Suchergebnisse

A brief history of the development of higher education in Cuba, from the inception of Havana University in 1728, is followed by a discussion of its present state, focusing on its basic concepts, function, direction, & research activities. In 1962, soon after the socialist revolution, the University system was restructured to accommodate a greater number of students & to serve the needs of a rapidly industrializing national economy. The success of the former measure is evidenced by the fact that in 1975/76 there were 111 students per 1,000 population aged 20-24. The concept of career was rejected in favor of specialization, which can be more easily adapted to serve the changing needs of the economy. A 1976 law created four types of higher education institutions: the University, a center for the formation of specialists; the Higher Polytechnical Institute, which trains specialists in the technical sciences; the Higher Institute, which trains specialists in a specific sector of the national economy (eg, agriculture, forestry); & the University Center, conceived as an embryonic institution whose development may lead to the establishment of any of the preceding three types. In addition to perfecting teaching techniques, the educational system has as its permanent task the planning & control of scientific research activities. The total number of cases of higher education graduates is expected to grow from 84,000 in 1975/76 to 141,000 in 1980/81. 7 Tables. S. Karganovic.

Peasants in the state of Guerrero have sometimes organized into political movements & economic cooperatives, but most of their efforts have lacked coherence & direction. The peasant movement is studied through the biography of one of its outstanding leaders, J. Vazquez Rojas, born in 1933. After obtaining his teacher's certificate in Mexico City, Vazquez returned to his native state, where he played an ambiguous role as both an occasional ally of the government & a rhetorical exponent of leftist ideas. The Mexican nation follows the Bonapartist model which, in its concrete application, serves to ensure the supremacy of the dominant class. The intensity of oppression in some regions exceeds the national average, depending upon local traditions of popular struggle. The student strike in Guerrero in 1960, ending in large-scale confrontations with the military, is analyzed as a pattern of popular struggle which succeeded for a time in dissolving the dominant institutions. The moral from this & similar experiences is that the popular revolution cannot succeed without the destruction of the military-political apparatus of the bourgeois state. The failure of popular rebels like Vazquez to grasp this truth accounts for their lack of durable success. S. Karganovic.