Essay About Fidelista Program And Cuban Revolution

Social Issues in Cuba
Social Issues in Cuba
The Cuban revolution was one that transformed Cuba into an independent socialist society. This revolution sent a message around the globe. The message: ” Socialism can be achieved and capitalism, with its culture stripping mechanisms can be supplemented”. However, the revolution did leave its mark on Cuba. This can be seen in the events that took place during the early stages of the revolution. The effects of the revolution were positive for certain sections of the population and negative for others. The exodus of the majority of skilled workers brought about a rapid change in the methods employed in educating Cubas population. If the revolution was to be successful, Cuba needed to replace the skilled workers that left with other skilled workers in the shortest amount of time possible. In 1961, the revolutionary government developed a nationwide campaign to rid Cuba of illiteracy. The program was given slogans like ” The people should teach the people and If you dont know learn; if you know teach”. This program consisted of volunteer teachers who would help illiterate Cubans increase their education by teaching them the fundamentals. According to Fitzgerald, “(The literacy campaign) helped to integrate town and county and to galvanize support for revolutionary goals by bringing urban and rural populations into direct contact. ( p. 41)” Also, according to Fitzgerald, ” Enrollment in adult education rose dramatically from 66,577 students in the 1960-1961 school year to a peak of 842,024 students in the 1964-1965 school year, but plummeted to 309,717 students in 1969-1970. (P. 42)” This program benefited the poorer citizens of Cuba who remained in Cuba. They were now able to receive a decent education, which helped develop vital skills needed for life in a socialist Cuba. Another program that benefited the Cuban people was the Fidelista program. The Fidelista program was implemented in the late 1960s. The Fidelista provided enterprises with a semi-autonomous model of operation. The Fidelista program stressed moral rather than material incentives. The emphasis of the program was placed on creating the “new man”. The “new man” would exert a certain level of nationalism by sacrificing his own individual needs for those of the common good. According to Fitzgerald, ” the Fidelista program not only pared the administrative apparatus to a minimum but it also rotated administrative personnel to prevent the tendency to settle in and consider oneself “indispensable”. In addition, administrative cadres were sent out of their offices to deal with production problems on the spot rather than sitting behind a desk. Also, fewer administrative personnel, fewer rules to be imposed on production units, less information and fewer forms to be sent up and down the administrative apparatus, less red tape altogether- these were the goals of the anti -bureaucratic revolution (p. 54)”. This program benefited the workers in Cuba in two ways. First, by sending the administrative cadres out of their offices and into the working fields, a sense of unity was probably exhibited among the Cuban population. Second, the Fidelista program instilled a strong sense of nationalism into the citizens of Cuba. This sense of nationalism was present during the attempted production of 10 million tons of sugar. Here, many Cubans sacrificed their own self-interest for the greater good of the society. According to Fitzgerald, ” Sometimes whole production units would commit themselves to voluntary labor. Some of their number would go off the sugar field, for example, while being paid their regular wages, and their remaining co-workers would compensate for their absence with more intensive labor or unpaid overtime” (p.57). One section of the population that was negatively effected in the course of the revolution was the old cadres. Prior to the 1970s the old cadres received and retained prominent positions in the administration primarily through political affiliation and work experience. However, after the 1970s changes began to take place in Cuba. No longer would political affiliation warrant a position in the administration. Education as a means of gaining a prominent position began to take precedence over political affiliation. The old cadres of Cuba found themselves with two options. The first, they could take up formal study and stay in their position. The second, they would be replaced by the new educated professionals. The old cadres faced this transition with hostility. According to Fitzgerald, ” Old cadre administrators long