CLC-Conference-Proceeding-2018

development of these programs and the joint
effort for a better and happier situation of
Cuban children.
The support of various United Nations
agencies - including the United Nations
Children's Fund (UNICEF), the World Health
Organization (WHO), the United Nations
Educational, Scientific and Cultural
Organization), - also provides better care for
children in the country. This is materialized
through its cooperation programs with the
Government, which incorporate specific topics
such as education, food, health, nutrition and
hygiene, and general themes such as children
and women.
Compliance the rights of children is not
only at the national level, but also at the
international level. In this sense, Cuba raises its
voice in favor of children when it defends the
rights of Cuban and other children - especially
those of the third world - in multiple
international forums. For example;
Cuba subscribes to the International
Convention on the Rights of the Child in 1989
and has ratified it on several occasions;
Cuba responds to the agreements of the
World Summit for Children with a National
Program of Action that supports the programs
that are developed in the nation and whose
evaluation and systematic monitoring shows
the country's compliance with the proposed
commitments, goals and objectives for the
benefit of children;
Cuba proclaims the defense of the
rights of Cuban children and the world through
their participation in international events
related to the subject (Alvarez and Rodríguez,
2000). Respect for the rights of Cuban children
can be seen in the behavior of important
indicators for their development such as health,
social security, education, preventive care for
children in social disadvantage and others
related directly or indirectly to This important
segment of the population. In view of the
objectives of this study, reference will be made
to the last two mentioned indicators.
As it is known, education has been a
prioritized indicator in the Cuban social
system. The Cuban State and Government,
with the participation of political and mass
organizations, are responsible for the
structuring and operation of a national
education system oriented to the development
and training of the new generations in an
educational process that is integral, systematic,
participatory And in constant development,
which is based on a set of principles
established by the Cuban Ministry of
Education, which form an intimately related
system and among which we can point out the
following (MINED, 2001):
The principle of the mass character and equity
of education.
Cuban children have the possibility of
quality education without distinction of age,
race, sex, religion, place of residence. The
educational process also includes those with
physical or mental limitations, as well as those
with behavioral disorders. This possibility
includes all levels of the educational process
for children, young people and adults.
The principle of study and work.
In the Cuban educational system, the
combination of study with work-a fundamental
variant of the principle of linking theory with
practice, school with life and teaching with
production-has deep roots in José Martí's
conceptions of education, who summarized the
most progressive Cuban pedagogical ideology.
Marti, like his predecessors, not only defends
scientific education, but proclaims the need for
Latin America for a scientific education that is
based on the economic problems of countries,
whose wealth is mainly agricultural.