THE CUBAN EDUCATIONAL ASSISTANCE PROGRAM: AN INVESTMENT IN THE THIRD WORLD

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Secret
The Cuban Educational
Assistance Program:
An Investment in
the Third World
Secret
G/ 83-l0l87S
August 1983
Copv ~ n
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Secret
The Cuban Educational
Assistance Program:
An Investment in
the Third World
Secret
ci s.~-io~8~s
August 1983
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Secret
Summary
/rtjormation available
as of !5 July /983
was used in this report.
the Third World
The Cuban Educational
Assistance Program:
An Investment in
benefits, if only indirectly, without having to become involved.
The education of Third World students has become an increasingly
important element of Cuban foreign policy over the past five years. Havana
uses its educational programs both to further Marxist ideology and to
deepen its influence in the Third World through the development of a
cadre of individuals who are sympathetic to Cuban aims and who can
further Cuban interests. The USSR and East European countries provide
their tacit support by awarding Cuban scholarships to LDC students
through the Council for Mutual Economic Assistance. Cuban educational
assistance complements other Communist training programs, and Moscow
ty educational systems.
Our estimate, ~is that more than
50,000 student~`rom 80 countries have traveled to Cuba for schooling
since the early 1960s. More than two-thirds of the total have arrived since
the mid-1970s, and one-half are enrolled now. Cuban education programs
are:
? Highly focused. Three-fourths of the foreign students training in Cuba in
1982 were from four Marxist countries-Angola, Mozambique, Ethio-
pia, and Nicaragua.
? Oriented toward youth. More than half of the foreign students enrolled in
1982 were of high school age or younger.
? Concentrated on the Third World. Students from developing countries
make up 3.5 percent of university students in Cuba and 1 percent of total
primary, secondary, and university enrollments, a significantly higher
percentage than in other Communist countries.
? Aimed at students abroad as well as in Cuba. We estimate, on the basis
of numerous sources, that Havana has some 5,000 teachers in 17
countries organizing and working in elementary, secondary, and universi-
according to official Cuban figures.
The financial burden on Cuba of administering these programs is small,
and Havana may actually be earning a profit on some parts of the
programs, such as receiving hard currency payments for sending teachers
abroad. Even though Cuba's all-expense scholarships include room and
board, tuition, and medical expenses, the home country pays for transpor-
tation-the only associated hard currency expenditure. Havana budgets
the peso equivalent of about $10 million annually to train foreigners,
Secret
G/ 83-101875
August 1983
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The low cost, the excellent potential payoffs in maintaining and furthering
influence in target countries, and the personal interest of Fidel Castro in
training students from the Third World suggests significant future growth
of Cuban educational assistance. Cuba is allocating larger number of
university scholarships to its Caribbean neighbors, while maintaining
awards to other recipients at previous levels. Cuban officials consider
cultural and educational exchanges among the best tools to cultivate ties
with non-Communist countries
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Contents
Secret
t'.
Summary
ii i
Introduction
1
The Schools
1
The Isle of Youth 1
ti
The Political Schools 2
The Universities 3
The Technical Schools 5
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Figure 1
Students Studying in Cuba From Less Developed Countries (LDCs) in 1982
Waste
~~ Cuba Dominican Sahs
{{epubliC Anbaua antl Barbuda Cap!
Brae?
ElaSalvador
?.V.
(SOUK
Yuman)
- Motambi e
Namlbfa bwe ~-s ~~ ;Mauritius
6 I ~
dagascar
$fl
Lanka
01,000 or more
" Less than 1,000
Boundary represen)ation ie
nor necessarily authoritative.
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The Cuban Educational
Assistance Program:
An Investment in
the Third World
Introduction '
Over the last decade Cuba has developed an academic
and technical training program for LDC students that
is among the most active in the Communist world. We
have not observed Moscow guiding the program, but
by its nature and structure the Cuban effort comple-
ments other Communist training programs and fos-
ters Soviet as well as Cuban foreign policy objectives.
Havana often accepts students who would not receive
a scholarship in the USSR or Eastern Europe because
of poor educational backgrounds. In addition, Cuba
had access to a large pool of candidates in Latin
America who are more willing to travel to Cuba than
to the USSR. Moscow's own program has not been
well accepted in Latin America for the most part, and
many Soviet scholarships go begging every year.
As enunciated by Fidel Castro himself, the Cuban
program has two goals:
? To further Communist international aims in the
Third World by creating aCuban-trained cadre
capable of governing in Marxist LDCs or able to
work for political change in non-Marxist LDCs.
? To create opportunities for an expansion of Cuban
influence within individual countries for the long
term through a pool of Cuban-trained specialists
who can be used to serve Cuban political, economic,
or strategic interests.
The program has grown sharply during the last five
years. We estimate that Havana is currently training
some 27,000 students from more than 70 Third World
countries. We estimate that as recently as 1975 there
were no more than 5,000 to 10,000 foreign students in
Cuba. Cuba also has 5,000 teachers abroad in 17
' This Research Paper focuses on Cuban assistance programs and
does not include military training. Estimates about the education
students and scholarship offers and acceptances. Little information
is available on the program's early years, limiting comparisons with
data that became available as the program expanded in the mid-
countries who have reached an additional 400,000
students. We do not expect the full impact of the
program to be felt until large numbers of students
begin returning home during the next few years.
The Schools
Cuba has more than 90 academic facilities open to
foreign students. Students in primary and high school
grades are trained on the Isle of Youth, while most
foreign post-secondary-level students attend party
schools, schools run by political organizations, Cuban
universities (especially the University of Havana), and
technical schools run by functional government minis-
tries, such as Construction and Public Health.~~ 25X1
The Isle o,/'Youth. Cuba trains foreign elementary and
high school students at its Isle of Youth facility 48
kilometers south of the Cuban mainland. No other
country offers such an extensive program of official
scholarships for primary and high school students.
Havana has turned the Isle of Youth into a showcase
for Cuba's educational system, in part through the
labor of the foreign students themselves.
there are 23 schools for foreigners
on the Isle of Youth with an enrollment of almost
14,000 students from 12 developing countries (sec
table 1), as well as 36 schools housing 18,000 Cuban
students. Students are grouped by nationality in
separate schools, which are governed by a Directing
Council that includes Cubans as well as foreigners, a
home country committee of the party's youth arm,
and an administrative section that includes represent-
atives of the Cuban Communist Party.
Students from African Marxist states are a majority
of the foreign student population on the Isle of Youth,
as they have been since the program's inception in
1977. Several thousand students from Angola, Ethio-
pia, Mozambique, and Namibia have been accepted
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Table 1
Students from LDCs on the
Isle of Youth, 1982 a
Total
13,720
North Africa
570
Western Sahara (Polisario)
570
Sub-Saharan Africa
10,760
Angola
2,400
Congo
600
Ethiopia
3,400
Ghana
--
600
- - --_
Guinea-Bissau
120
Mozambique
...
_ _.__..._..
2,400
.
Namibia
1.195
Sao Tome and Principe
-_
25
South Africa (African National Congress)
20
Latin America
1,790
Nicaragua
1,790
Middle East
600
South Yemen
600
for training at the site over the years, and most are
still studying there. In 1982, it was announced that
the first Ghanaian pupils (600) would travel to the
island for their education. Nicaragua-in a program
that began within a month of the Sandinista take-
over has the only contingent on the Isle of Youth
from Latin America or the Caribbean, and this group
now numbers over 1,500 students.
The curriculum on the island is rigorous and regi-
mented. Cuba accepts foreign children as young as
nine years old for primary and secondary schooling
oriented toward vocational skills. Only the most prom-
ising candidates are accepted for such training. Once
chosen, the student can expect to spend five days a
week in training-six hours a day in classes and three
and a half hours at physical labor. Students wear
uniforms at all times and march to and from classes.
They study secondary school subjects such as history,
mathematics, science, Spanish, English, and chemis-
try as well as courses in carpentry, painting, plumb-
ing, bricklaying, and other specialties. Students spend
three to four years on the Island of Youth, and some
move directly into Cuban universities or technical
institutes, spending a decade or more in the Cuban
educational system.
The Isle of Youth program has several characteristics
that have helped it avoid the pitfalls of many other
training programs for LDC personnel:
? Grouping students by nationality has overcome
many of the adjustment problems encountered by
students in a foreign country.
? Drawing about one-fourth of the teaching staff at
each school from the students' homeland to teach
cultural and historical subjects.
The Cuban training program also enjoys an advan-
tage in that the climate is similar to that in most of
the students' homelands, an important consideration
in a successful training effort. For example, many
students from tropical countries have discontinued
their education in Moscow because of the severe
winters.
Most national groups are well disciplined, but the
international press has reported occasional rebellions
against the harsh regimen, forced labor, and poor
food. In the past two years, several hundred students
have been expelled for misbehavior, and others have
been recalled by their home governments. Cuban
press accounts indicate that Angolans have been
especially troublesome, destroying a school and some
citrus groves last year during riots which involved up
to 300 students. These kinds of incidents may have
made recruitment somewhat more difficult for the
Cubans as reports filter back about the hard work and
production quotas on the island.
The Political Schools. We estimate that about 500
foreign students receive comprehensive schooling at
the Cuban Communist Party schools in active meas-
ures-propaganda, political agitation, intelligence,
and covert action. They are enrolled at the Nico
Lopez National Party School, the Julio Antonio
Mella School of the Young Communists League, or
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one of four cadre schools run by the mass organiza-
tions.z Courses run from two weeks to two years;
instruction is given in a broad range of subjects with
emphasis on ideology, economics, propaganda, jour-
nalism, and organization of political groups and mass
Figure 2
Cuba: Composition of Foreign Student
Body, by Specialty
organizations.
The Nico Lopez School, the most advanced and
prestigious party training school in Cuba, accepts the
elite among Cuban and foreign candidates.
we estimate that about 100
places at the school are reserved for foreign nationals.
Founded in 1970 and directly administered by the
party Central Committee, the school offers atwo-year
program that provides the highest level of party
training and afour-year university type program.
political
trainees receive far more favorable treatment than
students in nonpolitical disciplines. We have been
unable to ascertain the extent of these benefits, but
presumably these students receive more money, cloth-
ing, and privileges.
Students enrolled in political-oriented programs are
on scholarships provided by the Cuban Communist
Party to foreign Communist or leftist parties. Occa-
sionally funding is arranged through the Council for
Mutual Economic Assistance (CEMA), the Soviet-led
Communist economic organization. The typical for-
eign political trainee is affiliated with a domestic
Communist or a leftist party and has been chosen for
potential and ability.
World were enrolled in Cuban universities in 1982
Marxist developing countries such as Angola, Ethio-
pia, Mozambique, and Nicaragua (see table 2).
Foreign students attend all of Cuba's four major
universities, but more than three-fourths are at the
University of Havana.
=The Lazaro Pena Trade Union School of the Central Organization
of Trade Unions, the Fe de Valle School of the Cuban Women's
Federation, the Niceto Perez School of the National Association of
Small Farmowners, and the School of the Committee for the
whole (figure 2).
Courses of study in Cuba resemble those in the same
fields at universities in other countries with the
addition of political indoctrination and requirements
for physical labor. While the Cuban press has referred
to university scholarships in more than 190 special-
ties, programs generally emphasize skills that can be
put to immediate use in a Third World country. The
distribution of foreign students by specialties is simi-
lar to that found in the Cuban university system as a
The course of study usually runs for four to six years,
often including a year of preparatory and language
studies to provide a uniform educational base for
students from divergent backgrounds and to integrate
them into Cuban university life. Open sources indi-
cate that to graduate, a university student must spend
4,000 to 5,000 hours in classes, and participate in
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Table 2
Cuba: LDC Academic and
Technical Students in Cuba, 1982 a
__
Total
_
13,010
Numb
_ _ -_
er of persons
North Africa
115
Latin America (continued)
Algeria
--
5
_ -
Belize
3p
Libya
100
Bolivia
10
Morocco
5
-_
Brazil
5
-['unisia
5
__
Colombia
____
10
Sub-Saharan Africa
----
7,235
__
Costa Rica
5
Angola
2,800
__
Dominica
25
.-Benin
40
-- __
Dominican Republic
5
Botswana
15
Ecuador
9
Burundi
-- -
15
Grenada
____
330
Cameroon
--_._
5
_..
Guatemala
5
Cape Verde
50
Guyana
200
Congo
145
_- --
Haiti
5
Equatorial Guinea
15
Honduras
lp
Ethiopia
900
Jamaica
190
___
-_-_
- -
Gambia, The
-
--
30
Mexico
- -
20
Ghana
40
-
Nicaragua
4,020
Guinea
-
300
Panama
- - ---
50
Guinea-Bissau
60
Peru
10
Madagascar
___
30
_
St. Lucia
30
Mali
5
St. Vincent
20
Mauritius
5
Suriname
20
Mozambique
1,700
Uruguay
15
Nigeria
125
Venezuela
10
Rwanda
40
Middle East
qg0
Seychelles
---
20
--
Jordan
1 p
Sierra Leone
10
Lebanon
20
Sudan
5
North Yemen
5
Tanzania
500
PLO
400
Uganda
200
_-
_-_ ___
South Yemen
_
20
Zambia
-
40
__- -
Syria
-
25
Zimbabwe
--
140
--
South Asia
--
115
Europe
15
_- -
Afghanistan
85
Malta
__
5
Bangladesh
5
Portugal
5
India
---
10
Spain
5
Nepal
5
Latin America
--
5,050
Pakistan
5
Antigua
10
_ -- __
Sri Lanka
5
Argentina
--
-
10
Excludes students attending courses with durations of less than six
months. Numbers are rounded to nearest 5.
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1,000 hours of physical labor at factories, farms, or
other productive facilities associated with the univer-
sities. Once a student has completed the necessary
coursework and practical training, he receives a licen-
ciado degree. Several years of further study earn a
doctorate degree; there is no intermediate degree
equivalent to the US masters degree.
The Technical Schools. Cuba's technical schools ac-
cept about 6,000 students from the Third World every
year. Most of the courses are four years in duration,
and the most popular ones for foreign personnel are in
engineering, construction, and agriculture. Like Cu-
ban universities, these schools require a high school
diploma for entry. Some LDC trainees continue on
into technical cadre training school upon completion
of their courses. If a student has shown above average
potential, he may be enrolled in an industrial cadre
school. These facilities train personnel for managerial
roles in their respective technical fields.
Cuban Training: A Political Experience
Cuban education is highly politicized-as is the case
in other Marxist countries-and foreign students are
exposed to the same indoctrination as domestic chil-
dren. The Cuban press repeatedly has pointed out that
the role of education should be "to train highly
qualified professionals capable of organizing, develop-
ing, and guiding the economy, science, and culture
based on Marxist-Leninist principles and a genuine
proletarian spirit." Educational policy in Cuba is
subject to rigid central planning. The Ministers of
Education (MINED) and Higher Education (MES)
are members of the Communist Party Central Com-
mittee.
The pervasiveness of the Communist Party in educa-
tion guarantees that students at all levels are
steeped in Marxist-Leninist theory. Students in social
sciences receive the heaviest doses of ideological train-
ing. at Havana
University both foreign and Cuban students study
Marxist-Leninist ideology during the first year; in the
second year, political application of Communist the-
ory; and in the third and fourth years, worker organi-
zation and participation. The study of military affairs
is compulsory in some programs; for example, a
doctor of medicine degree requires 400 hours of
military training, and nearly one-fifth of the
Table 3
Political Course Requirements for a
Cuban Doctor of Medicine Degree
Scholarships and Recruitment
Foreign students in Cuba generally receive full schol-
arships that include small monthly stipends for uni-
versity and party school undergraduates and about 10
pesos a month for Isle of Youth students, according to
open literature In
addition, Cuba provides all foreign students with free
tuition and medical care, educational materials, cloth-
ing, and transportation within Cuba. The home gov-
ernment or the sponsoring party is usually responsible
for transportation to and from Cuba
Scholarships are awarded by
the Ministry of Education, the Communist Party, and
special interest groups such as trade unions, women's
groups, and industrial ministries. CEMA organiza-
tions also fund some university scholarships.
Study is formally open to students who have met the
following requirements, although in practice the Cu-
bans are lenient about admission standards:
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? For undergraduate courses, applicants must have 25X1
completed a secondary school education.
? For cadre training, applicants must belong to a
leftist (preferably Communist) party and must be
sponsored by the Cuban Communist Party, the
Communist Party of the Soviet Union, or an East
European Communist party.
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The Isle of Youth accepts students for primary, junior
high, and high school, most with little or no previous
education. In many cases, Cuba advertises its scholar-
ships in the press of the countries receiving such
grants. Students must have valid passports, birth
certificates, health records, scholastic records, and
photographs and must arrive in Cuba by mid-August
for the September school year.
numbered more than 1,500.
Growtb of the Program
More than 50,000 nationals from 80 countries have
traveled to Cuba for all types of schooling. Beginning
in the early 1960s, Havana invited a few hundred
students each year from friendly regimes and leftist
insurgent groups in less developed countries to study
in Cuban university programs or in cadre and techni-
cal training programs. Until the mid-1970s, students
came from only some 15 to 20 countries, almost all in
Latin America. Foreign university students never
Now, foreign students account for about 1 percent of
the entire Cuban school population; they make up
about 3.5 percent of university enrollment. The four
largest recipients of Cuban scholarships Angola,
Ethiopia, Mozambique, and Nicaragua-together ac-
count for nearly three-fourths of all foreign students
in Cuba. Africans have assumed increased importance
in the foreign student body. In 1977, Cuba accepted
several thousand elementary and high school students
from Angola, Ethiopia, and Mozambique. Students
from African countries now represent 70 percent of
the foreign student body. Latin American countries
account for a fourth of all foreign students in Cuba;
most of this group come from Nicaragua. Havana's
recent offers of 350 scholarships to students from
conservative English-speaking Caribbean countries
have not yet been taken up. We expect the number of
students from these countries in Cuba to grow during
the coming school year. For example, Barbados prob-
ably will accept its first Cuban scholarship this year.
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cultural and educational agreements to administer its
scholarship program. Since 1975, 39 developing coun-
tries have established diplomatic relations with Cuba,
and foreign officials have become more responsive to
Cuban education offers. The importance of these
formal agreements is reflected in the surge of enroll-
ments of foreign students in Cuban educational pro-
grams since 1975.
Cuban Teachers Abroad
In tandem with its program to educate students in
Cuba, Havana has mounted an extensive effort to
train LDC personnel abroad. In 1982 we estimate
that some 5,000 Cubans were in 17 countries, teach-
ing in or organizing university, elementary, and sec-
ondary school systems (table 4). These representatives
help local officials set up curricula and work/study
programs similar to those in Cuba. The Cuban teach-
ing program in LDCs is designed to impart basic skills
to broad segments of the population. Far fewer Cuban
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Table 4
Cuban Teachers in LDCs, 1982 a
Total
4,955
1\iorth Africa
10
Algeria
10
Sub-Saharan Africa
2,705
Angola
2,000
Benin
20
Congo
55
_-
Equatorial Guinea
10
Ethiopia
240
Guinea
75
Guinea-Bissau
30
___
Madagascar
10
'vtozambique
_-
150
Sao Tome and Principe
100
Tanzania
15
Latin America
2,135
Grenada
10
Guyana
10
__ __-
Nicaragua
2,115
Middle East
-- ___
100
South Yemen
100
South Asia
5
Afghanistan
5
named for revolutionary heroes. Overseas duty has
become an integral part of the teacher training curric-
ulum since the mid-1970s. A tour abroad generally
ensures a better position at home. The teachers arc
typically young and the overseas tour constitutes the
final component of their own five-year degree pro-
gram or their first assignment upon completion of
training.
Cuban press reports indicate that since many are
stationed in rural areas of the least developed coun-
tries, Cuban teachers often find life abroad rigorous.
The workday runs for 12 hours; in return the teachers
receive lodging, food, and about $30 per month.
Castro has publicly acknowledged that a number have
died in the course of duty.
A Program Assessment
The cost to Cuba of its educational program for LDCs
is modest, particularly when compared with the pro-
grams of other countries. Based on Cuban data, we
calculate that Havana budgets less than the peso
equivalent of $10 million annually to train foreigners.
To our knowledge, there are no significant hard
currency expenditdres associated with the program.
Transportation expenses, the only hard currency com-
ponent, are defrayed by the student, his government
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teachers are found at the university level, but a few
provide instruction in medicine, agriculture, and vet-
erinary medicine. A handful lecture in other academic
fields. Some Cuban teachers reportedly help build or
refurbish schools in rural areas.
Cuban teachers are selected for two-year "interna-
tionalist" tours abroad based on their loyalty and the
strength of their Communist beliefs, according to
official Cuban announcements. They take six months
of preliminary training that outlines the political and
educational goals of Cuban aid and provides back-
ground on the culture and conditions of their country
of assignment. Where the teaching effort is extensive,
such as in Angola and Nicaragua, teachers are orga-
nized into 1,000- to 2,000-member detachments
The Isle of Youth program is virtually cost free, and
indeed Cuban officials publicly claim it is financially
profitable. Some foreign governments provide supple-
mental monthly stipends to the students and furnish
up to 25 percent of the faculty. Students are responsi-
ble for the basic upkeep of the facilities (which are
constructed by a quick and inexpensive prefabricated
construction method) and work 18 hours a week in
operation t e arm output at sc e le of
Youth was more than enough to underwrite construc-
tion costs and annual operating expenses.
after three years of
ools on th Is
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Figure 3
Cuban Teachers in Less Developed Countries (LDCs) in 1982
8oundery representation le
not necessarily authoritative.
We believe that the assignment of teachers to develop- to be the closest to Castro of the Directorate's mem-
ing countries is also a profitable undertaking. Hard bars and probably the principal conduit of Cuban
currency expenditures are kept to a minimum and influence.
many host countries-Angola for one-pay a hard
currency fee for teachers. Under a typical Cuban
arrangement, Havana pays the teachers' salaries,
while the host is responsible for local costs, such as
transportation and living expenses, plus a small
monthly stipend for personal expenditures.
Cuba stands to gain from its education programs for
foreign students in two ways: through the rise to
prominance of individual alumni of Cuban programs
and through the broader diffusion throughout a coun-
try's technical and political infrastructure of a large
number of students who have been trained in Cuba or
The chances for the Cuban program's success are
enhanced by its careful scrutiny of a candidate's
political background. Many students already are
by Cubans at home. Presumably these people are Success on a broader scale is becoming evident pri-
sympathetic to Cuban goals. Even though the expan- marily in those countries that have had the greatest
Sion of the education program is less than a decade number of students in Cuba or that have had the most
old, there are already examples of success in both
areas. The most notable of Cuban alumni thus far are
two members of Nicaragua's ruling National Direc-
torate, Humberto Ortega Saavedra and Tomas Borge
Martinez. Both are hardliners, and Ortega is reported
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Cuban teachers-Angola, Mozambique, Ethiopia,
and Nicaragua. In these countries, the Cubans are
conducting crash literacy programs which incorporate
heavy doses of Marxist ideology. The Cuban press
reports that since 1977 Cuban teachers in Angola
have taught over 300,000 students, and in 1981,
80,000 Nicaraguans received Cuban training, accord-
ing to the press in Managua. The impact on the
domestic societies of those thousands of students is
probably magnified because the skills in which they
have been trained by the Cubans are in ahort supply
at home.
Finally, the Cuban programs have enjoyed success in
altering the shape and content of the curriculum in
some LDCs, which presumably could contribute to an
ideological rapprochement with Cuba. According to
open sources, Cuban teachers in Ethiopia, Grenada,
Guyana, and South Yemen have been successful in
getting these countries to revamp their primary and/
or secondary schools using the Cuban Isle of Youth
model.
The Cuban program has not been without its critics.
Ethiopian officials, many educated in the West, have
criticized Cuban training as simplistic. Even more
have complained that excessive indoctrination has
interfered with the achievement of educational goals.
Angola, Ethiopia, and Mozambique have had to recall
several hundred disaffected students who have been
unable to make the transition to life in Cuban society.
Outlook
The Cuban educational program will undoubtedly
continue at least at current levels and will probably
grow for several reasons:
? The Cuban school population is decreasing at a rate
of about 200,000 students a year, according to
Cuban data. This creates more openings for foreign
students.
? Cuba has announced plans to construct 15 to 20
more schools for foreign nationals on the Isle of
Youth facilities which could house 14,000 addition-
al students.
? Some 82 developing nations now recognize Cuba,
compared with 43 before 1975, greatly expanding
the pool of eligible students.
? Observed Cuban scholarship offers to the longstand-
ing African recipients have not declined while Cuba
has substantially increased offers to others, particu-
larly Seychelles and Zambia. New offers to Carib-
bean countries while not large in number nonethe-
less reflect the program's undiminished vigor and
the Cuban determination to broaden penetration
efforts.
We expect that the Cuban training programs will
remain an integral part of Havana's foreign policy,
satisfying some of Castro's major objectives. Moscow
has every reason to encourage the program, but we do
not believe it is likely to get directly involved. None-
theless, the Soviets as well as Havana will benefit as
during the next decade the 27,000 students currently
in Cuba move into careers made possible by Havana
and an even larger number of new students take their
places in Cuban schools.
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