Batista's Rise To Power

The context of Cuba’s social, economic, and educational standings stems largely from the country’s rich history. Following the Spanish-American War and the signing of the Treaty of Paris on December 10, 1898, Cuba became an independent country and was occupied by the United States military shortly after. Throughout the next three decades, Cuba operated as a free nation while the U.S. maintained close supervision. In 1933, Fulgencio Batista headed a revolt that overthrew Gerardo Machado’s authoritarian rule and Batista assumed power. Beginning in 1934, Batista maintained control of Cuba through a chain of puppet presidents until he was elected President in 1940. Batista served for four years and then moved to the United States. However, Batista returned to Cuba to run for president yet again and, certain that he would be defeated by a reform party, staged a coup d’état where he was able to seize power and establish himself as a dictator. During Batista’s reign, the economy was controlled by the U.S, poverty and poor education were
When Castro came into power, he countered this issue by making education a high priority. Education is free and it is required by law for children ages 6-11 years to attend primary school for six years. Secondary school lasts three years and afterwards students may choose to go to a three-year university or technical school. Castro also implemented several agricultural and technical programs to the curriculum of secondary schools along with the “work-study” principle which integrates schooling and labor. According to Gall & Gleason (2012), “One hundred percent of age-eligible children were enrolled in pre-primary education in 2010. Primary school enrollment in 2009 was estimated at about 99% of age-eligible students. The same year, secondary school enrollment was about 83% of age-eligible students.” Cuba’s literacy rate, as of 2002, is about 99.8%, one of the highest in the