This work is part of a research project that is carried out at the Municipal University Center Mella, in which the university relevance is based on the promotion of science, technology and social innovation considering the transformation of the socio-technical environment of the communities investigated through the management of Technologies for Social Inclusion. This work has as argument a logic that supports why the territorial institution of higher education is in a position to assume a decisive role in the management of Technologies for Social Inclusion at the local level. The research shows the impact that the Municipal University Center presupposes for local development based on the provisions of the Economic and Social-Territorial Development Policy.
Key words: University Relevance, Social Technology, Knowledge Management, Socio-Technical Environment, Technology for Social Inclusion.
ASBTRACT
This work is part of a research project carried out in the University Center Municipal Mella, in the same university relevance in promoting science is based, technology and social innovation considering the transformation of socio-technical environment of the communities investigated by managing Technologies for Social Inclusion. This work is a logical argument that underlies why the territorial institution of higher education are able to take a decisive role in the management of Technologies for Social Inclusion locally. In researching the impact for local development presupposes Municipal University Center on the basis of the provisions of the Territorial Policy Economic and Social Development is displayed.
Keywords: University Relevance, Social Technology, Knowledge Management, Socio-Technical Approach, Technology for Social Inclusion.
INTRODUCTION
Higher Education in Cuba has given abundant evidence of its ability to transform itself and contribute to the progress demanded by the economic and social development of the country.
Comrade Díaz-Canel (2010a) in a meeting with specialists from higher education and research centers recognized the effort of universities to be more relevant every day, emphasizing that the university to be relevant should not only focus on the Postgraduate training as an element that raises the professional profile, but must have ideological, social, economic and cultural relevance. According to his reflection, one of the ways to demonstrate the relevance of higher education in the current conditions of Cuba is that we bet on local development, because this is the natural setting where all our problems are,which is justified with the results of the investigations that are presented to the municipal governments and that are oriented towards the main problems that affect their inhabitants.
In this sense, it is necessary to have clarity since the social function of the university goes beyond being a service entity. The true relevance must be assumed from this perspective, which has a more comprehensive content. This supposes not only economic relevance, but also social and cultural relevance, as well as the active role of universities as a source of creative thinking, critical thinking and new development alternatives. (Horrouitiner, 2008)
For this reason, in order to assume this relevance, part of the efforts must be directed towards the research carried out in the different institutions of higher education, where the Municipal University Centers (CUM's) require a special view as they are determining actors in the development of capabilities at the local level. Reality shows that "the development of capacities in science, technology and innovation is decisive in order to satisfy social demands and strengthen productive potential. In this way, science, technology and innovation can contribute to improving the institutional capacity of the state and the mechanisms of reproduction of civil society, improving social cohesion ”(Albornoz, 2010: 30).
The need to develop capacities, to generate knowledge in society and the increasing incorporation of research at the university lead to clear pressure to give greater importance to the academic function of research, compared to the other two basic functions of research. university: teaching and extension. (Chaparro, 2010).
In Cuba, the institutions of higher education in the municipalities are conceived as the “new university”. These CUM's that at some point focused their fundamental activity on undergraduate training today visualize their future in research and postgraduate studies as processes that, due to their characteristics, generate impacts in municipalities that are much higher than expected. (Núñez et al., 2006) However, this phenomenon is not only experienced in Cuba, on the contrary it is an international trend. The importance of knowledge as a factor of production and, therefore, its importance for the creation of value in contemporary societies are leading to the emergence of two types of research universities which the researcher Steven Brint (2005) calls, respectively,"Traditional research universities" and "new research universities".
The new research universities or “new research university models” are those that, as a central objective of their activities, or as part of their dominant ideology, place an increasing emphasis on contributing to generating technological and social innovations, in addition to creating knowledge, in the framework of a strategy for building the future.
The CUMs must contribute to a greater extent to the socioeconomic development of our regions through the social appropriation of knowledge and the creation of values that occur when knowledge is applied. The application of the TIS must be a tool for achieving these objectives in the current Cuban context that justifies its leading role in the DL of the territory.
The objective of this work is to envision the relevance of the CUMs by promoting science, technology and social innovation, conceived from the perception of a new innovative university in the management of these technologies.
DEVELOPING
Policies and objectives. Foundations that support the research activity in the CUMs.
The Cuban State projects itself by updating research programs in higher education, as well as stimulating scientific production; In this sense, during the VI Congress of the Communist Party of Cuba, the Guidelines for the Economic and Social Policy of the Party and the Revolution were approved.
In chapter IV directed to Social Policy, in the section referring to Education, guideline 152 establishes: “Update the research programs of the universities according to the needs of the economic and social development of the country” (Guidelines, 2011: 24). For its part, in Chapter V directed at the Policy of Science, Technology, Innovation and Environment; Guideline 129 states: “Design a comprehensive science, technology, innovation and environment policy that takes into consideration the acceleration of its processes of change and increasing interrelation in order to respond to the needs of the development of the economy and society. in the short, medium and long term; oriented to satisfy the needs of the population, protecting the environment ”; for its part, guideline 131 states:the need to "Sustain and develop the results achieved in social and educational technologies" (Guidelines, 2011: 21).
The Universidad de Oriente (UO) fulfilling these objectives maintains its work aimed at fulfilling, among others, guideline 152 described above and advancing in achieving the impacts of higher education on the economic and social development of the country, considering as such, the relevant, favorable and sustainable changes obtained by the application of the results of the university activity in the economy and society. (UO work objectives, 2014)
In response to the work objectives for 2016 in Higher Education, Key Result Area (ARC) 3: Economic and Social Impact recognizes in Objective 6: Achieve impact of Higher Education in local Development (DL), on the basis of the provisions of the Territorial Social Economic Development policy; aspect of essential compliance in the CUM's.
Among the desired impacts are:
- Satisfaction of the needs of professionals for the DL. Local governments endorse the advice of the University in the strategic management of the DL. Creation of capacities for innovation and management of the DL. Sustainable project management and extensionists. Research, development and innovation (R + D + i) in the territories (iDI).
Valuing the aforementioned, he fully agrees with Alarcón (2014: 7) when he states that “the university is the best prepared institution to manage knowledge and apply it in postgraduate training, research and innovation, contributing to the solution of social and cultural needs, economic and environmental ”; which infer that at the local level is the Municipal University Center (CUM). It is important to recognize the CUM as a space that promotes institutional innovation and becomes the local hub that brings together the human and innovative heritage of the locality, as well as being the real / potential agent of knowledge and innovation for local development thanks to its potential integrative. (Núñez, 2010a)
That is why the CUM constitutes a way of strengthening so that they act as dynamic and integrating institutions of knowledge and innovation at the local level, this is the main link to “apply the result of their research more quickly in the communities and producing areas ”(DíazCanel, 2010b).
Functions of the CUM's for the DL attending to the work objectives for 2016 in Higher Education.
- Creation of management capacities for DL. Management of improvement. (Municipal training system). University Management for Science, Innovation and Development (GUCID). (Local Innovation System). Management of own financing for municipalities. Paradigm changes: Universalization, knowledge Vs local economic-social development.
The CUM's are currently in force as catalysts for DL in the territories, focusing on the local GUCID network and articulated with the Local and Community Development Program (PRODEL). This local potential is linked in various ways with regional, provincial and national agents, which allows building networks that channel knowledge and technologies capable of meeting the social needs of the territories. Hence, the CUM's constitute institutional innovation that opens up new possibilities of having dynamic institutions for knowledge management, research, development and innovation (R + D + i) in the territories.
With the “New University” comes that important actor in knowledge management, science, technology and innovation capable of offering new opportunities to the processes of social appropriation of knowledge that demand the social, integral and sustainable development of these territories. Within the “new university” model, the CUM's seem to prefigure themselves as an actor that, within a set of epistemic activities, including research, privileges the transfer of technologies, especially social technologies. The preferred epistemic mission of the CUM's, operating within a central context model, will rather reside in acting as local agents, facilitators, capable of identifying problems and collaborating in the management of knowledge that will facilitate their solution.It is an important contribution to local knowledge-based development. (Núñez et al., 2006)
Knowledge management for innovation consists of collaborating in the identification of local problems that require knowledge for its solution and helping to identify the organizations or people who can contribute it and then build the links, networks and knowledge flows that allow assimilation, evaluation, processing and use of this knowledge. The CUM's must act as relevant agents in the social construction of knowledge and the establishment of connections that allow knowledge flows. (Núñez et al., 2006)
The training process at the local level, especially that aimed at the inhabitants of small communities through the management of social technologies, which is assumed to be one of the elements of knowledge management, is important to conceive from the pedagogical conception of popular education.; that participation is a fundamental assumption, since it would be impossible to develop critical capacities of the actors from passive positions; that is to say, an active and conscious learning is needed where all the subjects immersed in the process are involved and committed, which is only possible if the various actors in the territories are effectively participants in the process and not mere assistants,having the participation the sense of formation of responsible and creative subjects and developing capacities that guarantee a decisive action in the transformation of reality. (Mirabal, 2006)
That is why it is not possible to speak of an innovative process at the local level generated by the CUM if there is no social appropriation of knowledge, which is considered the process by which people, the people, access the benefits of Knowledge, often embodied in goods and services of great social interest. For this it is essential that the technical and scientific trajectories, as well as the processes of production / assimilation of knowledge, are basically aimed at meeting social needs. (Núñez, 2010b)
The change in the conception of higher education in Cuba establishes an unequaled opportunity for the development of scientific and technological solutions at the territorial level, but at the same time it assumes from another angle the interaction between national and local priorities, especially at the level of municipalities, as well as the necessary interrelation between the different subjects that produce, disseminate and apply science and technology at the local level. This also promotes the necessary rescue of the socio-technical trajectories of these territories. (Hernández, 2006)
Social technologies and their interpretation from the CUMs.
At the beginning of 2000, the “social innovations” approach was generated, fundamentally oriented to the development and diffusion of organizational technologies destined to favor social change by satisfying the needs of disadvantaged social groups (Martin and Osberg, 2007); precisely this aspect being an approach that relates social innovation with social technologies. Quite rightly, Núñez (2010c) establishes some principles which must be taken into account in order to relate the broad field of interpretation of social technologies and their relationship with higher education, which in the local environment is assumed by the CUM. In this sense, it expresses that learning and social participation are related processes,where the actors involved exchange and build knowledge in their interrelationships. It must be clear that social transformation, supported by technology, implies understanding reality in a systemic way. That is why social development, particularly within a socialist model, requires a very careful selection of such technologies, so that they are capable of mobilizing intelligence and solidarity. In this way, the CUM's can promote "social technologies".so that they are able to mobilize intelligence and solidarity. In this way, the CUM's can promote "social technologies".so that they are able to mobilize intelligence and solidarity. In this way, the CUM's can promote "social technologies".
There are various definitions of social technologies. One of the most widespread at present is the one adopted by the Social Technology Network (RTS), from Brazil: which includes reapplicable products, techniques and methodologies, developed in interaction with the community, and which represent effective solutions for social transformation. (Dagnino et al., 2009).
From this perspective, social technologies are linked to the generation of capacities for solving systemic problems, rather than to the resolution of specific deficits. They overcome the limitations of linear conceptions in terms of "transfer and diffusion" through the perception of integration dynamics in socio-technical systems and processes of re-significance of technologies. They aim at generating local dynamics of production, technological change and socio-technically adequate innovation. (Thomas, 2008)
As such, social technologies are not only inclusive because they are aimed at making equal access to goods and services for the population as a whole viable, but also because they explicitly open up the possibility of the participation of users, beneficiaries (and also potential victims) in the design and decision-making process for its implementation. This is what integrates social technologies into Technologies for Social Inclusion (TIS). (Montalvo and Figaredo, 2010) The TIS are "ways to design, develop, implement and manage technologies aimed at solving social and environmental problems, generating social and economic dynamics of social inclusion and sustainable development" (Thomas, 2013: 101).
Obviously, the active participation of TIS researchers and developers is required (from R&D institutions, Universities, NGOs, companies, etc.); the enrollment of these actors (both in research and in the different instances of human resources training) constitutes a key operation to achieve the gestation of new technologies, as well as networks aimed at making possible the cooperation of third parties and the visibility of experiences and consolidation of actions to develop and expand operations currently underway. (Thomas, 2013)
Experiences in the municipal context that determine the relevance of the Municipal University Center for the management of Technologies for Social Inclusion.
Mella Municipal University Center, Santiago de Cuba. (UO)
The Mella municipality is the smallest in the Santiago de Cuba province with a territorial extension of 323.25 km 2and a population of 35,271 inhabitants, ranking 9th among those in the Santiago de Cuba province. Due to its geomorphology, it is flat as it is located in the geographical unit of the Cauto plain and only a small portion in the Northwest direction (17%) has a mountainous relief belonging to the southern slope of the Sierra de Nipe. Popular Power (AMPP) in the Mella municipality has its Municipal Development Strategy (EMD) advised by our CUM, approved in 2005, with a first update in October 2013 and the most recent second update in September of this year 2017 (both updates advised by our CUM), work that can be recognized as one of the most important innovations made in our CUM. Between the strategic lines,driving the government's priorities, is "Knowledge Management and Innovation for Development" as the first strategic line; This shows the importance that the municipal government attaches to research activities, capacity building, and innovation management.
A few years ago, the CUM Mella implemented the institutional project "Municipal Center for Research, Training and Project Development" (CEMICEP), in the period 2012-2014. This project, among its main results, contributed to overcoming the insufficient investigative activity in favor of community problems, carrying out research from a technological, energy, agricultural, historical, heritage, socio-cultural and environmental dimension in the Mella municipality; It also created a space for the advice and training of the different local actors, achieving the leading role of the CUM Mella based on the treatment of local problems, through the municipal government body; In addition, it established an integration between the CUM Mella and Research Centers (CI) of the Universidad de Oriente,led by the Center for Energy Efficiency Studies (CEEFE) and the Center for Studies for the Integral Development of Culture (CEDIC), focused on the analysis of local problems; and finally methodologically advised project designs associated with local development activities, in the socio-productive, cultural and environmental fields.
During the execution of the CEMICEP project, an investigation was started to measure the performance of the TIS in the sustainable development of rural communities of the Consejo Popular Regina. In the participatory rural diagnosis carried out with community members and a CUM Mella research team, serious difficulties were revealed with access to sources of drinking water, soil salinity and food production, among other sensitive problems such as the state of the roads, transportation, housing and communications. This made it possible to determine that in some rural communities appropriate technologies were available to meet these needs,but the population had not socially assumed these technologies because they mistakenly consider that their problems must be solved by the government structures, which excludes them from said solutions; In the same way, it was possible to verify that they lack cognitive presuppositions that allow them to design, from the community itself, in an inclusive way, the ways, methods or alternatives to face the main problems that affect them through the social appropriation of technology.
Given the difficulties that affect the different communities of the territory and taking into account the theoretical-methodological assumptions that guide the study of TIS, it is suggested that the use of technologies identified by social innovation processes is suggested through the use of "social technologies", capable of generating methodologies and techniques from the communities themselves; that with the participation of its inhabitants allow proposals to be made that make their lifestyles sustainable, the contribution of which materializes once these technologies have been managed and used effectively. In this sense, the relevance of the CUM Mella is recognized as the institution of the territory in the best conditions to undertake the study, investigation and proposal of said TIS that respond to the previously identified interests,linking the municipal government during its management and the inhabitants of the communities as beneficiaries of its application.
It is necessary to emphasize that the social appropriation of technology transits through the social appropriation of knowledge, it is here that higher education, through its CUM “consolidates a structure that is what makes a university vigorous and turns it into a useful center for local development, precisely because of its ability to actively participate in the social process of production, distribution and use of knowledge ”(Núñez, 2010c: 195).
For this reason, in terms of the production of scientific knowledge aimed at local development and the reduction of poverty and inclusion, through various TIS, the CUM Mella can make a significant contribution within the Cuban higher education system, by encouraging the projection local knowledge and innovation, expanding its capacity to promote human well-being at the municipal level.
Since the end of the 90's within the Center for Psychological and Sociological Research (CIPS) of the Ministry of Science, Technology and Environment (CITMA), studies related to the community sphere had been carried out in the Department of Community Studies. In 2002, the Local Development Team was established, whose activity includes both the systematization of processes through accompaniment of municipal governments for the elaboration of development strategies on that scale, in a group of municipalities in the country, as well as training of local capacities in order to be able to implement this strategy on the basis of knowledge management, technology transfer and innovation.
The creation in 2007 of the Center for Local and Community Development (CEDEL) attached to CITMA imposed a dynamic on local development in Cuba. CEDEL promotes a conception of local development in line with the current Cuban reality, which has been shaped throughout the years of construction of socialism in Cuba, making an approach to the particularities of the political-social system relevant; especially in the new socio-political and economic context of the country.
CEDEL's mission is to promote sustainable development processes at the municipal level as a complement to the country's development, based on the mobilization of local potentials, institutional strengthening and the management of science and innovation, through advice, support and capacity building.
CEDEL's experience, in accompanying development processes in the Mella and Contramaestre municipalities of Santiago de Cuba, during the execution of the Cauto project, as well as in the Fomento and Jatibonico municipalities of Sancti Spíritus, allowed it to establish that the great Most of the many successful, low-cost technologies produced and available in the country are not known in Cuban municipalities, many of them with the technical and organizational capacity to introduce those that are necessary to their EMDs in their locality. During the execution of the Cauto Project, the CIPS Local Development Group worked in the coordination of training processes and management of technology transfer in the municipalities of Mella and Contramaestre. So there are some results in introducing technologies,strategy development, agriculture, livestock, construction, energy, recycling and comprehensive management of solid waste. (Pomares, 2006)
In the National Workshop on Local Development, in Santiago de Cuba 2004, appropriate technologies were defined as “the set of knowledge and procedures articulated and appropriate to particular contexts, which allow the implementation of objects and / or physical, social, economic processes, ecological, cultural and others, that contribute to sustainable local development ”. Which should be characterized by being small-scale technologies (family or community), low complexity, low content of scientific and technological knowledge, low cost per unit of production, low energy consumption and intensive labor. (Report of the Workshop)
With the purpose of contributing to the solution of the described problem, CEDEL conceived the project Catalog of Technologies for Local Development that was executed between January 2007 and December 2010. The objective was to develop a tool for information, coordination and technological management. at the service of Cuban municipal governments and other local actors, allowing them to articulate and interact with all the technology carriers in the country, facilitating the management of technological innovation based on their development strategies. Its publication made available to municipal governments, producers and other municipal actors a compilation of low-cost technologies, already applied with good results, traceable and transferable in the country.It was an information tool that offered facilities for the management and transfer of technical scientific knowledge based on local development strategies, which contributes to reducing the gap between the applicable knowledge available to the country today and local realities. Among the themes that the Technology Catalog has conceived are: agriculture, construction, energy, water pumping equipment, management and participation, natural medicine, animal production and animal health. (Pomares and López, 2013)Among the themes that the Technology Catalog has conceived are: agriculture, construction, energy, water pumping equipment, management and participation, natural medicine, animal production and animal health. (Pomares and López, 2013)Among the themes that the Technology Catalog has conceived are: agriculture, construction, energy, water pumping equipment, management and participation, natural medicine, animal production and animal health. (Pomares and López, 2013)
Finally, CEDEL is thanked for the initiative of making this Catalog of Tools for Local Development and Sustainable Land Management available to municipal governments and other interested stakeholders, which is nothing more than a catalog of TIS made available to end-users-beneficiaries. This compilation that will surely be updated with new and diverse technologies constitutes one more tool if it is not assumed as a material with the capacity to be generalized through a socio-technical dynamic that guarantees its effectiveness; which with the use of existing structures such as the CUM's,Whose potentialities and capacities created to intervene in the different scenarios of the municipality are created and the possibility of reaching end users who are unable to visualize to what extent said technologies contribute to their development is not a utopia.
The synergy that could be generated between CEDEL, as the research and development (R&D) center managing this tool, and the CUM's, as dynamic centers of knowledge and local innovation, constitute one more argument that shows the relevance of the CUM Mella in the management of Technologies for Social Inclusion.
CONCLUSIONS
- The participation of the Municipal University Centers in the management of Technologies for the Social Inclusion of the territories is necessary, positioning itself as a benchmark, with respect to this subject, in the University of Oriente. It is evident that the Municipal University Centers are the institutions with capacities to coordinate technology and social innovation activities, depending on the main problems of the territories. Prepare methodological tools in the CUMs that improve the management of Technologies for Social Inclusion and take advantage of existing ones in a way that allows determining and assisting the main problems that affect the communities of the territories.
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