CLC-Conference-Proceeding-2018

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political will and the new projection of Cuba, in later years it will be possible to have a better quality of life for Cuban girls, boys and adolescents. ■ REFERENCES Alvarez, Mayda; Rodríguez Inalvis, et al (2000) “Situación de la Niñez, la Adolescencia, la Mujer y la Familia en Cuba”. La Habana. Borroto, Lino (1998) La estrategia educacional de la Revolución cubana, ponencia presentada en el Congreso Internacional de la Asociación de Educación Comparada, Toronto, Canadá. 1999. En Enfoques Contemporáneos sobre Educación en América Latina. FLACSO, 2001. CEPDE-ONEI, Diciembre de 2013. Díaz, Elena (1994). Calidad de vida en Cuba: Efectos de la política norteamericana. , África América Latina. Cuaderno No.16 SODEPAZ, p, 13-33, Madrid. MINED (2001) La educación en Cuba a 40 años de la Campaña de Alfabetización. La Habana. Núñez, Elsa, et al (2003) La escuela y la familia en la comunidad: Realidad socioeducativa de hoy.. En Compendio de Pedagogía. La Habana.Editorial Pueblo y Educación. La Habana. Porro,Sofía (2006) Tesis en opción al grado científico de Doctora. “Infancia y desventaja social en Cuba: Propuesta de programa preventivo educativo para su inclusión social”. UNICEF/Cuba 2015/Castillo. Niñez y adolescencia. Estadísticas. Disponible en: https://www.unicef.org/cuba/adolescence.html UNICEF/Cuba2015/Piedras. Plan de Acción de Programa de País (CPAP) Anuario Estadístico de Salud 2014 Indicadores de Educación en Cuba Indicadores de Salud Materno-Infantil Indicadores de Nutrición Materna El Desarrollo en la Primera Infancia en Cuba. Disponible en: https://www.unicef.org/cuba/cu_resources_LairePrimeraInf ancialibro.PDF
Role of Universities in the Creation of an Environmental Culture for Sustainable Development: Experiences of the University of Havana, Cuba. Dr. Cristina Diaz Lopez Within the framework of the Cultural and Educational Development Program that has engrossed the Cuban government for many years, the subjects of the environment and sustainable development have been two high priority issues as related to the institutional process of implementing a resulting environmental policy by including the handling of environmental problems to the country’s developmental process and facing global challenges imposed by climate change. As a part of this process, Article 27 was added to the Cuban Constitution in 1992, which states, “The State protects the environment and the country’s natural resources. It acknowledges a close association between economic and sustainable social development in order to make human life more rational and ensure survival, the wellbeing, and safety of current and future generations…” In 1994, the Ministry of Science, Technology, and Environment was established, and in 1997, the “National Environmental Strategy” and the “National Environmental Educational Strategy” were approved. The latter is a programmatic document which states the need for Cuban Higher Education to play a protagonist role in developing an environmental culture among our people as a premise to attain the goals and objectives of sustainable development. The complex nature of the environmental problem requires comprehensive reflection where phenomena analyzed by completely separate fields of knowledge converge. The complexity of the environmental problem includes taking natural and social phenomenon into consideration and within these, the cognitive, economic, political and ideological phenomenon (1). The Cuban Ministry of Higher Education was created in 1976. Some of the Higher Education institutions comprising it have a long prior academic history, such as the University of Havana, established in 1728, Universidad de Oriente in 1947 and the Universidad Central de las Villas in 1952. The remainder were established subsequently Regarding the University of Havana, the number of students in the different undergraduate programs has fluctuated in the last few years between 17,000 and 20,000. They receive curricular instruction and education on the environment, which has been getting progressively better since the Rio Earth Summit in 1992. Furthermore, they receive environmental training and education through extracurricular and informal channels through university extension activities and some others promoted by the Federación Estudiantil Universitaria [University Student Federation] (FEU). Regarding postgraduate activities, the inclusion of an environmental dimension into all Master’s Degree programs and majors in Cuban Higher Education has been streamlined; and transversally including this dimension into research for doctoral dissertations is a priority. University extension work, whose explicit objectives include reaffirming
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Anchor Institutions Advancing Local
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Matthew Closter MPA, MS, Senior Res
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Table of Contents Conference Procee
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towards a more balanced and just sy
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Dr. Santiago has also extended part
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Weathering the Storm - Challenges f
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from 2001- 2016. For the 2016-2017
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This will require rethinking on how
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The expansion witnessed in particip
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viable contributor to community and
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illion to provide relief to Puerto
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Puerto Rico Higher education system
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Page 93 and 94: REFERENCES i G. H. Golub and C. F.
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