Pedagogy 2011 - Education Conference, devoted to the unity of educators worldwide, opens its doors on Monday at Havana’s Karl Marx Theater with a special conference by Cuban Minister of Education Ena Elsa Velázquez Cobiella.
The Cuban minister of education will address aspects of the Cuban education system along with the Cuban international cooperation efforts such as its Yes, I Can literacy program.
More than 2,800 papers have been submitted to this year’s conference that will have the participation of 3,000 delegates from 20 countries.
With more than 53,000 totalling the number of participants in previous years, the conference has become an influential event not only for Latin America, but also for other regions.
From January 24 to 28, the Havana Convention Center will be the venue to special lectures by Cuban officials, including Minister of Higher Education Miguel Diaz-Canel, Minister of Culture Abel Prieto, and President of the Cuban Parliament Ricardo Alarcon de Quesada.
Also presenting during the conference will be education ministers from Venezuela, Bolivia and Guinea Bissau.
“For Cuban education professionals, this gathering represents the peak of a movement organized throughout the country from the school level to the top. This time, the Cuban delegation will be made up of 600 delegates, including 20 outstanding students selected based on their results at the National Education Sciences Fair. More than 149,880 teachers took part at base level meetings and more than 3,000 at the municipal and provincial levels. This movement is essential for the promotion of research and debates,” said Cuban Vice Minister of Education Rolando Forneiro.
Forneiro also noted that the reforms currently underway in Cuba’s education system aimed at training more efficient professionals and making better use of the available resources will be the subject of some of the lectures scheduled.
Among the examples he mentioned are reducing boarding schools while increasing the number of high schools in urban areas, and the incorporation of more than 7,000 retired professors into the education system.
Forneiro also announced that an exhibition would be inaugurated in the lobby of the Havana Convention Center, reflecting some of the achievements of Cuban education, especially Cuba’s support of literacy campaigns in other countries and the success of the Yes, I can teaching method.
“The Pedagogy 2011 Conference coincides with the 50th anniversary of the literacy campaign carried out in our country following the 1959 revolution. One of the symposiums to be held parallel to the conference will deal with the history of this important campaign,” he added.
Some of the issues to be discussed are the instillation of human values; teacher’s training; culture and education; physical education, sports and recreation; education quality control; comprehensive education programs for children 6 years and under; environmental education; family, women and education from a gender perspective; health and sex promotion and education programs; scientific education programs; communication and publishing; and education sciences and scientific research.
Special forums will be held to analyze the works of important figures, such as Jose Marti, Simon Bolivar, Ernesto Che Guevara and Fidel Castro, and other Latin American and Caribbean heroes.
Participants will have the opportunity to visits different education facilities in Havana, and other places of cultural and scientific interest. In addition, there will be 79 courses offered for delegates on relevant issues, which will be delivered by prestigious Cuban and foreign teachers and researchers.
This year’s conference is dedicated to the 50th Anniversary of the Cuban Literacy Campaign and the last day, January 28, will be dedicated to Cuban National Hero Jose Marti.
The Cuban Literacy Campaign was a year-long effort to abolish illiteracy in Cuba after the 1959 triumph of the Cuban Revolution. It began on January 1, 1960 and ended on December 22, 1961. The period of the Literacy Campaign is referred to as the “Year of Education” in Cuba. During 1961, the literacy rate of Cuba increased from 76% to 96% and continued until it was completely wiped out in Cuba.
The literacy campaign was part of the revolutionary reforms immediately implemented by Fidel Castro that included agrarian reform, healthcare reform, and educational reform, all of which dramatically improved the quality of life among the lowest sectors of Cuban society.
The Literacy Campaign also aimed to create a collective identity of unity, an attitude of combat, courage, intelligence, and a sense of history.
It is estimated that 1,000,000 Cubans were directly involved (as teachers or students) in the Literacy Campaign). There were four categories of workers:
“Conrado Benitez” Brigade (Conrado Benetiz Brigadistas)—100,000 young volunteers (ages 10–19) who left school to live and work along with their students in the countryside. The number of students leaving schools to volunteer was so great that an alternative education was put in place for 8 months of the 1961 school year.
Popular Alphabetizers (Alfabetizadores populares)—Adults who volunteered to teach in cities or towns. Some13,000 factory workers held classes for their illiterate co-workers after hours. This group also includes the numerous individuals who taught friends, neighbors, or family members out of their own homes.
The Patria o Muerte Brigade—A group of 15,000 adult workers who were paid to teach in remote rural locations through an arrangement that their co-workers would fill in for them, so that the workforce of Cuba remained strong.
Schoolteacher Brigades—A group of 15,000 professional teachers who oversaw the technical and organizational aspects of the campaign. As 1961 progressed, their involvement grew to the extent that most teachers participated full-time for a majority of the campaign.
The government provided teaching supplies to volunteers, and workers that traveled to rural locations to teach received: clothes, books, blankets, lamps, and hammocks.
Many of the Literacy Campaign’s volunteers went on to pursue teaching careers, and the rate of teachers is more than 10 times higher than it was before the revolution. Before the revolutionary government nationalized schools, private institutions often excluded large segments of society; wealthy Cubans often received exemplary instruction in private schools, while children of the working class received low-quality education, or did not attend school at all. Education became accessible to all after 1959 triumph of the Revolution.
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