OLK 12
Home Services Solutions About Us Contact Us
 


The Facts

The Republic of Cuba, the pearl of the Antilles, places a high priority on education (approximately 98% literacy). In the past, teachers paid particular attention to the needed supplies that were present within the classroom. An example could include the fact that pencils are often distributed at the beginning of each class and collected at the end, while drawing compositions are shared by the whole class.

To meet the needs of our youth, they require pencils, pens, notebooks, geometric sets, rulers, chalk, stick pens, erasers, pencil sharpeners, teacher notebooks, teacher grading books, calendars, teaching aids (Spanish), reading books, erasers, glube, poster paints, felt tip markers, and the list goes on. 

Pertaining to Cuba's secondary education, it is divided into basic secondary education and pre-university secondary education. At the end of basic secondary education, pupils can choose between pre-university education and technical and professional education. Those who complete pre-university education are awarded the Bachillerato. Technical training leads to two levels of qualification -skilled worker and middle-level technician. Successful completion of this cycle gives access to the technological institutes.

Our goal, here at OLK12, is to meet the needs of those particular youths and advance their day to day activities in a cost effective fashion.

Cuban Education

Cuba stands tall, but there is always room for improvement

Education has been a priority of the current administration. In 1959 there were at least one million illiterates, and many more were only semiliterate. An extensive literacy campaign was inaugurated in 1961, when 100,000 teachers were out into the countryside. For the year 2000, UNESCO estimated the illiteracy rate of persons aged 15 years and over to be 3.6% (males,3.5%; females, 3.6%). Education is free and compulsory for six years (6-11 years of age). In 1997, Cuba's 9,926 primary schools enrolled 1,094,868 students and employed 92,820 teachers. Student to teacher ratio stood at 12 to 1.

OLK12 has become intrigued by the possibilities that the market holds for a variety of reasons. Our online portal coupled with the traditional classroom takes the best from self-paced, instructor-led, distance, and classroom delivery to improve instruction. We wish to reiterate that blended learning has the advantage of being able to overcome the fact that most e-Learning requires greater discipline on the part of the student.

OLK12 lets designers split off prerequisite material from the rest of a course. In classroon only courses, pupils must sit through this material, even if they have mastered it. By separating it and using the computer, designers can test learners in advance. Those who can demonstrate mastery of the prerequisite content can skip the online part and go directly to the classroom section. Those who are not familiar with the content can learn it at their leisure, without other learners nearby who already know the material and are visibly expressing their frustration with the novice learners. The computer has infinite patience with these novices.

OLK12 has found that the top three reasons for using blended learning were: More effective than classroom along (76%); Higher learner value and impact (73.6%); and Learners prefer the suite (68.6%).



Personal Advantages

Blended learning offers a unique personal benefit to instructional designers - namely comfort. When e-Learning hit the Internet in the late 1990s, many of its strongest proponents suggested that classroom learning was going to decline or disappear altogether. To experienced classroom instructors and designers of classroom instruction, these e-Learning advocates were essentially saying that they had become obsolete. Some of these people became resistant to e-Learning, even though signs indicated that, after nearly a decade, e-Learning has finally become a significant part of corporate training and education programs. On the other hand, blended learning left a significant and meaningful role for classroom learning. Rather than addressing feelings of being displaced by computers, instructors could focus on meaningful ways to blend the learning experience, appropriately integrating computers where they make sense and providing classroom experiences when they felt computer could not appropriately teach the content.

If OLK12 seems to be the right choice, the participating school may need to learn about the purpose of our C/LMS and how to become a registered user. But the C/LMS administrators also need to learn how to add courses and manage users' accounts; training managers need to learn how to print and use reports from the system; instructional designers need to learn how to manage curricula through the C/LMS; and end users need to learn how to manage their lesson plans. A blended curriculum might include a quick, live introduction to the C/LMS, followed by computer based modules that teach the different audiences how to use the system in the appropriate way. But no need to fret, OLK12 will simplify everything. Just click on the contact link above and let us fulfill our youths desire for an even greater education.

Return to the Globalization Index