Cuban President highlights UNESCO’s recognition of the country

Havana-. The President of the Republic of Cuba, Miguel Díaz-Canel Bermúdez, today highlighted the positive results of the Regional Comparative and Interpretive Study, ERCE 2019, released on November 30 by the United Nations Educational, Scientific and Scientific Organization. Culture (UNESCO).

Diaz-Canel noted in his Twitter account that the international organization revealed that Cuba is above the regional average in most of the areas assessed and that it does not present gender gaps in mathematics and science.

“The results of the Regional Comparative and Interpretive Study, ERCE 2019, released by UNESCO, revealed that #Cuba is above the regional average in most of the regions assessed and that it does not present gender gaps in mathematics and science,” he tweeted, linking a note from the Cubadebate digital newspaper with more Details about it.

Cubadebate reports that ERCE 2019 recognizes that Cuba scores above the regional average in third grade reading and mathematics, and in sixth grade reading and science, while in mathematics its achievements are similar to the regional average.

In addition, it combines that the results obtained in mathematics for both grades do not show differences between boys and girls, that is, gender gaps.

The assessment included countries such as Argentina, Brazil, Colombia, Cuba, Costa Rica, Ecuador, El Salvador, Guatemala, Honduras, Mexico, Nicaragua, Panama, Paraguay, Peru, Dominican Republic and Uruguay. In addition, it analyzed the performance of 160,000 students in third and sixth grades from 16 countries in the region.

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Claudia Uribe, Director of the Regional Office of Education for Latin America and the Caribbean (Orealc/Unesco Santiago) highlighted that ERCE 2019 shows results that show very low levels of learning in the region and a stagnation in its progress, even before a pandemic, unleashed the digital site.

Similarly, they have shown that education systems have less than a decade to achieve the goals committed in the 2030 Agenda, so urgent measures must be taken to overcome this learning crisis affecting more than half of the student population. Expanded and deepened with COVID-19.

Cuba before ERCE 2019

In the Greater Antilles, a total of 10 thousand 399 boys and girls participated in the study; Of them, five thousand and 273 are from the third grade and five thousand and 126 are from the sixth grade. Exams were conducted during 2019 and students were assessed in areas such as reading, writing, and mathematics. In addition, the science field was evaluated in the sixth grade.

Cubadebate reports that Cuba scored 730 points in reading in third grade, which is higher than the regional average (697 points). In addition, it represents a lower proportion of students at first level, with lower performance (30.3%) than the regional score (44.3%) and a higher proportion of boys and girls at level four, with better performance, (21.1%) with versus the rest of the region ( 15.7%).

Another 738 points were reached in the sixth grade, also higher than the regional average (696 points). In mathematics, in third grade, Cuba scored 751 points against 698 points in the region. In addition, the study found that three out of four Cuban students are above A-level and have the lowest performance.

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In sixth-grade science, Al Jazeera scored 779 points, a score above the regional average of 702. In addition, the proportion of students at first level performs significantly lower (17%) compared to district (37.7%), and the percentage of students at fourth level also increases, with the highest performance (24.4%), which is four times the average​ ​Reached by the region (5.9%).

The text notes that the aspects related to students and their families related to the achievement of higher education in Cuba are: access to pre-school education; days of the week devoted to study; parental involvement and expectations; and higher socio-economic status of families.

On the contrary, the factors that restrict learning are repetition and absence from classes.

Meanwhile, factors related to teachers and their practices associated with higher education are: teachers’ expectations towards the educational future of their students; concern for their well-being; Supporting learning, organizing and planning teaching.

As one of the factors that restrict learning is disruption in the classroom.

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