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SECONDARY EDUCATION
Priority given to vocational studies
Yenia Silva Correa
In
accordance with policies adopted by Cuba over the
last few years, the recently concluded academic year
maintained the focus on prioritizing the development
of vocational education. Thus 42% of students
finishing middle-school will continue their studies
in pre-university high schools, while 58% will
enroll in different vocational education programs.
There are currently 1,166
middle-schools in Cuba with 400,000 students.
Dr.
Zoe la Red Iturria, director of Cuban middle school
education, stated during a press conference, “This
organization of further education is in sync with
the development and structure of the economy, and
with the genuine needs of each territory. For this
reason, the further education plan is differentiated
at a national, provincial and municipal level,
taking into consideration the future development of
the economy in each municipality.”
While 2013-2014 “has been an academic year of
intense work, in which we have had successes as well
as difficulties,” these experiences are now being
drawn upon to prepare incoming students and those
who will follow them.
In
this sense, work is focused on four fundamentals,
“school organization; professional training;
improvement of teaching and History instruction;
family participation and community education,”
emphasized Dr. La Red.
Software available for use in
computer laboratories is a valuable tool
to help students complete their work.
Vocational training is crucial when
choosing further study programs.
Schools will have greater autonomy in
regards to organization of the
education process.
These aspirations depend in large part on the
performance of teachers. “It is very important that
teachers are well prepared in order to achieve a
high level of quality in the development of middle
school education.”
Each
one of the planned actions contributes to the school
– as a socializing educational entity - becoming the
community’s most important cultural center, both for
the student and the family.
Similarly, changes are intended to strengthen links
with relevant institutions which can contribute to
vocational-technical education and develop students
who “value work, respect workers and view work as
the source of income for their future family.”
This, she stated, “is part of the civic education
which we are attempting to provide.”
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