Universidad y desarrollo local: documentando experiencias desde la gestión de Proyectos en YaguajayUniversity and local development: documenting experiences from the management of Projects in YaguajayYunier Rodríguez -Espinosa; Yailén Rodríguez -Acosta; Midiala González –Pérez Universidad de Sancti Spíritus, CubaCorreo(s) electrónico(s):yailen@uniss.edu.cuyailenr@uniss.edu.cuanamidiala@uniss.edu.cuRecibido: 4 de marzo de 2017 Aceptado: 8 de mayo de 2017ResumenEl trabajo del Centro Universitario Municipal en Yaguajay resume las experiencias acumuladas y aprendizajes resultantes para consolidar el desarrollo social sostenible basado en el conocimiento. Se utilizaron diferentes métodos de investigación científica priorizando el método cualitativo Investigación una concepción dialéctico-materialista que constituyó el basamento metodológico de la propuesta. Las acciones estuvieron encaminadas a la formación vocacional en carreras priorizadas para el municipio Además, la experiencia fue valorada por los propios participantes, quienes destacan su valor formativo y lo consideran factible y pertinente para su aplicación en el contexto local. Palabras clave: Desarrollo local; Gestión universitaria; Gestión de proyectos; Formación vocacional AbstractThe work of the Municipal University Center in Yaguajay summarizes the accumulated experiences and resultant learning to consolidate a sustainable social development based on knowledge. For this research we used different methods of scientific research such as the qualitative method, a dialectical-materialist conception that constituted the methodological basis of the proposal. The actions recommended are aimed at vocational training in prioritized majors for the municipality. In addition, the experience was valued by the participants themselves, who highlighted its educational value and the considered it feasible and relevant, fit to application in the local context.Key words: Local development; University management; Project management; Vocational trainingIntroducción En una sociedad que se proyecta bajo un paradigma productivo, que cambia aceleradamente: los avances tecnológicos, la innovación, la creatividad y los procesos de producción, transferencia y socialización del conocimiento deben ser temas de obligada referencia cuando se piensa en las vías para lograr el progreso. (Lage, 2002). Los cambios en esta etapa deben basarse en la descentralización, autonomía, experimentación y vinculación con la comunidad. Justamente, en el modelo de sociedad basado en la ciencia y la tecnología, le corresponde un papel importante a las instituciones de educación y en particular a la Universidad, como fuente de producción y reproducción de conocimiento y tecnología. El mundo moderno, reconoce que no puede existir a ningún nivel una estrategia de desarrollo que obvie al conocimiento como su principal catalizador, de ahí que la Universidad debe responder de manera consciente a la constante necesidad de aumentar y sistematizar sus procesos sustantivos en un amplio espectro socioeconómico y productivo: formación integral de profesionales, extensión universitaria, postgrado e investigación + innovación. (Horruitinier, 2006).Bajo la idea de la universidad como catalizadora del desarrollo, diversos organismos internacionales llaman la atención acerca del papel activo y directo de las universidades en el desarrollo social y el crecimiento económico de los países: la Comisión económica para América Latina y el Caribe (CEPAL, 1989), Banco Mundial (2006) y UNESCO (2007).En diversas regiones se desarrollan estrategias para acercarla a los contextos de actuación. En la mayoría de las experiencias lo común es que el concepto de la Universidad hacia el territorio, ha evolucionado hacia el paradigma de la Universidad en el territorio, lo que ha originado nuevas oportunidades y posibilidades a una parte importante de la población en el acceso a una cultura general e integral. En Cuba, los antecedentes experimentados como parte de la política de la Revolución en el fortalecimiento de la institucionalidad municipal son ejemplos que evidencian el importante peso de estas estructuras. Especial contexto con el reordenamiento del sistema económico y el sistema socialista que se encabeza en la actual discusión de los Lineamientos del VI y VII Congreso del Partido Comunista de Cuba.El municipio de Yaguajay, se convierte en el escenario propicio para generar políticas que articulen los diversos enfoques con una visión local del desarrollo. En este sentido, los antecedentes en la elaboración de las estrategias territoriales pueden evidenciar resultados de gran valor científico para esta labor.La práctica encontrada en el Centro Universitario Municipal(CUM) superó la idea inicial de una institución de amplio acceso para el pregrado en carreras seleccionadas y se tipificó en la construcción de una IES donde lo fundamental estuvo en abrazar la concepción de un desarrollo social basado en el conocimiento, coincidente con las ideas expuestas por Jorge Núñez Jover (2008), al reconocer que esta: es una nueva institucionalidad de la ES que puede asumir en mayor medida la problemática territorial y la función que se atribuye a la universidad, sin reducirse a la formación profesional dentro de ciertos perfiles predeterminados externamente, aspecto que la convierte en un actor importante de la gestión de la ciencia, la tecnología y la innovación.Una de las contribuciones importantes del CUM es la participación activa en el diseño, ejecución e implementación de proyectos de investigación-acción y de innovación tecnológica tanto propios como en colaboración. Esto posibilita no solo impulsar el desarrollo del municipio, sino también elevar la categoría científica y la competencia del claustro universitario. Sobresalen los proyectos internacionales financiados por el GEF/PNUD y COSUDE: Programa Conjunto de descentralización de las iniciativas locales, IMDL, Palma, Bases ambientales para la sostenibilidad alimentaria local (BASAL), AGROCADENAS y el Proyecto Tecnologías Limpias para Áreas Rurales en Cuba (Bioenergía) coordinado desde la institución a escala municipal. Por otra parte, se ejecutan en el CUM dos proyectos: uno extensionista- empresarial: “Conservación y promoción del Patrimonio Local y Nacional en las comunidades en el municipio de Yaguajay” y el Proyecto Institucional Documentando experiencias desde la Universidad Local que a partir de este año forma parte de la carpeta de proyectos de la UNISS; y que tiene como antecedente el proyecto Gestión del conocimiento y la innovación para el Desarrollo, desde el 2014. El proyecto responde al Programa de Desarrollo Local en Cuba y se corresponde con una de las líneas de investigación de la UNISS: El desarrollo socioeconómico local, desde la Universidad; objeto de análisis en la investigación que nos ocupa.DesarrolloLa nueva universidad cubana tiene la misión de transformar la enseñanza y la investigación a través de diferentes formas de cultura investigativa.El trabajo del CUM en Yaguajay resume las experiencias acumuladas y los aprendizajes resultantes para consolidar un DSSBC, a partir de un modelo de gestión universitaria propio.La Resolución 44/2012 avala una adecuada gestión de dirección por proyectos. En su artículo 7 se aborda como los Proyectos constituyen la célula básica para la organización, ejecución, financiamiento y control de las actividades y tareas de investigación científica, desarrollo tecnológico e innovación, dirigidas a materializar objetivos concretos, obtener resultados de impacto y contribuir a la solución de los problemas. En ese orden el artículo 11 defiende que los Proyectos Institucionales responden a demandas de investigación, desarrollo tecnológico e innovación identificadas por las entidades no empresariales de cualquier actividad económica, dirigidos a la obtención de un nuevo conocimiento o la solución de un problema.El proyecto que se presenta es Institucional y responde al Programa de Desarrollo Local en Cuba y se corresponde con una de las seis líneas de investigación de la UNISS: El desarrollo socioeconómico local, desde la Universidad. Su objetivo general es contribuir mediante la gestión del conocimiento y la innovación a la construcción de las capacidades y condiciones necesarias para lograr un DSSBC en el Municipio. De los 35 docentes a tiempo completo; 21 son investigadores miembros del Proyecto.El CUM posee convenios de colaboración firmados con entidades clave del país, la provincia y la localidad; las que participan en las actividades que se generan: Facultad de Economía de la Universidad de la Habana (UH), Universidad Central “Martha Abreu” de las Villas, Universidad de Matanzas, EEPF “Indio Hatuey”, Gobierno Municipal, Dirección Municipal de Cuadros, Dirección Municipal de Trabajo, CITMA, Delegación Municipal de la Agricultura.El método cualitativo Investigación – acción (I-A) constituye el basamento metodológico del proyecto. Se justifica en el papel activo que asumen los sujetos que participan en la investigación; rompiendo, en la praxis educativa, con la dicotomía separatista teoría/práctica. Como investigación tiene un carácter democrático y una perspectiva comunitaria. En la práctica se rompen las barreras entre sujeto y objeto de la investigación. A partir de lo anterior la Investigación Participativa es el método que permite obtener conocimientos colectivos sobre una determinada realidad social. Entre las características que lo tipifican se encuentran: adquisición colectiva del conocimiento, su sistematización y su utilidad social. Existen tres tareas fundamentales de este método de indagación y resulta oportuno citarlas por la relación que tienen con la práctica de la IES en Yaguajay: la iluminación y el despertar de la gente corriente (gestión del conocimiento, acceso al conocimiento, educación para todos y durante toda la vida, empoderamiento de actores, búsqueda de soluciones, aprovechamiento de las posibilidades y potencialidades), -la experiencia vivida de la gente (aprovechamiento del conocimiento científico y de los saberes populares, intercambio de saberes, socialización del conocimiento), la colaboración y el diálogo (formación de redes, relación de actores, capacitación continua, superación profesional).Los resultados esperados son los siguientes:Haber formado un profesional revolucionario capaz de responder a las necesidades de la sociedad cubana actual, con un alto compromiso con el territorio, sus necesidades y formas de superarlo.Fortalecimiento de las capacidades de dirección y planificación del gobierno municipal; influyendo en la toma de decisiones más integradas y de mayor alcance, promoviendo una estrategia de desarrollo propia que contribuya al crecimiento económico del territorio aportando un importante valor agregado: el conocimiento.Haber contribuido mediante la investigación y la asesoría directa a perfeccionar la dirección y gestión económica del territorio.Haber aglutinado el potencial científico, fortaleciendo los factores y actores locales como el FORUM, las BTJ, la ANIR, las Mujeres Creadoras y todo el movimiento de ciencia y técnica en el territorio.Haber puesto en disposición del territorio proyectos que tributen a las líneas priorizadas: ahorro de energía, producción de alimentos, turismo, construcción de viviendas, elevación de la calidad de vida y protección del medio ambiente.Haber contribuido a generar proyectos de desarrollo sociocultural que permitan el fortalecimiento de la gestión comunitaria para el desarrollo localSe planificaron 18 actividades para dar salida a estos seis resultadosDesarrollar una adecuada Orientación vocacional según líneas del desarrollo.Ingreso de estudiantes a las carreras priorizadas.Elaboración de Plan de Postgrado y capacitación en correspondencia con las necesidades del territorio y las estrategias de superación individual.Desarrollo de una capacitación intensa y permanente de cuadros, sus reservas y todos los actores y decisores locales, donde se identifiquen y evalúen las necesidades del conocimiento asociadas a los problemas en el contexto local.Capacitación a los presidentes de Consejos Populares y miembros del Grupo de Trabajo Comunitario Integrado.Realización de asesorías y acompañamientos al trabajo de las empresas y entidades del territorio. Confeccionar estrategias de Comunicación en las entidades y empresas del territorio.Elaboración de Estrategias de Desarrollo de las 3 empresas (2 agropecuarias y 1 pecuaria).Publicar los resultados científicos en revistas indexadas sobre el tema.Realizar un taller de Asentamiento bibliográfico a los profesores a tiempo completo del CUM: la norma APA. Impartir un Taller sobre Comunicación Científica desde el CRAI. Lograr investigaciones en planes de evaluación para Premios Academia de Ciencias.Lograr investigaciones en planes de evaluación para Premios Academia de Ciencias.Exposición de resultados en diversos eventos científicos nacionales e internacionales.Defensa de tesis doctorales y de maestría.Realizar asesorías y acompañamiento a las organizaciones de ciencia e innovación del territorio.Elaboración de proyectos que tributen a las líneas estratégicas del Territorio. Asesoría y acompañamiento en la elaboración de proyectos en entidades del territorio.Elaboración de proyectos de Desarrollo sociocultural que fortalezcan la gestión comunitaria para el desarrollo local. Asesorar a entidades y organizaciones en el territorio en la elaboración de sus proyectos de intervención comunitario.Actividades realizadas en el 2017La formación vocacional para carreras de prioridad en el municipio es una tarea permanente del proyecto y del CUM. En el periodo que se evalúa se desarrolló una Actividad de Formación Vocacional que tuvo como organizadores la ACTAF municipal en coordinación con su órgano de base en el CUM: los pioneros y adolescentes de los círculos de interés del municipio vinculados a las diferentes ramas de la agricultura expusieron sus experiencias. Se puede destacar la participación de las siguientes entidades:La Empresa Agropecuaria “Obdulio Morales”, La Empresa para la Protección de la Flora y la Fauna, Delegación Municipal de la Agricultura: Sanidad Vegetal y SuelosLa Empresa Pecuaria “Venegas”Los temas tratados fueron los siguientes: cambio climático y producción de alimentos, procesos productivos, energías limpias para el Desarrollo agropecuario, lombicultura y manejo de plagas, buen manejo, alimento alternativo para el ganado.Gestionar la matrícula de estudiantes a las carreras priorizadas para el Desarrollo del municipio; así como lograr su continuidad es fundamental. En septiembre de2016 matricularon 34 en Ingeniería en procesos agroindustriales, 74 en Contabilidad y finanzas, 44 en Gestión Sociocultural para el Desarrollo, 37 en Licenciatura en Educación Primaria y 32 en Preescolar para 221 estudiantes.En el 2017 la matrícula aumentó en un 59.3% con respecto al 2016 en el CUM, en particular en las carreras de ciencias Pedagógicas, Agropecuarias y Económicas. Se cuenta con 41 estudiantes en Licenciatura en Primaria, 31 en Preescolar, 69 en Cultura Física, 50 en Gestión Sociocultural, 71 en Contabilidad, 32 en Agrónoma, 13 en Ingeniería en Procesos, 22 en Derecho y Psicología 23; para 359 alumnos entre primer y segundo año.La educación postgraduada se evalúa como sobre cumplido pues la universidad ha dado respuesta a todas las demandas identificadas y ya está recibiendo más de ellas para el inicio del curso. En este curso se le dio superación en diferentes modalidades a 1099 demandantes del sector estatal del municipio, destacándose el MINAGRI, MINED y MINCULT; y 192 personas del sector no estatal. Se desarrollaron 1 maestría, 1 diplomado, 1 postgrado, 12 cursos, 13 talleres, 2 conferencias y 26 capacitaciones internas. Un importante resultado logrado en nuestra institución universitaria es la Maestría en Gestión del Desarrollo Local, con 19 aspirantes en la primera edición provenientes de diferentes instituciones del municipio, en la cual participan 6 cuadros, especialistas y actores locales tanto del sector público como empresarial. La misma culminó sus cursos lectivos en el mes de diciembre de 2015 e inició el proceso de escritura de los informes científicos de sus investigaciones de Tesis de Maestría. Hasta la fecha defendieron satisfactoriamente 16 aspirantes.Fueron abordados los siguientes temas: cultura jurídica en los cuadros del sistema empresarial, fomento de empleo para las mujeres en el sector, trabajo comunitario integrado en escenarios rurales, cambio tecnológico para la producción de materiales alternativos de construcción, Administración Pública y DL, producción, diversificación y comercialización de alimentos para el DL, consumos culturales y su incidencia en el contexto local, sistemas de información, monitoreo, análisis y evaluación territorial, gestión medioambiental, vulnerabilidad y riesgos en el contexto local, uso eficiente de la energía para el DL, turismo rural y de naturaleza para el DL y diversificación de actividades socioculturales y económicas en el contexto local. Por otra parte, en la segunda edición matricularon 25 profesionales y ya han cursado 3 diplomados: Diplomado I: Gestión del desarrollo local: aspectos teórico-prácticos, Diplomado II: Herramientas para la gestión del conocimiento y la innovación en el desarrollo local y Diplomado III: Multiescalaridad en el desarrollo local. El CUM posee Convenio de colaboración de Superación y Capacitación con la Oficina de cuadros del Poder Popular de Yaguajay El plan de preparación se confeccionó a partir del Diagnóstico y fueron capacitados más de 40 cuadros y sus reservas. Los temas demandados fueron los siguientes: preparación política-ideológica, preparación en Seguridad y Defensa Nacional, Territorial y en Defensa Civil, administración Dirección, preparación en Dirección, Económica, Jurídica y Técnico – Profesional. Se desarrollaron a través de cursos, conferencias especializadas, talleres y entrenamientos como formas organizativas de la docencia.Como parte de las acciones de capacitación se desarrolló el Curso preparación de los delegados del Poder Popular del XVII mandato en Yaguajay, que tuvo como objetivo fundamental: Capacitar a los delegados del Poder Popular para que puedan desarrollar su labor en las circunscripciones que lideran.Los contenidos impartidos se centraron en el sistema político cubano, la caracterización sociopolítica y económica del municipio, los resultados del proceso electoral parcial culminado y condiciones para el proceso de elecciones generales, el funcionamiento de la Asamblea Municipal del Poder Popular y su reglamento, los consejos populares y la ley 91. Tuvo un total de horas: 48 (presenciales 40 y 8 de trabajo independiente) y aportó 1 crédito. Por otra parte, se han trazado estrategias para revertir la situación desfavorable que presenta el tema Publicaciones en el CUM: se ha intencionado desde la capacitación interna: talleres de norma APA 6ta edición, asentamiento bibliográfico, Normas de revistas para publicar, política editorial de la Uniss. Además, se realizó un compromiso de publicaciones por parte de los profesores con proyección a mediano plazo. Se realizó un taller de Comunicación Científica desde el CRAI, con el cual se tiene un convenio de colaboración. Hasta la fecha se han logrado entre los profesores miembros del proyecto: 3 de nivel IV y 2 de Nivel III y un número significativo está en proceso editorial. Participación en eventos internacionales- Se logró la participación en calidad de ponente de 2 profesores (uno de ellos miembro del Proyecto) en el Taller internacional de Desarrollo Local del 28 al 30 de marzo de 2017 en Bayamo, Granma.- 2 profesoras, miembros del proyecto, participaron en la XVI Conferencia Internacional de cultura africana y afroamericana, del 12 al 16 de julio en Santiago de Cuba; - así como 1 docente en la VII Conferencia Internacional Ciencia y Tecnología por un Desarrollo Sostenible del 5 al 7 de junio de 2017 en Camagüey. - 2 profesores participaron en el Simposio internacional de Ciencias Humanísticas, del 16 al 19 de mayo en Santiago de Cuba. - 2 docentes expusieron sus resultados investigativos en el VI Congreso Cubano de Desarrollo Local. (2017) País: Bayamo, Granma, Cuba. Por otra parte, dos profesores miembros de la Red GUCID merecieron 2 premios de la Academia de Ciencias de Cuba. ConclusionesCon la realización de este proyecto, esperamos alcanzar transformaciones de corto, mediano y largo plazo que matizarán la labor del CUM y su gestión del conocimiento y la innovación para contribuir a alcanzar un DSSBC y así influir como consecuencia de sus acciones en la producción de bienes y servicios, en los procesos sociales, el medio ambiente y la mejora de la calidad de vida de los lugareños.En nuestra IES existe un claustro de vasta experiencia en la formación de profesionales capaz de ofrecer capacitación, superación y asesoría a las entidades territoriales, al sector estatal y no estatal que inciden innegablemente en el Desarrollo económico, social y humano del municipio.Para el DSSBC todos los conocimientos pueden ser útiles para el desarrollo; importan los conocimientos científicos y tecnológicos, las ciencias sociales, las humanidades, es decir, el saber humano íntegro. Lo importante es que la población se apropie de esos saberes y pueda emplearlos fructíferamente en las más diversas tareas de interés social y personal.Referencias bibliográficas Banco Mundial. (1994). La enseñanza superior. Washington: Banco Mundial.CEPAL. (2005). Boletín Demográfico. UNESCO – IESALC: Informe Educación Superior en América Latina y el Caribe.Delors, J. (1995). La educación encierra un tesoro: Informe de la Comisión Internacional sobre Educación para el Siglo XXI. París, Francia: UNESCO.Horrutinier, P; Hernández, P &Sánchez, M. (2006). La Universidad cubana: el modelo de formación. La Habana: Félix Varela.Lage, A. (2002). “Inmunología”, Cuba. Amanecer del Tercer Milenio. En Castro Diaz-Balart Editorial Madrid.Núñez, J. (2008). Universidad, innovación y sociedad: La universidad cubana en el Sistema Nacional de Innovación. En [CD-R Memorias “Universidad 2008”]. La Habana: MES.PAGE \* MERGEFORMAT62Vol.3, No.6, julio-diciembre, año 2018PAGE \* MERGEFORMAT71Vol.3, No.6, julio-diciembre, año 2018Ciencia y ProgresoPublicada en línea: 02 de julio, 2018. ISSN: http://estudiantes.cug.co.cuYunier Rodríguez, Yailén Rodríguez, Midiala González Universidad y desarrollo local: documentando…AQAAAGwAAAAAAAAAAAAAAGMCAAAXAwAAAAAAAAAAAABWVAAAJG0AACBFTUYAAAEACJ8AAEECAAAO AAAAAAAAAAAAAAAAAAAAUAUAAAADAADgAQAADwEAAAAAAAAAAAAAAAAAACFSBwBVIgQARgAAAHgv AABsLwAAR0RJQwEAAIAAAwAAk8EBSwAAAABULwAAAQAJAAADqhcAAA0AvgAAAAAABAAAAAMBCAAF AAAACwIAAAAABQAAAAwCIQQxAwQAAAAuARgAHAAAAPsC7f8AAAAAAAC8AgAAAAAEQAASVGltZXMg TmV3IFJvbWFuAAAAAAAAAAAAAAAAAAAAAAAEAAAALQEAAAQAAAAtAQAABAAAAC0BAAAEAAAAAgEB AAUAAAAJAgAAAAImAAAAMgo/AEwCEgAEAAAAAAAwAyAEQ2llbmNpYSB5IFByb2dyZXNvDgAFAAkA CgAJAAUACgADAAkABQAMAAgACgAKAAgACQAIAAkABQAAAAkCAAAAAg0AAAAyCj8A5QIBAAQAAAAA ADADIAQgAAoABQAAAAkCAAAAAgMAAAAeAAMAAAAeAAcAAAAWBCAEMAMAAAAABAAAACcB//8EAAAA JwH//xwAAAD7AvH/AAAAAAAAkAEAAAAABEAAElRpbWVzIE5ldyBSb21hbgAAAAAAAAAAAAAAAAAA AAAABAAAAC0BAQAEAAAALQEBAAQAAAAtAQEABAAAAAIBAQAFAAAACQIAAAACUAAAADIKUQDdAS4A BAAAAAAAMAMgBFB1YmxpY2FkYSBlbiBs7W5lYTogICAwMiBkZSBqdWxpbywgMjAxOC4gSVNTTjoJ 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