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A highly educated population?
MIGUEL SALES | Málaga | 6 de Septiembre de 2016 – 05:20 CEST.

Since 1959 the Government of Cuba has allocated considerable resources
to its national educational system. The literacy campaign of 1961, the
appropriation of private schools, intervention at universities and the
creation of new, specialized institutions were, according to the
official propaganda, measures to transform the island into a “world
power in .” At the same time, the aim was to create a system of
indoctrination that would shape the people’s thinking, right from early
childhood, into Marxist-Leninist-Castroist ideology.

Ever since throughout the world the regime’s chorus of kowtowers has
touted the spectacular development of education as one of the Cuban
Revolution’s “achievements.” These triumphalist proclamations are based
more on slogans and manipulated statistics disseminated by the
Government in Havana than on objective and verifiable data provided by
international organizations.

Without considering the anthropological damage they have inflicted on
several generations of Cubans through the incessant indoctrination
practiced over the years in classrooms, and the need to feign an
enthusiastic adherence to “revolutionary” values in order to continue to
study, it is possible to evaluate the results of the Castroist
educational system based on objective and measurable criteria.

The first thing that jumps out is the poor quality of
education. Whatever the international classification system consulted
(Shanghai, Oxford or CSIC), Cuba’s top institution, the University of
Havana does not even stand among the top 1,000 in the world. For
example, in the most recent ranking by ’s Superior Council of
Scientific Research (CSIC), the University of Havana is ranked 20th in
the Caribbean, behind institutions in Mexico, Jamaica and Puerto Rico,
and 1,741st in the world. That is, the world features some 1,740
universities, some in very poor countries in Asia and Africa, topping
Cuba’s best institution of higher learning.

It should be noted that these entities’ ranking systems are becoming
more and more sophisticated each year, taking into account cultural
differences, the economic context, and internal organization. The
assessment, addressing visibility, impact and activities, is determined
by a wide range of indicators of institutional and academic prestige,
such as articles in specialized publications, research results, the
publishing of high-level material, the use of new technologies,
international recognition, etc. These scores, combined on a weighted
basis, yield a numerical index that determines the institution’s rank in
the international hierarchy. It would be absurd to think that these
ranking agencies operate in a coordinated manner, beholden to the CIA,
with the intention of discrediting the Cuban government. The Island’s
universities simply do not measure up and meet the educational and
research needs of the contemporary world.

This is the despite more than half a century of colossal investments,
preferential attention lavished on the education sector, “pedagogical
innovation” along the lines of Makarenko and Castro I, and systematic
efforts to create the “new man,” an objective now hardly spoken about on
the Island. It should not be forgotten that that the starting point for
Cuba’s educational system in 1960, both public and private, was
relatively advanced for a country of intermediate development and that,
with an illiteracy rate approaching 20%, hardly scandalous for the time.
In that year the global average was 40% (Mexico: 30%; Puerto Rico: 11%,
: 10%, Argentina: 9%). Although one will be able to find Castroist
websites stating that during the Republic “each year the of
illiterate adults increased,” the fact is that since 1902 the number of
Cubans who could read and write increased from 30% to 80% of the population.

The deficiencies in university education do nothing more than
encapsulate and reflect the problems plaguing the Cuban education system
and society as a whole. Essentially, Castroism’s educational policy has
been based on extension and massification, at the expense of quality.
The main objective has been to make everyone capable of reading, even if
only a handful of political slogans, and to sign their names, in order
to proclaim the Island “a territory free of illiteracy,” and then fight
the “battle of the sixth grade” to give everyone a certificate; and,
finally, place a college diploma in the hands of the greatest possible
number of young people, without stopping to consider academic standards
and students’ true vocations.

This policy has given rise to some very curious situations. In 1980, two
decades after the Castro government declared that the entire population
was literate, some 35,000 exiles reached Key West from the Port of
Mariel. US authorities found that about 7% of those forming part of the
Mariel boatlift were functionally illiterate; that is, they were not
able to read and understand a simple form and complete it.

When considering this fact it must be borne in mind that the vast
majority of these emigrants were from urban areas, and were adults
between the age of 20 and 40. What must have been the real literacy
among people over the age of 50 living in rural areas on the Island?
This is not known, among other reasons because the Cuban government has
never conducted a follow-up study to determine the effectiveness of its
famous literacy campaign of 1961, and the likely relapses into
illiteracy due to disuse among older adults living in the countryside,
who received summary educations for a few weeks and then did not crack
another book for the rest of their lives. This is just one example of
many that merits skepticism when it comes to the regime’s triumphalism
about education in Cuba.

The general assessments issued by the ranking agencies, which use
statistical criteria to comparatively score educational systems –
something which may seem very abstract – are borne out, in my particular
experience, by the empirical data from almost 20 years of work at the
UNESCO. As everyone knows, the UNESCO is the UN organization dealing
with Education, Science and Culture.

During the performance of my duties at the headquarters of this
organization I often had to deal with professionals who had graduated
from Cuban universities. Except for some scarce and commendable
exceptions, these graduates stood out for their astonishing ignorance of
the most basic topics, their anachronistic knowledge and their lack of
general cultural literacy. Some of them had even been university
professors, but did not know the most elementary facts in the fields of
History, Geography and other subjects normally studied in primary
. They wrote poorly in Spanish, could not spell correctly, and
exhibited obvious limitations when it came to working in other languages.

Due to their pervasiveness, these deficiencies cannot be attributed to a
set of Cuban university graduates’ lack of intelligence or ability, but
rather highlight gaps in the educational system’s content and methods.

The quality of higher education on the Island has also suffered due to
the lack of academic , comprehensive politicization, and the
imposition of Marxist orthodoxy, an anachronistic ideology whose
erroneous predictions and weak arguments had been exposed as early as
the 19th century. To all the above must be added the low educational
level from which students suffer right from primary education throughout
the secondary level, destining them to enter college with the
aforementioned deficiencies.

This characteristic is, in turn, linked to shortages of teachers and
their poor training. Although in the past decade the school population
has decreased each year as a result of migration and the demographic
crisis, there are barely enough primary school teachers, and the
Government has had to resort to retired teachers to cover the gap.
Apparently there is not much interest among young people in studying
Pedagogy and undertaking careers in teaching.

The situation is exacerbated by the scant career prospects that the
system offers its graduates. Massification and “free” university studies
have ended up creating several generations of frustrated people adorned
with devaluated degrees that are of little use because a) they lack the
knowledge necessary to occupy the positions their degrees should qualify
them for and b) the country’s socioeconomic structure cannot offer them
employment commensurate with their qualifications anyway. This is why
there are engineers in Cuban cities driving taxis, ex-architects serving
up mojitos at restaurants, and biologists now working as tour guides, as
well as a multitude of sex workers who, as Fidel said in 1998, “are the
most educated in the world.”

The idea that in the future, once Castro is gone, Cuba will be able to
rapidly develop, because it has “a highly educated population,” is a
form of wishful thinking. Like so many other aspects of the regime, the
education system is a gigantic fraud serving the propaganda needs of the
State, which draws inspiration not from Makarenko or Lunacharski, but
rather Grigori Potemkin, Catherine the Great’s lover, who adorned the
country’s impoverished villages like theatre stages, with flowers placed
in the windows and dapper peasants smiling as they waved to the imperial
procession passing by.

Source: A highly educated population? | Diario de Cuba –

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