon ses capacites.
L'education des arrieres mentaux, des aphasiques, des sourds, de
ceux qui ont des problemes de voix ou des difficultes a parler, des
aveugles et amblyopes, de ceux dont la conduite n'est pas normales,
des paralyses et de personne ayant d'autres deficiences correspond.
a l'Enseignement pour Enfants Anormaux. Pour ce, ii existe:
?des Ecoles pour arrieres mentaux
?des Ecoles pour sourds
?des Ecoles pour aveugles
?des Ecoles pour enfants dont la conduite n'est pas normale
?des Ecoles pour paralyses
?des cours dans les services hospitaliers
?des Ecoles d'apprentissage pour anormaux.
La plupart de ces Ecoles sont internes, semi-internes ou externes,
II existe les denomes "Centres de Diagnostique et d'Orientation?,
ott les enfants, jeunes ou adultes anormaux recoivent -une orientation
adequate pour etre ensuite places A l'ecole speciale correspondante.
Ces enfants, jeunes ou adultes proviennent des services medicaux
ou hospitaliers des ecoles du Systeme National d'Education Normale,
correspondtn aux differentes sortes d'enseignement, ou us viennent
directement conduits par leurs families.
Actuellement, le Gouvernement revolutionnaire fait un grand.
effort pour satisfaire les besoins de ce genre d'education, dont
dispose le peunle cubain et former le nombre necessaire de profes-
seurs et de specialistes pour l'Education des Enfants Anormaux.
Le tableau statistique suivant represente le developpement de
l'enseignement pour enfants anormaux au cours de l'annee derniere.
Mouvements juveniles:
La jeunesse cubaine a mene a bien une serie de taches d'une
importance extraordinaire en relation, principalement, avec le deve-
loppement economique et social du pays. Par l'intermedaire de ses
trois organisations principales, l'Union des Jeunes Communistes,
l'Union des Etudiants Secondaires st la Federation Estudiantine
Universitaire (une par universite), la jeunesse cubaine a stimule
des taches telles que la participation de milliers de jeune etudiants -
aux travaux volontaires de la production agraire et d'eJevage, aux
differents evenements sportifs organises par l'Institut des Sports-
(INDER ) , aux concours, aux "Seances Plenieres estudiatines",
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l'emulation scolaire et fondamentalement a l'application des plans
proposes par le Ministere de l'Education, pour etablir tine discipline
consciente ou auto-discipline parmi leg etudiants appartenant aux
differents centres d'enseignement et aux activites artistiques (expo-
sitions, recitales, festivals, etc.) organises par le Conseil National
de Culture.
Ces organisations juveniles celebrent periodiquement leurs reu-
nions au cours desquelles elles evaluent, systematiquement, le resul-
tat du travail qu'elles realisent en relation avec les differentes taches
que leur sont ,propres et avec les objectifs qu'elles se sont traces.
Ces organisations ont pris part aussi a la preparation de reunions
juveniles au caractere international telles que le Premier et le
Duexieme CLAJ (Congres de la Jeunesse Latinoamericaine) cele-
bres respectivement a La Havane et a Santiago du Chili.
Actuellement, ces organisations juveniles pretent leur. concours
a la "Revolution Technique-, exposee par le Dr. Fidel Castro,
Premier Ministre du Gouvernement.
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IND ICE
Pag.
Informe (espariol) 3
Report (ingles) 51
Rapport (frances)
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ANEXE 1
e) Pourcentage des depenses affectees a l'Education en relation
avec les depenses generales de l'Etat
NATIONAL
EDUCATION
SECTION I
$ 715873,258
$ 210,000
II
128692,313
60,000
III
626690,309
201'992,300
IV
143818,323
16745,200
V
221200,000
VI
149690,000
VII
413042,697
Comparaison dans le
Budget du Ministere
de l'Education
2,399006,900
219007,500
9.13%
Plus: Budget d'autres
organismes
66807,900
$2399006900
$285'815,400
11.92%
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3) Finnancement de l'Enseignement
Augmentations ou
ANEXE 1
Augmentations ou
1963
1964
( Diminutions)
1963
1964 (Diminutions)
Ecoles Primaires
74821.2
74262.1
(559.1)
Ecoles de Secretariat 1271.8
1326.4 54.6
(Comprend les sommes consignees
pour le maintient des Cantines
scolaires)
Ecoles de Langues 1334.8
1609.9 275.1
Ecoles d'Anormaux (externes et
Externes
439.5
internes)
2481.2
1937.9
(543.3)
Bourses
1170.4
Fermes pour les enfants et la jeunesse
7649.0
8878.1
1229.1
Cours de Perfectionnement 802.1
815.9 13.8
Education pour Adultes
12456.6
19237.9
6781.3
Bibliotheques Scolaires 351.4
254.8 (96.6)
Promotion ouvriere-paysanne
10628.5
Education Physique 206.6
2207.9 2001.3
Promotion de la Femme
8609.4
Transports Scolaires 4061.2
3962.5 (98.7)
Cours par correspondance et autres
Entretien scolaire
2354.1 2354.1
moyens
973.4
395.3
( 578.1)
Bourses a retranger 373.5
912.0 538.5
M?ers maritimes et autres
238.8
(238.8)
Internats pour etudiants (1) 30764.9
(30764.9)
Ecoles de Peche
2743.9
2743.9
Internats Universitaires (2) -
4533.6 4533.6
Ecoles Secondaires de base
Services administratifs 17078.1
16615.2 -(462.9)
Urbaines
16017.7
13010.6
(3007.1)
Rurales
638.8
1485.3
846.5
Securite Sociale
803.2 803.2
Centres de Production agraire et
Cercles sociaux de pionniers
274.5 274.5
d'elevage
591.7
(591.7)
Cantines Populaires de Centres de
Bourses
6945.7
6945.7
Travail
352.6 352.6
Instituts pre-universitaires
Investissements: 15147.9
17733.0 2585.1
Externes
5293.2
3645.1
(1639.1)
208647.9
219007.5 10359.6
Instituts d'eleves selectionnes
68.4
(68.4)
Plus: Activite Educationnelle budgetises
Bourses
3592.3
3592.3
par d'autres Organismes (3) 74642.9
66807.9 (7835.0)
Autres Ecoles
456.0
456.0
283290.8
285815.4 2524.6
Ecoles de Promotion Ouvriere Lenine
93.2
(93.2)
Ecoles pour apprendre le maniement
des tabulatrices
66.2
(66.2)
Ecoles de Formation d'Instituteurs
369.3.0
5647.7
1954.7
Ecoles de Perfectionnement
pedagogique
2686.7
2686.7
Instituts de Comptabilite et de
Planification
Externes
2184.7
2081.1
(103.6)
Bourses
518.2
518.2
NOTE:
Ecoles et Instituts technologiques
(1) Internats pour etudiants a ete separe en 1964 des differentes activites des Boursiers.
Externes
9929.8
715.1
(9214.7)
(2) Internats universitaires comprend les depenses pour rentretien des boursiers universitaires.
Bourses
15403.4
15403.4
Observation: Les differentes activites ent ete groupees
1964: c'est-dire, les ecoles qui dupparaissent pas dans
selon la nouvelle nomenclature de
le budget de 1964 ainsi que les
Ecoles pour apprendre les maniement des tabulatrices (1963) sont comprises dans le budget
Activite Agricole
1600.5
1600.5
d'autres ecoles en 1964.
Elec'..ronique et Telecommunications
58.7
(58.7)
(3) La diminution dans ractivite Educationnelle budgetisee -par d'autres Organismes est due as
fait gue cettaines activites not ete transferees sous le controle du Ministere de rEducation.
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DEVELOPPEMENT
Etat comparatif
NIVEAU DE L'ENSEIGNEMENT
Cones Genre d'eleve
QUANTITATIF DE L'ENSEIGNEMENT ANEXE 2
de l'inscription aux cours 1962-63 et 1963-64
DEBUT DU COURS 1962-63 DEBUT DU COURS 1963-64
EXTERNES INTERNES TOTAL EXTERNES INTERNES TOTAL
ENSEIGNEMENT PRIMAIRE
1193,077
14,209
1207,286
1266,686
13,978
1280,664
Ecoles Primaires
1193,077
12,625
1205,702
1256,748
11517(A)
1268,265
Ecoles Unifiee.s ( 1 e. a 6e.)
(*)
-
(*)
8,607
-
8,607
Fermes d'Enfants
1,584
1,584
1,331 (a)
2,461
3,792
ENSEIGNEMENT MOYEN (General)
101,003
22,115
123,118
120,552
17,378
137,930
Eooles Unifiees ( 7e. a 9e.)
3,711
-
3,711
4,388
-
4,388
Ecoles Sec. de base Urbaines
86,978
15,088
102,066
104,074
10,954
115,028
Ecoles Sec. de base Rurales
-
1,821
1,821
1,681
1,681
Instituts pre-universitaires
10,314
5,206
15,520
12,090
4,743
16,833
ENSEIGNEMENT MOYEN
(Technique et professionnel )
27,025
15,477
42,502
33,839
15,976
49,815
Ecoles de Langues
4,936
1,600
6,536
5,325
976
6,301
Ecoles d'auxiliaires d'administration
9,140
-
9,140
12,381
-
12,381
Instituts d'administration
12,063
494
12,557
12,672
623
13,295
Ecoles technologigues industrielles
362
10,807 -
11,169
2,708(c) '
9,837
12,545
Instituts technologiques industriels
524
2,576
3,100
753
3,237
3,990
Instituts technologiques agraires et
d'elevage (1)
. ..
1,303
1,303
ENSEIGNEMENT MOYEN
10,741
7,784
18,525
9,410
17,316
26,726
Ecoles d'Instituteurs
7,784
7,784
12,342
12,342
Ecoles de perfectionnement peda.gogique
10,741
-
10,741
9,410
4,974
14,384(s)
ENSEIGNEMENT SUPERIEUR
14,533
3,076
17,609(G)
17,241
4,887
22,128(H)
Universite de La Havane
11,619
1,811
13,430
12,730
3,366
16,096
Universite de Las Villas
1,303
895
2,198
1,946
815
2,761
Universite d'Oriente
1,611
370
1,981
2,565
706
3,271
EDUCACION SPECIALE OU POUR
ENFANTS ANORMAUX
1,391
1,391
1.025(D)
777
1,802
EDUCATION POUR ADUL 1 ES
481,662
10,971
492,633
467,411
11,562
478.973
Centres et Cours d'Education Ouvriere-
paysanne
468/156
468,456
455,394
455,394
Ecoles du soir pour la promotion de la
Femme
12,438
12,438
11,476
_
11,476
Centres speciaux de promotion de la Femme
768
10,971
11,739
4 (F)
11,562
12,103
AUTRES ECOLES
5,372
5,372
6,51961
4,510
10,706
Ecole Nationale pour apprendrre la
maniement des tabulatricg s
1,687
1,687
Ecoles mari_times de - peche (1 )--
3,671
.3,671
Ecoles d'initiation sportive scolaire
609
609
Centre special de Boursiers
110
110
Ecoles secondaires de base pour
ouvriers boursiers
Institut de promotion educationnelle
-
5,372
-
...
5,372(i)
_
4,509
120
_
0
51290 )
4,0
TOTAL
1833,413
75,023
-
1'908,436
1922,360
86,384
2008,744
(1) Ces Centres d'enseignement, provenant d'autres organismes, ont ete incorpores au IVIinistere de l'Education
pendant l'annee scolaire 1963-64.
(a) Comprend 470 eleves internes qui ne suivent pas des cours
a) Comprend 101 eleves semi-internes
(c) Comprend 686 eleves semi-internes
(o) Comprend 454 eleves semi-internes
(a) Comprend 480 eleves qui etudient par correspondance
(a) Les indices correspondent aux cours et aus seminaires offerts pendant l'annee 1963
(o) Les indices correspondent as cours denome 1962
(H) Les indices correspondent as cours denome 1963
(I) Les indices correspondent aux cours et aux seminaires offerts pendant l'annee 1962
) Les indices correspondent aux cours et aux seminaires offerts pendant l'annee 1963
(4') Les Sieves externes des Ecoles primaires sont compris dans le 1.193.077
. . Signifie que l'indice existe main qu'il nest pas connu os qu'il est incomplet.
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CUBA
education
and culture
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CUBA
education and culture
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?
gUici4/8
education
and culture
TO BE CULTURED MEANS TO BE FREE
Jos4 Marti
,
.61-v:TAA ?
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The Cuban Commission of the UNESCO takes pleasure in pre-
senting: CUBA: EDUCATION AND CULTURE.
Education and culture have suffered a radical change since the Rev-
olution came into power. In just a few years intense creative ac-
tivity has taken place in both fields.
Today education and culture reach every citizen. The people,
through their mass and revolutionary organizations, participate di-
rectly in the stimulation of these activities.
History is not often written and created at the same time; and the
history of Cuban education and culture is enriched day by day.
What we have attempted here is just to bring forth the fundamental
achievements of education and culture in revolutionary Cuba, such
as the elimination of illiteracy in the incredibly short term of a year
and the massive publication of scientific, philosophic and literary
books.
Education and culture are now th e patrimony of the people.
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education
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CONDITIONS BEFORE THE REVOLUTION
Corruption reigned in educational matters as well as in everything else,
before January I , 1959, the date that marked the end of imperialism in this
country. It was a common practice to sell teaching positions and teaching
titles, particularly in such special fields as music, English, etc. In place of
qualified technicians for these specialized appointments, the professional
politicians exercised some control, designating their relatives and friends
as professors, inspectors and provirt cial superintendents (with no regard
to their abilities). These corrupt politicians exercised the same jurisdiction
over the entrance examinations to the Normal Schools, arbitrarily preven-
ting qualified students from entering th,e professions of their choise, while
favoring those with inadequate preparation, protected by friendship or po-
litical influence. This state of corruption existed right up to the university
level.
This pernicious system deprived tens of thousands of rural children of edu-
cation of any kind. There was a criminal lack of schools and. teachers in
spite of the Fact that there were thousands of available teachers, some hol-
ding degress of Doctor in Pedagogy, without employment. For every 100
children registered in primary schools, 85 never reached the third grade,
and only 6 ever got as far as the sixth grade. Such was the administrative
pillage that school budgets were devoured by the local politicians, so that
there was no money for school supplies like pencils and notebooks and no
money for the school breakfast program. There were never sufficient
textbooks, so most children had to go without. So-called "professors" we-
re usurping the places of legitimate teachers, having been fraudulently
awarded teaching certificates, for a price. Many schools were permitted
to fall into a state of ruin.
However, the great mass of educational workers continued to carry on their
task honestly, despite the handicaps.
School programs and texts were prepared in .such a way as to divert and
distort the norms of real education. The history that was taught to stu-
dents was falsified. The students were told that 'The United States had hel-
ped Cuba to gain its independence and sovereignty".
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Another evil affecting education was the existence of two types of schools
? public and private. In general, education and culture were only with-
in reach of the very rich, or the well-to-do. The children, ordinary wor-
kers and poor farmers had no opportunity to study. Only a few from the
poorer classes, and only after great sacrifices were ever able to attain the
level of a university education.
To understand the condition of the Cuban educational system, it would be
necessary to analyze it in two stages:
I.? The situation that existed before January I, 1959, and
2 The magnitude of the accomplishments achieved since then.
THE THREE GREAT TASKS
I.? Reform of the Educational System.
2.? Elevation of the educational level of the people.
3.? The place of the masses in Education.
REFORM OF THE EDUCATIONAL SYSTEM
The educational system that existed in Cuba until the end of imperialistic
domination conformed to the social, political and economic regime of that
time. However, once the people took into their own hands the power won
by revolutionary struggle, the whole educational system was transformed in
accordance with the needs and demands of the revolutionary process. This
profound transformation affected textbooks, school programs, plans of all
sorts ? in fact, everything that goes/into the education of a people cons-
? tructing Socialism.
The Educational Reform was achieved by Law. The approved legislation
considers education to be a permanent, dynamic and continuous process
I 0 which follows, step by step, the progressive march of civilization, with the
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necessary flexibility to adapt itself to an educational system in develop-
ment. It must be capable of permiting changes, modifications and innova-
tions as circumstances demand.
The National System of Education encompasses teaching from preschool
age through the levels of higher education. It inculcates proper actitudes
towards education, and encourages special aptitudes for further develop-
ment, so that each individual can be fitted into the vocation for which he
is best suited, and can best serve society.
The new Cuban educational system is rational. No category of teaching
is omitted and -"Skipping" grades is not allowed, yet each level is adequa-
tely coordinated and related to all the others. The system calls for six years
of primary teaching with a short preschool stage, and three years of what
is here called "Secundaria Basica" which is more or less the equal of the
Junior High School in the U.S.A.
From Junior High School the students enter either special Technical Schools,
Pre-University Schools (High Schools) or Schools of Business Administration
and Commerce. From the Technological Schools they go on to Colleges of
Technology, from the School for Primary Teachers to Colleges of Education
at the Universities and from the Pre-University Institutes to any college
they may choose.
The system of State Farm Schools in the rural areas is organized to cover
9 years of education, from first grade through third year of Junior High
School. These Farm Schools are divided into two groups: Children's
Farm Schools which include the Is+ through the 4th year and Youth Farm
SchOols which include the 5+h year (elementary school) through the thiro
year of Junior High.
GROWTH OF THE NUMBER OF CLASSROOMS AND THE CONVERSION
OF MILITARY HEADQUARTERS INTOSCHOOLS
The creation of thousands of new classrooms gave employment to thousands
of teachers including many holding the Degree of Doctor in Pedagogy. I I
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Putting so many teachers to work made it possible to enter 1 253 375
children in the Primary grades, whereas during the school year 1958-1959
there were only enough classrooms to accomodate 702 198.
The need for classrooms was supplied by the conversion of the former mi-
litary barracks, located everywhere, into fully equipped school buildings. Du-
ring a three-year period between 1959 and 1961 the Ministry of Educa-
tion was able to construct 671 rural Primary Schools, 339 Urban Primary
Schools, 99 Junior High Schools, 326 Manual Training Shops, and 113 La-
boratories, as well as one College-Preparatory Institute, one school city and
six Technological Schools.
THE NATIONALIZATION OF EDUCATION
On July 6, 1961, the Council of Ministers of the Revolutionary Government
approved the law which nationalized all teaching, and turned over to the
people all formerly private centers of learning. This law declared all edu-
cation to be free and public. It decreed the indemniza-tion by the State of
former school propietors where such action was justified. The State cannot
transfer or delegate the teaching services, and must guarantee al citizens
the right to its benefits.
Many of the 'owners of these private schools were exploiting their teach-
ers and employees and resorted to propaganda attacks against the in-
terests of the nation in their attempts to fight the progress of the
Revolution.
The great majority of these- private schools, particularly the larger, more
"exclusive" ones did not, among other things, permit the attendance of
the children of Negro families. Neither did they employ teachers or
other personnel of the Negro race. As a matter of fact, they often used
their own old graduates as teachers; people with .no real knowlegde of
teaching and no training. -
From the beginning of the revolutionary period the private' schools suf-
fered by comparison with the government operated schools, because in the
12 first place they were so much better and in the second place, the students
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no longer had to pay a monthly tuition fee, and textbooks were free. Be-
sides, the big bourgeoisie were leaving Cuba in such great numbers that
the enrollment became almost nil. The buildings were useful, however,
because they supplied additional classrooms so sorely needed by the State
schools.
At about this time, a favorable climate began to develop in the teach-
ing-staff of these private schools. The teachers began to appreciate the
benefits planned for teachers under the Revolutionary Government. Such
things as social security, insurance, retirement, etc. had great appeal. Na-
tionalization would also mean increases in salary. Previously they had been
so poorly paid that it was necessary for teachers at these schools to take
outside pupils to make out a living, or to take any other kind of extra
.work they could get.
In regard to religion, the schools in Cuba have always been nonsectarian.
Freedom of religion is guaranteed to everybody, and religion is now
taught exclusively in the churches. The nationalization process did not leave
teachers and employees in the private schools unemployed. The continued
to work, and the Ministry of Education, constantly conducts courses and
seminars to help them improve themselves.
RAISING OF THE EDUCATIONAL LEVEL OF THE PEOPLE
The Revolution upon coming to power found a citizenship which had been
abandoned to illiteracy and ignorance. Culture had never been any part of
their lives. There were around a million illiterates, and the average of
learning was about the level of the third grade. The Revolution has be-
gun to overcome his lack in educational, cultural, technical and scientific
training, converting it from an inefficient and insufficient system which
existed only for the privileged, into an efficient and adequate system with
technical and scientific preparation for the masses.
Cuban education promotes hatred' of war, love of peace, love of country
and freedom. Free education is now available in every corner of the coun-
try, and for all the people. Thanks to the deep conviction of Fidel Castro 13
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that education is the chief task of the Revolution, this year's budget for
education (which also covers science and culture) will come to more
than $270 356 117 ? all of which will be honestly administered. It is
part of the educational plan to increase this budget year by year as the
Revolution advances. This is quite a contrast to the year 1958, when the
amount designated for Education was only $74 177 088.
PARTICIPATION OF THE MASSES IN EDUCATION
As with all the Other great tasks of the Cuban Revolution, the work of
education is being carried on for the masses and with their participation.
The organized masses participate in planning, orientation, direction and
teaching administration on all levels, school, municipality, province or re-
gion, and nation.
In this way democracy must be reflected in education to such an extent
that it reaches everybody. The great majority of the population thus be-
comes involved in the educative process which goes straight to the roots
of scientific thinking. This education must be scientific in contents and
method, not only in the study of the natural sciences, but in that of the evo-
lution of human society and the investigation of the theory of knowledge.
Education so conceived brings out the best in the creative worker and
develops a spirit of collective effort on the part of the Masses which in turn
leads to a higher and higher scale of teaching excellence. In time this tends
to develop a better type of human being, able to use his abilities in an
atmosphere of complete freedom of thought to the finer flowering Of the
human personality.
NATIONAL COUNCIL OF EDUCATION
As an expression of the people's participation in the organization and di-
rection of education, there has recently been created a National Council
of Education in which, besides the Ministry of Education, the people are
represented through their revolutionary and mass organizations on
four levels. There are School Councils, Municipal Councils, and Provincial
I 4 Councils, all working in harmony with the National Council of Education.
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I.
The Revolutionary Government has supplied furniture for thousands ot shools.
The masses of the workers also have donated school equipment through
the organization of a "school adoption" plan.
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The color line has already disappeared in Cuba along with every other type of
discrimination that would harm the spirit of brotherhood in school, in play or in other aspects
of life, where the shock of prejudice can now never reach them.
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Where previously only the
children of the privileged
classes were permitted to
study, we now find the
children of the people.
The Ministry of Education installed co-education in the
Primary Schools, with excellent results.
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I .11111111Mil ' t' ! .4424.. _
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I'--7
i, ..... -
The unforgettable Commander Camila Cienfuegos demolishing the walls of what
used to be a military city and is now "Ciudad Escolar Libertad".
The Revolution has created thousands of classrooms almost as many as were
created by the sum total of all the governments preceding the present one.
These classrooms are located in both urban and rural areas.
* 1 ? 1.16.
. ? -
_ -
44, 6a.ftt.4114:: 1 thi01444444 IiIrjr4t?
-
? ,I,Pr.:11...1.14?"it**;-;-,`At,
?
!
? a. 4114R0
.
.40.... rit.?s4ir
ir!. :.V... ? -7' ...*,?-i''
? ipc. N. . ,, I,A n
t- Aik
I
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The Cuban Socialist
Revolution also has martyrs
In education. Conrado
Benitez. volunteer teacher
assassinated by enemies
of the revolution, in the
Sierra del Escambray,
where he was teaching
farm children to read
, and write.
Primary students
at "Liberty School City".?
A
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?
As a prelude to the
disastrous mercenary
Invasion of Playa Gir6n
In 1961. some cities were
bombed and machine-gunned.
These attacks caused
damage to some of the
school building at "Liberty
School City" where
hundreds of children
attend school.
The conversion of military headquarters and forts of former governments into schools,
has solved to a considerable extent the need for more classrooms.
? 4
? 0
S.
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Ntv
National and Provincial functionaries in education and directors of the National
Union of Educational Workers, together with members of the mass organizations of
the country, in a full session in Santiago de Cuba. In these meeting they discuss,
democratically, the activites, problems, solutions, methods and educational goals.
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The Provincial Deparment of Education of Havana. The Ministry of Education has been decentralized
and there have been created Provincial and Municipal administrations which are responsible
for educational activities, each in its respective jurisdiction.
The Minister of Education, Armando Hart Davelos, the viceminister of Education, Jos?. Aquiler*
Maceiras. and representatives of mass organisations, in a session of the National Council of
Education, which is the supreme people's educational organization.
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THE GREAT PROBLEM: THE NECESSITY FOR TEACHERS
DEVELOPING BETTER TEACHERS
VOLUNTARY TEACHERS
For the purpose of carrying education to the farthest reaches of the island,
to areas rendered practically impassable by mountains, swamps and other
hazards the Revolutionary Government sent out a call to the youth of the
country to form themselves into contingents of volunteer teachers. They
underwent intensive courses conducted by a department of the Ministry of
Education, the Institute of Higher Learning (ISE). As a result three fully
trained groups of Voluntary Teachers were formed.
The Revolution, however, badly needed more teachers, and out of this need
grew the "Oriente Plan" (so named because it first appeared in the pro-
vince of Oriente). This plan gradually involved greater and greater num-
bers of youth in this "Plan de FormaciOn de Maestros Populares" (People's
Teachers) which soon reached the whole country. Two training centers
,,were set up, one at San Lorenzo and the other at Topes de Collantes, where
aspiring teachers were given a chance to prove their suitability for the
vocation of teaching.
FRANK PAIS VANGUARD BRIGADES
In order to guarantee adequate teaching to even the remotest and most
backward areas with teachers of the highest Revolutionary development,
hundreds of fine educators answering the call of the Ministry of Education,
came forward to put their knowledge at the service of the country, in spite
of the hardships they knew they would have to encounter, having no thought
of payment or personal comfort. Their only concern was that those who need-
ed help most, woud be certain to get it. This was the calibre of teachers
who, responding to the call of the Ministry of Education, made up the Frank
Pais Vanguard Brigades.
COLLEGES OF EDUCATION
Teachers are trained at the Colleges of Education at the three Cuban Uni-
versities. 23
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A necessary pedagogical and social transformation is now in progress in
the teaching of Primary School teachers. Boarding schools which are gen-
uinely democratic institutions, have been organized in those training cen-
ters, where the State underwrites all expenses. A profund transformation
has also taken place in the composition of the student body. For the first
time, the sons and daughters of workers and farmers have the opportunity
to train as teachers, while previously (before the revolution) only 2% of
the total university enrollment included youth from the working classes of
the urban and rural areas.
Because of a Master Plan for educational progress, there now exists a more
balanced distribution of enrollment in these schools, in accordance with the
local and provincial need, for teachers.
TRAINING CENTERS FOR PRIMARY TEACHERS
The former Normal Schools, and the Schools for Kindergarten teachers and
the Home Economics Schools were integrated into the Schools for Primary
Teaching.
Recently, the personnel of these former schools have begun to take special
courses for the improvement of their own teaching methods, in order the
better to be fitted into the new educational pattern.
Our old educational system had at its disposal I 5 500 classrooms. The 9 000
unemployed teachers that existed at the end of the old regime, were called
to active duty so that they might once again follow their profession.
For the purpose of improving the quality of teaching, the Institute for High-
er Education (ISE) was set up a+ the Ministry of Education. This Institute
has already offered several seminars for the improvement of teaching-per-
sonnel. The old system for instructing teachers has been completely chang-
2 4 ed and now the number of classrooms has been doubled.
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'Ak
?
'
.744
;
.
4' ?
=?;-!..1
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??? (.93 ?Cr
./
..4 4
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? t elf
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In order to extend the advantages of education even farther, hundreds of youth from the farms
are receiving special courses to give classes in the rural zones. They are the "People's Teachers"
who, at the same time, are preparing themselves to become professional teachers.
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'
? Z
? two .,4174'11,2%, cr./ "1":77"st 441111if
eate. Wkr.- %we*, not r2b.'taarlelt1 '
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A
?
<
.
" ?
?.? `1.?
? I
?V".4. A t ? ?
1?4' $
? ? t***? iI*
lilt ? -"'..444'..4*.?
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V_
estamos
construyendo
un pueblo
de hombres
capacItedos
la.
Students of teaching, having scholarships at the "Del Frio Mines" in the Sierra
Maestro, receive classes in the same surroundings in which they will serve.
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jEage767'''.4`... ZIA;
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A
Many thousands of youthful teachers, during the middle of 1962,
were integrated into the first brigade of the "Frank Pais Vanguard".
Its mission is to go to the almost inaccessible mountainous zones to teach ,
the children of the farms who never had the opportunity to learn until no?.
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In the Sierra Maestro, the
Revolutionary Government with
the help of soldiers of the Rebel
Army as voluntary workers.
constructed the "Camilo Cienfuegos
School City", lit which children
of the humble farmers from the
region, study in an ideal
atmosphere. The School City
supplies in great port its own
needs from the farm products
grown there.
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-
In some educational centers of the country there are dining rooms for the children.
The Revolutionary Government plans to multiply the number of these dining rooms
in order to make it possible for the children to spend more hours in school, which will
also permit their mothers more time to turn their attention to other tasks.
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Courses for the
improvement of
educators, organized
by the institute of
Higher Education
(ISE).
11,
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:ARI\426kl\RIEVA
eV .
ssouimnisTo
Ars
t "LOS NINOS NACEN
PARA SER FEUCES"
University students in the School of Education.
7`, OTA \VIVA
,17SEGUItYlIENTO
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LECCIONES
PARA
LECCIONES
PIRA
TODOS
The system of "Technician? Collectives" created by the Ministry of Education have been
a significant educational advance. In these "collectives" the technical inspectors
and teachers meet periodically to exchange experience and discuss the
orientations they hove received.
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PRIMARY EDUCATION IN THE REVOLUTION
Primary education comprises the first to the sixth grades (children
from 6 to 12 years, with a previous pre-school period).
In accordance with the profound educational changes, the old kindergarten
system was replaced by a functional system of practical pre-school edu-
cation, where the children can exercise their initiative and adapt them-
selves to the first steps of formal teachhing. This education is offered at the
Elementary Schools, at "Infantile Circles" and "Infantile Homes".
TEACHING MATERIALS (SCHOOL SUPPLIES)
In less than four years the Revolution has given to the children of Cuba
more school supplies than the former capitalistic regime furnished in
the past 25 years. Millions of dollars have been invested in furniture and
equipment. Children in the primary grades have received, to the present
time, from the Revolutionary government, 10 400 000 textbooks.
In Cuba serious educational planning is being done by highly qualified per-
sonnel with a view to the future economic and technological development
of the country.
CAMPAIGN FOR ADVANCING BACKWARD STUDENTS
As a result of the lack of adequate education in Cuba, thousands of chil-
dren were found to be far behind others in relation to their chronological
age.
The Revolution, works to correct this problem. The Ministry of Education,
together with the National Union of Educational Workers, established cours-
es in rapid advancement, much of it accomplished by means of extra work
on the part of both teacher and students. As a result of this work thousands
of children were enabled to catch up with their fellow-students.
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31
17,
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? THE JUNIOR HIGH SCHOOL LEVEL (CHILDREN FROM 12 TO 15)
There existed before the Revolution, an inefficient type of school which was
called "Primarias Superiores". They covered the 7th and 8th grades, which
could not compare to the new 3 year "Secundarias Basicas" or Jr. High
Schools.
These basic secondary schools( or Jr. High Schools) have taken the place of
the old Primary Superior Schools, in the revised educational plan. The em-
phasis now is on pre-vocational training, in which. academic subjects are an
integral part of each course, thus helping the student to best realize his
own aptitudes, so that he can select the trade or profession he will follow
in life.
The training in these modernized schools is linked with actual productive
work. Each school has its own Workshop, where industrial art is taught.
The emphasis is placed on prepaing students in sciences, mathematics,.
physics and chemistry.
There are 295 of these basic secondary schools in Cuba, at least one for
every town with more than 2 500 inhabitants. There is not a single munici-
pality in the country where the adolescent cannot at least receive a high
school education. The intensification of scientific work in the high schools
is augmented by laboratories in each school, where experimental work can
be carried on and adequate practice afforded. In addition to laboratories,
there are woodworking shops, electrical and metallurgical shops, and shops
for mechanical drawing or draughting.
Junior High School enrollement in 1 958 was 27 278 while up to mid 1962
it had reached 92 000 students.
These schools have received thousands of units of furniture, tools and equip-
ment. In the junior high schools as well as, in the pre-university schools,
courses for more rapid advancement are being carried on.
TECHNOLOGICAL EDUCACION
32 The object of the teaching of technology is the technological preparation
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of the student. Production is a complement of this type of education. Be-
cause of Cuba's growing industrial needs, teaching is directly linked with
production. Valuable help is being furnished by the Socialist countries. New
machines, tools and furniture and many kinds of equipment and instruments
have been provided. The number of students in 1959, 5 300, has increased
to 20 000 in 1962, because the youth of Cuba understands that growing
industrialization together with the plans of the Agrarian Reform Institute
will require great amounts of skilled labor, and fhe technological students
produce many of the items used in the classrooms.
The Technical Schools develop skilled workers in courses of two years. The
graduates have to work for one year in industry before going on, if they
wish to attend the Technological Institute.
The Technological Institute, wich is on a higher level than the Technological
School, develops technicians. Graduates from the Institute must serve at
least one year in undustry before being admitted to technological studies at
the university.
Even without sufficient installations there are already in process of manu-
facture, sugar-cane harvest-machines, forniture and replacement parts
and many other articles that represent tens of thousands of dollars, as a
result of linking technological teaching with productive work.
INSTITUTES OF ADMINISTRATION AND COMMERCE
These Institutes prepare students to perform the functions of general book-
keeping, organization and practical office administration. These schools,
newly organized, employ more advanced methods than those of the old
Professional Schools of Commerce, no longer in existence. Before the Re-
volution there had been 11 of these Professional Schools of Commerce with
an erollment of 8 897. In the 1961-62 term there were 24 Institutes of
Administration and Commerce. with an enrollment of 15 702.
PRE-UNIVERSITY INSTITUTES
Secondary education, or High School, was offered in 21 Institutes, and the 33
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full high school course took five years: The first four years earned for the
student an elementary Bachelor's degree and the final year was devoted
to college preparatory studies, with a choice between Science and Let-
ters. These centers of secondary education have been increased to 28, all
being pre-university Institutes. The objetive of the three years secondary
education is to give students the opportunity to absorb a basic general
culture and to develop in them the convictions 'necessary to sound morality
and good citizenship.
UNIVERSITIES
The universities used to specialize in producing "lawyers", without a time
sense of legality; supposed graduates in Philosophy and Letters rarely well
versed in either of these two branches; "educators", who had no real cul-
tural base nor adequate pedagogical orientation; medical doctors, ma-
ny of which, because of the penury of facilities, were unable to organize
their work in the basic sciences nor in the necessary hospital practice.
The Cuban universities now function with a plan in accordance with the
needs, resources, projects, projections and goals of the national life. They
have achieved Coordination and rationalization of teaching by means of
the establishment of a Superior Council for the Universities, which is res-
ponsible for the reform of university teaching, completing in this way the
National System of Education. A Supreme Government Council has also
been created. It provides for the equal representation of the student
body and the faculty.
.The universities provide facilities for scientific research and a direct link-
ing of education with agrarian and industrial production. Schools of
Agronomy are located in zones of agricultural development and work joint-
ly with the State -Farms and the Cooperatives, in Socialistic organization.
The'schools for the workers, at university level, have already started to
function in the University of Las Villas and will soon be working in the
34 University of Havana.
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Children celebrate at the opening of a new school center. The Socialist Revolution abides
by the words of Jos?arti: "He who plants schools, reaps men".
%.
it Pr-
4
vf4?
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Si todos los ninos del mundo
Las manos se pudieran dar
En torno del mundo podrian
Un corn gigante format ?
JORNADA
INTERNACIONAL DE
LA 1NFANCIA ? JUNIO 1
.I.O1f1010 v0aucxwAnso? antOs PARA seg uftafs
Estimation is now developing in students an interest in the
arts, mid a denim to follow art as a vocation.
vingsaulmen
IVENCEREMEISI
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Research workers find that
almost half the students in the
primary grades are backward
in relation to their ages.
The Ministry of Eduction has
created plans to remedy and
accelerate the advancement of
these backward students, and
many teachers have dedicated
themselves to this task during
extra hours of voluntary
work, spurred on by their
union, the National Union of
Educational Workers.
The Junior High Schools create in the
students an attitude which favors
creative and productive work.
EZ:Z1
C=:1
-
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).?
j?-_, -
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In the Technical Schools and the
Technological Institutes, the
students and workers are given
technical and qualified preparation.
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On the Children's Farm Schools, as well as in
the rural Jr. High Schools, teaching is carried
on in a home like atmosphere that combines
theory with practice. These centers are becom-
ing progressively self-supporting as a conse-
quence of their productive collective work.
In the pre-university Institute
r he students acquire a basic
knowledge of culture and are guide.:
to their future vocations.
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? ? 11111
I " "
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mite universities, which existed only for the privileged
CIA-RDP80-00247A004200360001-4 $ in the past, are now welcoming the youth from the
farm and from the working class, youth from among
the humble people, who meet the qualifications to enter.
Rapid advancement courses permit the entry into the
Technical College of students who, for economic
reasons, had to give up their high school studies. This
is possible thanks to the Scholarship Plan
for university students.
College of Technology.
Lodgings for the students
given scholarships
by the Revolutionary
Government.
i
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DEPARTMENT OF LANGUAGES
With the slogan "Languages to unite the people and, to struggle for pea-
ce" the Revolutionary Government through its Department of Foreign
Languages has placed the study of languages within the reach of everyone,
nationalizing and creating schools for this purpose all over the country.
Russian, Czech, German, French, Chinese, English, Italian, Polish, Por-
tuguese, are taught, as well as Spanish for the foreign residents of the
island.
Also in the unions, in the industries, and in the Ministries and business en-
terprises, languages are taught to the workers.
SCHOOL LIBRARIES
72 school libraries have been created with 400 volumes each: books for
small children, science fiction, history, art, applied sciences and general
works.
CONSTRUCTION AND REPAIR
The Department of School Architecture of the Ministry of Education, in
cooperation with the Ministry of Public Works, help in the construction
and repair of all school property.
EXTRA-CURRICULAR ACTIVITIES
Out of the Third National Congress of Municipal Councils of Education
developed the National Commission of Extra-curricular Activities, as an
answer to a long-felt want. It will take care of, and guide teachers and
students in various collective activities that will be developed in after-
school hours.
DEPARTMENT OF EVALUATION AND ORIENTATION
This department has the following responsibilities: research on educational
problems, investigation of techniques and instruments for evaluation; se-
lection and classification of groups of students for entrance into Schools
for Teachers, Technological Schools, and other centers of study; elabor- 41
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ation of plans and instruments for evaluation; the furnishing of information
on evaluation techniques to educational personnel, and general orientation
on problems of discipline, conduct, methods of study, etc.
FOREIGN RELATIONS
The Ministry of Education, through its Department of Foreign Relations,
maintains constant coordination with all the government dependencies,
and all organizations whether internal or foreign. These objectives are
achieved by the work of three divisions. I) Department of Educational In-
formation, 2) Department of Educational Relations with Foreign Coun-
tries, and 3) Department of Public Relations. These Departments pre
pare and publish information about what is happening on the educational
front; they plan and direct, in accordance with the policies of the Ministry
of Education, the Supreme Council for the Universities and the National
Council of Culture, all activities related to educational exchanges with
other countries, through the official institutions of those countries. They
also initiate and direct publicity campaigns and furnish to the Press, inform-
ation about educational affairs of general interest.
The Department of Foreign Relation, through the "Foreign Scholarships Sec-
tion", controls-the whole program of scholarships granted to Cuban students
in accord with the Technical, Scientific and Cultural Assistance Agreements
signed with other countries.
THE SCHOLARSHIP PLAN
The Revolutionary Government, in addition to guaranteeing a free educa-
tion to everyone, also includes a scholarship plan (lodging, maintenance,
clothing, recreation, books and other school materials, as well as medical
and dental attention), so that no one need discontinue his studies for lack
of economic resources.
More than 70 000 young people enjoy these scholarships. There is also a
contingency fund to help the day pupils defray their expenses and pay for
such things as books and travel.
DEPARTMENT OF ADMINISTRATION
The administrative activities of the Ministry of Education are governed by
its Board of Directors which supervises the activities of the Department of
42 Personnel, Department of Budget, and the Departments of Accounting,
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Supply, Internal Services, Transportation, and the recently created Depart-
ment of Organization and Methods.
In its administrative reorganization the Ministry of Education has done a
very thorough job, and has succeeded in decentralizing and incorporating
the work of the old Ministry of Social Welfare.
DEPARTMENT OF PHYSICAL EDUCATION
This department in coordination with the Institute of Sports, Physical Edu-
cation and Recreation (INDER). directs, orients, and supervises a rational
system of physical education, including different sports to conform to the
level of each school unit.
EDUCATIONAL EXTENSION PROGRAM
Its basic function is to supplement or augment the teaching of other depart-
ments; to carry education outside the actual schoolroom to the people, by
every means of mass communication.
This department is responsible for home courses, brought to the people by
television and through the daily press, under such titles as "Pages to Study"
and "Lessons for everybody". It works in cooperation with the Departments
of Primary and Secondary Education. It produces printed matter in the
form of pamphlets and magazines.
DEPARTMENT OF SPECIAL TEACHING
To orient, direct, administer and supervise the schools for the mentally or
physically handicapped, the Ministry of Education created this Department
of Special Teaching with the conviction that every human being can and
should develop his capabilities to the utmost.
DEPARTMENT OF STATISTICS
The services of this department cover all levels of teaching: Primary, Se-
condary, Professional and Higher Education.
It analyzes vital data as to the school progress of the students, the rate of
promotion, or conversely, the rate of retrogression and other valuable find-
ings; and it cooperates with other Technical and Administrative Depart-
ments of the Ministry of Education.
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71cms for the extension o: .ducution
though television, complutunit
regular schools attendance.
The Department
of School
Libraries promotes
reading in the
classrooms.
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tar(
libros de ninds
Anti-polio immunization was given to all children cad students. It was followed later
by another mass vaccination against tetanus, whooping-cough and diptheria.
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UM 25 / 11110100 II DE 5 A II P.M.
A vast Scholarships
Plan includes
complete maintenance,
lodging and study to
tens of thousands
of students.
The Ministery of Education pays full attention to physical education and sports.
?
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qat44. ?
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'7'43.
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4.?
?'
A..
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:!??????
? ? ? ?,?
?f? ? - ,?fht . ? t.,- ?
-??
- ?
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-04-st
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Students practicing sports.
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1 i
k4.1.,4
I
During his visit to Cuba at the head of a special Delegation, Frantisek Kahuda, Minister of
Education of Czechoslovakia, is received by Armando Hart DOI/alas, Cuba's Minister of
Education, other personalities and children.
^V^
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41
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The Diplomatic
Corps accredited
to Cuba, visits
the park where
the exposition,
"Achievements of
Cuban Education",
is on display.
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RAISING THE EDUCATIONAL LEVEL OF THE PEOPLE
Cuban governments of the past did not concern themselves with the
education and culture of the people. As a result, it was discovered in 1960
that there were almost a million people who did not know to read or write,
but on the 26th of November 1960, Prime Minister Fidel Castro said in his
speech before the United Nations in New York, that the following year, 1961,
Cuba would start to banish illiteracy, and that the year would be known as
"The Year of Education".
The Campaign to Wipe out Illiteracy began on January 1, 1961. The people
took the campaign to heart immediatety. The Ministry of Education set up
a National Committee to Combat Illiteracy and directed the printing of a
Primer (titled "Venceremos") and a Teaching Manual ( called 'Alfabetice-
mos") as teaching aids. A census was taken that revealed there were
979 207 "analfabetos" ( illiterates). 35000 teachers and professors were not
sufficient to teach such a great number of persons in a short time, but the
people themselves produced an additional 121 000 "people's teachers" (al-
fabetizadores). The need for even more teachers became urgent, and in
the month of May 100 000 young students got together and constituted
themselves into a sort of Teachers' Army called "Conrado Benitez Brigad-
es". They were directed to the mountains and other 'places of difficult ac-
cess. Weeks later, the labor brigades "Patria o Muerte" were formed with
15 000 workers to bring the light of literacy to the rest of Cuba's rugged
terrain. The whole world was watching the process of the campaign. By the
end of the year the national campa'gn was successfully completed. The
people in mass,- together with tens of thousands of "Brigadistas" congre-
gated on December 22 in the Plaza of the Revolution to listen to Fidel Cas-
tro when he declared Cuba "Territory free of illiteracy". It was a popular
victory that involved, either directly or indirectly, more than two million
people.
Only the ones who refused to be taught, the aged, and the mentally and phy-
sically handicapped, failed to receive the benefits of this campaign to over-
come illiteracy. They made a total of 271 995 among whom were 25 000
Haitians residents in?Cuba who do not speak Spanish well. In all 707 212
were reached and taught to read and write. This achievement reduced
Cuba's index of illiteracy from 23.6% to 3.9% and placed Cuba among the
group of nations having the highest index of literacy in the world, including
such countries as the URSS, Czechoslovakia, France, Switzerland, England,
etcetera.
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The Plan for Adult Education School (for those who have learned to read
and write), school for workers' improvement, and schools for the teaching
of basic technical skills
FOLLOW UP COURSES
On February 26, 1962 the campaign for improving the workers' level of
education was begun.
Schools were set up in the country as well as in the cities with registration
permanently open for all, both men and women conscious of their need to
study and improve themselves, to be able to help the advancement of the
Revolution. Family study circles now are found in even the most faraway cor-
ners of the country and the number of people into these groups has now
reached 27 945.
These family "Follow-up" circles are conducted in private homes or com-
munity gathering places where they can be accommodated most convenient-
ly. The studies are stimulated and supervised by a qualified guide who is
helped by a member of the Department of Workers' & Farmers' Education,
who visits him periodically, and by a teacher who can handle two or more
of these groups.
Bulletin boards are found to be very valuable teaching aids. Here material
from the daily press is clipped and posted and these items serve as a basis
for collective discussions. Another teaching aid, is "Arma-Nueva", a new
magazine specially designed for the follow-up courses.
Up to this moment there are 455 831 students in, the follow Up courses that
have been organized for those who have recently completed the first ele-
ments of reading and writing, and for adults who have attained the first or
second grade, in order to help them reach a third grade level. Up to August
30, 1962 there had been 15 300 classrooms for "follow-up" courses in use,
which. graduated 19 821 pupils.
The National Union of Educational Workers (SNTE), in addition to furnish-
ing technicians for all the technical work in connection with the education,
of the masses, also incorporates educational workers, into the body of
teachers to be used in the follow-up program and the improvement of la-
borers, (during hours outside of regular working time). They also help in the
technical guidance of qualified workers so that, the latter can become
50 teachers of their companions.
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WORKERS' ADVANCEMENT PROGRAM
This course ( called "superaciOn") has been planned to bring up to the level
of the sixth grade, all those whose previous education fall short of that
mark. The course is arranged to be completed in one year. Up to now there
are 93 741 students enrolled in this course, using 4 059 classrooms, with a
body of teachers, 46% of whom are professional and the other 54% are will-
ing amateurs. Classes in mathematics and Spanish are also given over tele-
vision, and workers' education also utilizes radio and the daily press. The
National Trade-Union central body (CTC-R) is making a giat effort to
enroll the workers in these courses and to maintain a high rate" of attend-
ance. In every center of work can be found classrooms, many of them
equipped with radio and television. The Secretary of Education of the CTC-R
cooperates with the Department of Workers' and Farmers' Education in this
work.
SPECIAL COURSES FOR WOMEN
Before the Revolution, women of humble means had no other way to make
a living other than to enter the field of domestic service. Special atten-
tion is now being paid to this group with a view to elevating their level of
learning, to the point where they can look forward to perspectives of more
dignified work. Schools offering this kind of self-improvement are already
operating.
The Revolution has shown through its work with these women that
they respond very rapidly. No better proof of this exists than the fact
that there are at the moment 1 078 graduates of this school working in
banks all over Cuba ... and doing an excellent job. Other hundreds of
former domestics have been given classes in driving, and are now acting
as chauffeurs of an auxiliary fleet of cars to augment the regular bus ser-
vice, for the Ministry of Transportation.
Under this same program there are also schools for developing "House Mo-
thers" to take charge of the hundreds of boarding houses where the boys
and girls, who have earned scholarships, live while they are studying. Revolu-
tionary Instructors and women who run the "Infantile Circles for under-
school-age children, are also trained in these schools. Then there is ano-
ther type of school of a special'experimental character, called the Maka-
renko Pedagogical Institute. This is a three year course. In this Institute
there are already more than 1 000 "Brigadistas" ( students who worked 51
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in the great campaign to obliterate illiteracy), all with at least first year
junior high school preparation. The students receive ( in addition to lod-
ging, food, classes, etc.) $20 a month fOr the first year, which will be in-
creased for each of the following years. Part of their student training
period is spent in giving classes at the various schools for domestics.
When graduated, they become teachers in the aforementioned special
schools for women.
NIGHT SCHOOLS FOR ADULTS
The Night Schools for Adults have been completely reorganized to provide
courses of acceleration for the backward, as well as for those who nor-
mally belong in any one of the first six grades, with the methods of tech-
ing being aimed specifically at teaching adults. Registration in these schools
has been increasing.
There are 657 Night Schools for 2 511 teachers and 56 231 students.
Each receives a sixth grade graduation certificate upon completion of the
term.
PARTICIPATION OF THE MASSES
NATIONAL CONGRESS OF MUNICIPAL COUNCILS OF EDUCATION
Up to the present there have been three National Congresses of Municipal
Councils of Education, each time withth greater development and incorpo-
ration of the organized masses. Each succeeding Congress marks a step
ahead in the !participation of the masses in the process of the transforma-
tion of the educational system. The victory over illiteracy produces a
change in the composition of the Municipal Councils and enlarges its struc-
ture by the entrance of the mass organizations.
The Third National Congress of the Municipal Councils proclaimed the
triumph of popular education, and the triumph of mass participation on
the educational front. Education of the masses is already an accomplished
fact of the Cuban Revolution. More than half a million works and farm-
ers are studying.
The purpose of the National Congresses of Municipal Councils of Educa-
tion is to stimulate and continue the participation of the masses through
52 their organizations, to solve ;their educational problems.
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The whole Program of Work that inspires the mass organizations is focus-
ed on Primary Schools, Workers' and Farmers' education, and High School
and Professional and Technological education.
?
EMERGENCY SUBSTITUTE SCHOOL
This type of school sprang up as a consequence of the absence of regular
teachers during the national "Alfabetizacion" plan, when every available
teacher was involved, leaving thousands of children without regularly esta-
blished daily classes.
The plan devised, was known as the "Plan Asistencial" which organized
and carried on a daily routine of education and? recreation, supervi-
sed jointly by the Federation of Cuban Women, the Committees in Defen-
se of the Revolution, the Association of Young Rebels and the National
Union of Educational Workers, with the collaboration of the Ministries of
Education and Public Health, and the National Institute of Sports, Physical
Education and Recreation. The plan carried the school to the people and
the people to the school. The rich experiences afforded by the plan are to
be used to channelize the extracurricular activities.
THE "ADOPTION" OF SCHOOLS BY THE PEOPLE
This idea of the people "adopting" schools started when it became known
that the schools, set up in the mountainous regions where the first group
of young voluntary teachers worked, were subject to many hardships. There
was a lack of creature comforts and supplies of all kinds. The desire to make
life a little easier for teachs and children, by supplying them with many of
the things they needed to operate sucessfully, gave birth to the organization
of a department of "Apadrinamiento", whereby a link could be established
between a schools and its "God-parents" (workers in the shops or members,
of a mass organization) who could contribute articles needed and could also,
even more importantly, contribute morally by their personal interest in the
progress of their "adopted" school. They were encouraged to make visits to
the schools and become acquainted with the teachers, the students and the
people of the community surrounding the school, thus bringing closer the re-
lationship between city dwellers and the inhabitants of the farming region...
which is one of the chief objectives of the Revolution. 53
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?-?
k-gioe"'
?-?:2
-
In the campaign against illiteracy, 15 000 workers ioinea the "Patria o Muerte" Brigades, and
through their teaching and close relationship with the people of the countryside,
the unity of the people was even more fortified.
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Around 100 000 young people form the glorious "Conrado Benitez Brigades"
of teachers who taught hundreds of thousands of farmers and
agricultural workers to read and write. The "brigadistas" shared
the life of these fellow-workers who, before the Revolution,
had been forgotten and exploited.
In the cities and towns
thousands of men and women,
People's Teachers, brought
to thousands of their
countrymen a knowledge of
reading. Writing and the
rudiments of arithmetic, as
well as a better understanding
of the revolutionary process,
so that they will be able to
take their place in centers
of labor in a country where
unemployment is rapidly
disappearing.
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CORSO DE
SUPERACION OBRERA
? CURSO DE
SUPERACION
OBRERA
011110 If
BPERACION OBRERA
. ?l u.._3
After the
campaign against
illiteracy,
education has
been mode an
integral part of
life, by means of
the institution
of follow up
courses.
pare
que
sonrian
machos
ni5os
campesinos...
r rL,
CUE 1111KM*1211111
CADA SECCION SINDICAL
? apatirine
:ma escuela
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ml at.
LUXA 11-7VI ? 124411
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ine reaeration OT 4...upon Women
cooperates in the educational
process and conducts courses in
sell-improvement for women, with
the result that thousands of
former domestics are now
working as bank employees, as
drivers of auxiliary cars in
connection with the transit system.
and in other copocities.
Under the slogan the
worker teaches the worker"
many laborers funfion as
"People's Teachers",
teaching their companions
in their free hours.
This effort, with the
collaboration of professional
teachers, has made it
possible to open many new
classrooms for follow up
courses and courses in
worker-improvement.
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' I '
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11.
,
In the factories, in the Workers Social Circles and in the sh ps., classrooms
for courses in self-improvement have been created.
Manuel Ascunce Domenech, a young
student who taught farmers. He was
assassinated by enemies of the revo-
lution. Another martyr to Education.
A Committee in
:Defense of the
Revolution discussing
a projected program
in its preparatory
phase, to be presented
to the Third National
Congress of
Municipal Councils
of Education. This
project was discussed
in provincial.
municipal, regional
and basic section
meetings by more
than six hundred
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The Secretary General of the Central Union
of Workers of Revolutionary Cuba, Lazar? Pena,
and the Secretary of Education of that
organization, Maria de los Angeles ,Eeriti, with
the Minister of Education, Armando Hart ?twolos,
and Vice-Ministers, Jos?. Aquilera Maceiros and
Juan Mier, in the ceremony of awarding prizes
to the winning Unions in a competition to
determine which had made the greatest
effort in Worker's Education.
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Responding to the
call "Every shop
adopt a rural
school", the
workers in their mass
organizations have
been encouraged by
the Central Union
of Workers of
Revolutionary Cuba
(CTC-R) to "adopt"
schools and to take
a personal interest
in them by paying
periodic visits.
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While Hart Ddvalos was absent from Cuba during an extended visit to the Socialist countries.
Premier Fidel Castro substituted him as Minister of Education.
* q4 ?*
* 4 * ? .4
*
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0 /a. ?...?
Iv D.tI an*" ?
''$1 ?
t
fr? it' ,
q?
1,,{ 'eae444. 1r tow
. pz it
itc..... ,E. ...;4
, , ) ' :t
,
..5. .a.
-.? . 14"--:- -; ?? '' ._ Az;rs
44'
s
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?
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culture
The socialist character of the Cuban Revolution brought with
it a series of changes in the field of culture, changes that had as their
objective the creation of a new culture, that is bringing to the farm-
ers and working class, as a consequence of the intensification of
education by the state, together with industrialization and agricul-
tural collectivization, a tremendous desire to better themselves.
In ac. cord with this cultural policy, the government has set for itself
two basic projects:
1. To select from the inheritance of the past, the values most worth
preserving.
2. To stimulate, aid and guide the people's institutions in their ef-
forts to improve their culture.
In accord with the foregoing orientations and for the realization_ of
those proposals, the Revolutionary Government in 1961 created the
National Council of Culture. The work of that organization during
the past year and the first half of this year is presented in the fol-
lowing short review.
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MUSIC
Until the triumph of the Revolution the opportunity to enjoy good music
was scarcely taken into account by official organizations, nor even by priv-
ate ones.
The new Revolutionary government, which started at once to encourage mu-
sical activity throughout the country, soon had two positive results: by the
end of 1961 the first concert of the new Symphonic Orchestra was held and
was dedicated to the works of Garcia Caturla and by the end of 1961 the
compositions of Amadeo Roldan were widely heard in even the remotest
corners of the Island when the orchestra went on tour. Various soloists, both
Cuban and foreign, lent their talents and were heard all over the Republic.
As a consequence of all this activity, many were stimulated by these ideal
conditions to take up the professional study of music, and the Revolutionary
Government created the Cuban Institute of Composers to enable them to
pursue these ends. This Institute also protects their legal rights as musicians.
The Cuban Festival of Music held in 1961 was not limited to symphonic music,
but included chamber music, and chorales which also featured local soloists
who demonstrated many aspects of Cuban popular music.
This Festival, which was held for the first time in 1961, has become and an-
nual event.
This year Cuba also presented, as an experiment, a season of opera sung in
Spanish. Following this, a season of lyric theatre was offered featuring well
known Cuban operettas, some important, some of lesser importance, finish-
ing the season with a run of the Cuban opera "Cecilia Valdes".
The response of the people to these operas and operettas was a great in-
centive to the performing artists to make their work even better in future
appearances.
Concerts arranged by groups and organizations at every level have appear-
ed in all the provinces.
Fifteen representative groups of performers have been developed, each one
giving expression to a particular aspect of our folklore and popular music.
In the Provincial Councils of Culture, intensive work is going on to discover
the special conditions and characteristics of each province. One of the chief
objectives is to unearth, study and popularize the findings of each locality,
so that the people will know and understand fully what their artists are
creating.
The Symphony Orchestra is considered (according to statements made by
visiting foreign directors and soloists) one of the top orchestras in Latin
America. Its most recent offerings have been: Symphony number 10, opus
93 of Shastakovitch; Sinfonietto of Guenter Kochan; Concerto, for contra-
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bass and orchestra, of J. K. Vanhal; Portrait of Lincoln, by Aaron Copland;
Chorus number 10 ("Rasga o Curacao") for chorus and orchestra, of Villa-
lobos; Story of a Soldier, by Stravinsky; Dialogue number 3, for voices and
two pianos, of Malipiero; Polyphony and Stabat Mater, of Scarlatti; Pregim
y Danza, of Enrique Gonzalez Mantici; Memory of Lidice, of Mont mu; In Me-
moriam (to honor the Cuban martyr Frank Pais) of Harold Gramatges.
In addition to .the National Symphony Orchestra and the National Orches-
tra of Chamber Music, others have been created or improved technically:
Matanzas, Santa Clara, Camaguey and Santiago de Cuba; the Orpheum of
Santiago de Cuba, the Chorus of Madrigal Singers of Santiago de Cuba,
the semi-professional choruses of Pinar del Rio, Matanzas, Cienfuegos, Ca-
magiiey and Bayamo; the National Quartette and the Quartette of the Or-
chestra of Matanzas.
In 1961 there were 442 concerts given throughout the nation, and in the
first half of 1962 there have been 296 symphony and choral concerts and
2 847 concerts of popular music.
BALLET AND DANCE
The National Ballet of Cuba; with premiere danseuse Alicia Alonso, ac-
cording to the attendance index, was the most popular of all the types of
entertainment offered to the Cuban public.
At the end of 1960 and extending into 1961, the National Ballet of Cuba
toured the Soviet Union, The People's Republic of Germany, Poland, China,
Korea, Czechoslovakia, Rumania, Hungary and Bulgaria, making 96 appear-
ances and attracting an attendance in excess of 200 000.
In our country the ballet dancers perform from 8 to 12 times a month. They
play not only in theatres but also in cooperatives and on the State Farms,
thus actually carrying art to the people everywhere. In addition to this they
offer technical help and support to the National Ballet Theatre and to the
provincial schools of ballet.
During 1961, the ballet played 20 times in the interior of the country to a
total attendance of 58 300. In the first half of 1962 they performed 31
times to audiences numbering 49 250 persons.
The Ballet of Cuba has added to it repertory a new dance, based on Cuban
folklore, called Spring Rain and two other ballets. Calaucim by Bunster, with
music by Carlos Chavez, and the ballet Nuptial Chronicle with music by Re-
guerra Saumell and the choreography of Ramiro Guerra. In the present
year they will present Story of the Sea, The Pied Piper of Hamelin, with cho-
reography by Jose Pares, Salem and Judith choreography by Anna Leontie-
va, Preciosa y el Aire, choreography by Alicia Alonso and, if circumstances
64 permit, they will present the Soviet ballet The Baschisarai Fountain.
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THEATR?..
The current policy of theatre-development is characterized not only by
its notable efforts to bring theatre to every corner of the country, but also
by the careful organization of the professional work of the artists and tech-
nicians.
This means that capable actors who, befOre the revolution could no+ devote
full time to their profession, because of the economic insecurity connected
with.acting, can now happily pursue the work they love, confident that they
have the full support of the government and the people.
All the theatrical groups now existing ( the National Theatre of Cuba and the
Theatre Studio, like those created in 1960 and 1961, the National Theatre
groups, National Entertainment Groups, the Experimental Theatre the expe-
rimental dance groups of Havana and numerous semi-professional groups
in the provinces) have had the fullest help and advice of highly qualified
artists in building both classicai and modern repertories which from time to
time have been presented on television and radio.
In order to achieve even higher levels of perfection, there have been orga-
nized Seminars in Dramatic Art conducted by the most outstanding figures
in the Cuban theatre as well as distinguished foreign intellectuals.
The students of these seminars have the opportunity to combine theory with
practice, because they spend a certain length of time performing with work-
ing-groups in Havana, and in order to complete the course, each student
must spend one month at a cooperative or State Farm getting to really know
the "campesinado" ( people of the countryside) who are the very heart of
the Revolution.
The library of the "Avellaneda" National Theatre has been greatly enlarged in
recent months (it has acquired new books to the value of $ 10 000), and the
record library now has a very valuable collection of folklore records, Cuban
and international. All this material is at the disposal of the aformentioned
groups.
Another stimulus to theatre activity is the yearly contest open to Cuban
authors as well as foreign residents. The winners not only receive valuable
prizes, but their work receives the enviable reward of a professional pro-
duction.
In the year 1961 and up to the first half of this year, 1 758 performances
have been attended by 500 000 persons.
Among the plays presented have been The White Chalk Circle, Mother Cou-
rage and her Children, The Mother by Bertolt Brecht, The Glass Menagerie
by Tennessee Williams, Barren, The House of Bernarda Alba, Dona Rosita.
the Maiden Lady and La Zapatera Prodigiosa by Federico Garcia Lorca.
To honor the anniversary of Anton Chekhov, four of his plays were present-
ed The Anniversary, On the Harmful Effects of Tobacco, The Bear and The 65
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Chorry Orchard, as well as presenting The Wizard of Oz by Frank Baun,
Saint Joan of America by Andres Lizarraga, Crucible by Arthur Miller, Las
Preciosas Ridiculas by Moliere, Farsa y Justicia del Corregidor by Alejandro
Casona, Baby Hamilton by A. Hart and M. Bradell, Three Stories to be Told
by Osvaldo DragCm, La Tinaja by Luigi Pirandello, Santa Camila of Old Hav-
ana from the novel young Cuban author, Jose R. Brene; and others. In ad-
dition, the comic operas Bastian and Bastiana by Mozart and The Full Days by
the Cuban author Natalio
CHILDREN'S THEATRE
Not only in the theatre, but in the schools, in hospital, in the parks and
in centers of recreation, the children have been exposed to the art of the
theatre through the work of the Children's Theatre.
This theatre is based on the central idea of "The Golden Age" of Jose Marti
to teach children to appreciate and enjoy culture. It operates on three levels;
the first for children of pre-school age, the second for children in the pri-
mary grades, and the third for those of junior high school age. All the work
dedicated to plays for children is known as The Golden Age Theatre.
Oriented toward the different age groups and the individual characteristics
connected with each, we have the Golden Age Great Theatre, and the Gol-
den Age Little Theatre.
The essential points in the conception of the children's theatre are:
I.?The basis for all work with the child or for the child is respect for his
intelligence and concern for his developmental process.
2.?The artistic productions offered for the children's enjoyment will be the
result of careful selection and will meet certain standards of quality.
Currently the following groups are active in the children's theatre: The "Guer-
nice" group of the National Theatre of Cuba specializing in plays for the
Golden Age Great Theatre, provincial groups for the Golden Age Little
Theatre, one in Havana and the other in Camaguey, and a group in each
province operating puppet shows. Cooperating with them are four private
professional groups in Havana.
Courses in puppetry have met with great success. They are sponsored by
the Ministry of Education which encourages the creation of professional
groups and trains instructors to teach this art to lovers of the puppet thea-
tre in every province. There are also courses available in the manufacture of
the small figures used in puppetry and the "props" that accompany them.
The Children's Theatre- Department in coordination with the Institute of
Higher Education, together with the National Union of Educational Workers,
have made a plan that will permit the extension of the Theatre Guignol to
66 all the schools in the country.
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IIIUlL
CON6I ?,CloNAL / 1.1,4
ORQUESTA
SINFON1CA
NACIONAL
>ANT, AMA
Vlo
Poster by Umberto Pena
Maestro Gonzalez Mantici leading the
National Sympony Orchestra.
r
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Rehearsal of the National Chorale of Cuba,
which in only a year and a half of work,
has attained extraordinary results and has visited
every city in the interior.
IMMESEMANIF
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Swedish director Richard Schmager. invited for a special performance with
the National Symphony Orchestra of Cuba.
Poster by Rolando Oroa
Poster by Miguel CutiIlas.
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tneatre
"The House of Bernardo Alba- by Federico Garcio Lorca
performed by the National Theatre Group.
Poster by Roberto Guerrero.
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"Crucible" by Arthur Miller.
presented by the National
Theatre of Cuba.
Final scene of "The Mother" with
the actresses Violeta CasaIs and
Miriam Acevedo, in leading roles.
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Scene from "Mather Courage
and her Children".
Poster by Jose M. Villa.
Geed' e
diciembre
21
2VX_PA.MCFC.,33
404003Et..E3Lar3E1
de
bertolt
brecht
teatro
MELLA
lines
entre A y 13
Vedado
(0,40....aellmry14 rem
??????? 014.7...
ef?A up;Put Mt Gm
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Comic Theatre "Mephistopheles" by Ignacio Somehow".
A scene from Act II of "Rigoletto" by Verdi.
di.
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tot MU! Ci I J iheatre
A clown from the National INIT
(National Institute of the Tourist
Industry) Circus which travelled the
country, filling the children with joy.
The Children's Theatre Group presented Hans
Christian Andersen's "The Emperor's Nightingale".
Poster by Umberto Pena
T1TERES
PARA LOS
NIPIOS
WEIAINOS
CONSEJO NACIONAL DE CULTURA
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Udllel driU dance
Poster by Jose M. Villa.
Alicia Alonso in an act from "Cappello".
/16 mazrutill cii?;
cr. dnica
nupciai
prcinier
MI.SICA/iLAP:1111.1.
COKIXXAN1A/RAMTIZO
ljA
2.4
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First performance by the National
Ballet of Cuba of "Ca!duce's" by the
Chilean Patricia Bunster.
danza
contemporanea
it "1.4 II s j'Ar.? 3 GS
Poster by Umberto 'Pella
The Modern Dance Group in "Sacramental
Mystery", Music by Leo Brouwer.
Choreography by Ramiro Guerra.
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Cuban National Theatre presents
"La Rebambaramba" with music
by the Cuban composer Amadeo
Roleicin, book by Alejo Carpentier.
Poster by Jose M. Villa
C0.4.11 414551
Pim" 2} A trAtIA0
TEATRO MELLA/9.30p.rn.
the Modern Dance Group in a scene
from "El Milagro de Anaguille" with
choreography by Ramiro Guerra,
score by Amadeo Roldbn,
book by Alejo Carpentier.
1 '
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MOTION PICTURES
The cultural function of the "picture show" is channeled into the fol-
lowing categories:
a) Short films on art. By means of these films, information about artistic
subjects such as painting, sculpture, ceramics and architecture is carried to
the people.
b) Lecture series on film about Theatre in the cinema and The Literature of
the cinema. Works of notable authors and films based on famous books uni-
versally known are brought to the people through these series.
c Courses on films from foreign countries. This course has high human
content and acquaints the people with the problems and feelings of people
of other countries.
d) Motion Picture School. Focuses on the techniques and teaching methods
used in the 'various "schools" in motion picture making.
THE MOTION PICTURE INDUSTRY
Motion picture production in Cuba has been undertaken by the Rev-
olutionary Government.
The most important news events, national and international, have been
brought week by week to the people through the Latin American newsreels
made by the Cuban Institute of Motion Picture Art (ICAIC). Cuba now has
a well stocked film library, and has established direct relations with those of
many foreign countries, particularly the Socialist nations.
Among special series shown up to now, have been a cycle on "Three Deca-
des of the Soviet Cinema", a "Swiss cycle" and one on 'Wilde, Zola, Shakes-
peare and Hemingway" in the movies.
The Cinema Institute supplies films to cultural institutions, unions, and schools
in far-flung parts of the country. The Cuban cinema industry made a full-
length production called "The Young Rebel", directed by Julian Garcia Espi-
nosa from the screen-play by Cesare Zavattini and photography by Juan
Marine. It received a prize at the Third Annual International Festival of
Motion Pictures at Karlovy Vary, Czechoslavakia.
Our productions have been presented at many international festivals in all
of which we have been awarded prizes.
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Educational films have not been forgotten. Some of these are: Granja del
Pueblo (People's Farm), DuIce Domingo (Sweet Sunday), Ceramics, The Use
of Hay and Silage, Petroleum and other documentaries.
TELEVISION
The programs "People and Culture" and "Movies and Culture" bring
culture to the people in the form of ballet performances, concerts, etc. and
films of high quality, preceded by a commentator. In the year 1961 and in-
cluding the first six months of 1962, there were 178 programs presented.
MUSEUMS AND, ART GALLERIES
In 1961 the Cuban government opened the Napoleonic Museum, dis-
playing the fabulous collection of Julio Lobo, one of the great "sugar ba-
rons" of what was Cuba before 1959. This collection is considered to be the
most complete outside of France.
With the collaboration and advice of the visiting Soviet. Curator, Eugenia
Georguierskaya, the National Museum has been adapted to receive and dis-
play the new specimens of art from various sources.
To meet this new exigency a course has been established to prepare tech-
nicians to function in museums. A plan is now under way which will enable
the public to enjoy the museums, by converting them into living centers of
work, dedicated to elevating the cultural and spiritual level of the Cuban
people and by the creation of new museums, such as the "Museum of Arms"
in the old Castillo de la Fuerza; a museum displaying the art of the XVIII
century showing porcelains, furniture and art objects of the epoch; and a
museum of people's art that will exhibit collections sent by other countries
through mutual cultural exchanges.
Before the revolution, culture was confined mostly to Havana but now in ac-
cordance with the policy of decentralization of culture, an art gallery has
been opened in Oriente province devoted to drawings depicting various as-
pects of the Revolution, a project without precedent in the history of the
plastic arts in our country.
In order to extend to all the provinces the necessary conditions for the best
development of our painters, sculptors and engravers, the provincial galle-
78 ries have been set up for the exhibition and sale of their works.
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Exhibitions of foreign works in our country are made possible by the cultural
exchanges agreed upon.
The Departament of Cultural Coordination is responsible for the movement
of exhibitions, so that they are displayed in each province in turn. This year
three new galleries have been opened; one in Havana with an exhibition of
oils and drawings by Mariano, one in Matanzas featuring an exhibition of
engravings on "Peace" (the work of artists from 47 countries), and the one
in Oriente already mentioned. To complete the goal of an art gallery for
every province, three more are to be opened within the next few months, in
Pinar del Rio, in Las Villas and in Camaguey.
The Department of Plastic Arts has just started a magazine devoted to all
aspects ,on the subject which will reflect the progress of the movement here
and in all parts of the world. Two hundred and fifty eight expositions have
been held during 1961 and the first half of this year.
THE TEACHING OF ART
The schools of art have, as their chief objective, the task of instilling in
students a complete understanding of art in general, and art in its relation
to Society.
Within this general orientation the schools pursue their individual specialties:
the National Art Schools is operated on the plan of a boarding school for
boys and girls, and contains diverse branches, such as: Music School, School
of Ballet, School of Plastic Arts and Dramatic School. Each is prepared to
turn out professionals on a very high level. Aspiring students apply from all
over the Republic, and are admitted on the basis of aptitude tests.
The School for Instructors of Art is also a boarding school offering instruc-
tion to students from every corner of the country and prepares its graduates
to direct groups of amateurs in every part of the nation. The school work-
shops devoted to music, ballet, plastic arts and dramatic art are located in
all provinces and ,municipalities, where students may attend daily classes to
be prepared for work in cultural and artistic fields.
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?
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ORIGIN AND NUMBER OF STUDENTS ENROLLED IN SPECIAL SCHOOLS
Schools
Students
Enrolled
P. del Rio
Havana
ORIGIN
Matanzas L. Villas
Camagiiey
Oriente
Instructors of Art
1 692
76
512.
82
186
318
518
National Art
582
15
324
18
62
42
121
-Aristides Fernandez"
Brigades
31
1
27
1
2
Plastic Arts
Workshops
2 387
275
1 168
144
446
354
Dramatic Art
138
?
98
?
?
?
40
Ballet and Dance
504
154
--
?
150
200
Conservatories
2 011
1 566
305
?
140
Totals
7 345
367
3 849
244
999
511
1 375
LIBRARIES
When the Revolutionary Government started to consider the question
of libraries, there were various necessities to take into account:
I.?The need to organize in the capital of each province a department of
Cuban Collections, in order to preserve this valuable bibliographical data
and to construct for the future, in a scientific way, a record of our cultural
and historical progress.
2.?The need to organize a net of public libraries oriented toward labor, car-
rying to the unions, cooperatives, etc. the means by which they would be
able to awaken in the people a real appetite for reading. To achieve the
second objective, they worked in two ways:
a) To prepare collections of books and send them to various centers of
work where they could become a nucleus for a small library. These collec-
tion carried about 80 or 100 titles.
b) To prepare travelling libraries (using buses for the purpose) to reach
80 readers who are not located in towns or near large meeting halls. Since it
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is necessary to acquire specialized knowledge in order to work as a librarian,
a school was started offering a 3-month intensive course for beginning libra-
rians, followed by a regular system for getting follow-up information and
special courses to the new personnel, so that their working capacity is cons-
tantly improved. The number of readers in the last four years has been very
satisfactory:
1958
5 456
1960
156 768
1959
24 598
1961
182 592
WORK WITH AMATEURS
This work started in 1960 with the creation (under the auspices of the
National Theatre) of the first Theatre Brigade that travelled over much of
the country presenting the play, "The Cup of Coffee" 'by Rolando Ferrer.
In 1961 there was organized for the first time a farm-workers theatre festival
which attracted more than 600 "fans" from rural and urban sections.
By the end of the year, 90 groups had been formed, composed of amateurs
from different parts of the country, devoted to either theatre, the dance or
music
Spurred by these accomplishments, a plan had to be quickly devised to sup-
ply the necessary guidance to this ever-growing army of would-be actors.
Amateur activities have been increaseed in every field; theatre, musk, dance
and plastic arts. The Revolutionary Government provides scripts and techni-
cal guidance, placing the newly trained instructors wherever they are needed.
Right now there are 1 291 groups, with a total of 16 748 -enthusiastic mem-
bers all busy in the several cultural fields. The work with amateurs has en-
abled thousands of workers to pursue cultural activities during their free
hours, in a useful and constructive way.
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CO ? GI ILA B
uniOn
de escritores y
artistas de cuba
26 DE JULIO
writers and artisfs union
fltIlA CIA1A00 MUM MVO 0111001111
paled? de btilos 6061 1606 26 66/6616 30 62
Poster by Umberto Pena
Headquarters of the Writers
and Artists Union.
Patio of the building which houses the
Writers and Artists Union
inaugurated in 1961.
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NIL CONSEJO N?CION?II. OS CULTIJNE.
pftwoola ?? do.
lt A1,10 PPPPPP
_
Poster by Esteban
G. Ayala.
MOVIES and motion
GRANDES
DIRECTORES
_
Poster by Jose Lucci.
picture industry
Poster by Munoz Bach
The Cinema Department of the National Council of Culture, has given various
courses on the cinema at the theatre of the Palace of Fine Arts.
J: A.
Car:Kapp."...
Prrwso
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DE LA TOMA
Roo
coRTOS
DE ARTE DE IA BASTILL A
?
relit 0:
,
The Cinema Department of the National Council of Culture presents
a weekly program of Art Shorts at the Payret Theatre.
4
3'
ERAL DEL mos
PTD/LpoR rtJ
A scene from "The Young RAW".
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Battle of Santa Clara from "Stories of the Revolution".
Poster by
Jos?ucci.
CINE DI1 ART V ICAIC
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"Cuba 58"
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museums and art galleries
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,,, be:llaS ;1111S
eee.eteeeeo eeeete ...et. otewette.
CIA-RDP80-00247A004200360001-4
!WM i a
?
CONSIJO NACIONAL
OCTIISRE lea ? reOeetEvares It tledle
CULTUtt
etetymet?omeela teet 134.1.0,111
? ? 4???
.0.451I0 N?CIOH?1 CUtlY.
exposicion fotografica
TALLADO
EN
DEL
RENACIMIENTO
EN
? \ '
cons* nacional de cultura
Poster by Umberto Pena.
Poster by Jose M. Villa.
P:ster by Pedro de Conic.
Poster by Umberto Peno.
Poster by Miguel Cutillas.
Salon at the Gallery of Matanzas. In 1962 the Department of Plastic Arts of the ;oational
Council of Culture opened six art galleries. one .in each province.
Expasition. of abstract painting and sculpure
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1...414.4111 I V I WeMr
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Bust of Napoleon at the
entrance to the Museum.
------- Main salon of the
Napoleonic
Museum. Empire
furniture, uniforms
of functionaries
of the Imperial
Council, an oil of
Billange and a
Renaissance
style lamp.
0
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Dr. Fidel Castro with Ernest Hemingway.
Y
.411 7,111,., pi
?41 A ..;A??
t kJ)?
,
HEMINGWAY
'4 14i.
?
Ernest Hemingway great admirer of the Cuban Revolution.
in his home in Havana which was converted into the
Hemingway Museum at the express wish of his widow.
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lig or art A student at the School and
Plastic Art Workshop, "Rolando
Escard6" from Cienfuegos. ?
The School for Instructors of
Art has more than 1 600
students enrolled, mostly from
far comunities. They receive
specialized courses in music,
dance. theatre and the plastic
arts. The knowledge is carried
back to the agricultural
cooperatives and People's Farms
At the Graduation exercises,
the students of the School for
Instructors of Art perform
various numbers.
Amateurs in chorale exercises.
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foreign theatrical figures
Actors from the "Pekin Opera"
' performing in Cuba.
4
A ?
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c.??
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z?"
tft.
rt: ?
?66 6
-6%.' ?
????
Ci*
??40.4
? " '40???P?
? to? .^ ?
? ft,- .66 64
?
04,4?......,
??? 6, Z o, *
,':.? I
0.---*-',"
?.. ,,,
?
a..? 1,,?,?!.... 4 .,' ? '
..?
4 *" 4 ,rw. et . ? w opev, -.II . I..1: la
l' **ie.. ' ?-? .._4ati .,,r L 1
y?T--6&???:,f . tl.,-,,,46 ,,,r-- 464??' . ?1?,^ - ,
4 1**1... 11.?''''' 0 01.1' ..' ? ' iper"6
t4 il 4?;''''''ar a' * ,......4.?' . '1
,...4.?''' . -,,,,, ** 40.....t ?- P
"JP.- ' ...die" ? _.e.
?-?44'.44.;???% 4 ? . ,00.0-
;Pore'_,.....;? ?.4 4 p?:4-1i? * ' ''.
Marian Anderson sang before
Cuban audiences in 1960
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Ballet Mazowsze
in Havana
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Pester by
Carlos M. Gomez
0
8
Pantomime actors
delighted Cubans,
ha abradlt
stiff 1021 N MICR
eastleteA
Melo
from Czechoslovakia
young and old.
Poster by
Umberto Pella
CIRCO
SOVIIIETICO
ETATOIELSIE DRE.!
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r
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BOLA DE NIEVE IN PEKIN.
Our artists bring their art to friendly countries.
Poster by
Umberto Pena.
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EMPRESA CONSOLIDADA DE ARTES GRAFICAS
UNIDAD 205-02, LA HABANA
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