Distance education, educational model and Cuban company

From the beginning of the Cuban revolutionary process, education was a top priority to start the radical transformation of the entire country. Schools would be the main spaces for the transmission of a new and true culture, moral values, rules of conduct, full ethics and aesthetics. It was not difficult to understand that preparing an entire people, instructing, educating and training them, would guarantee the continuity of the Revolution itself.

But the work was not yet complete. What would happen to those workers who had already passed their school age and were still illiterate or ignorant? Would the leadership of the recently nationalized Cuban companies be trained to respond to the interests of the Revolution? Many questions arose along the way, and far from theorizing about them, the First School of Business Administrators was created, as an initiative of Commander Ernesto Che Guevara, with the aim of training, educating and training directive and non-directive personnel in the rules of socialist work. In this way, the modalities of training, education and training of business personnel were defined; some more expensive than others but all sufficiently effective and efficient.

The current boom in information science has given a different nuance to the subject of training. Not only has it introduced new concepts into its theoretical framework, but it has also contributed new teaching methods and means taking advantage of the development of computer science.

Distance education is spreading with increasing force throughout the world and Cuba also echoes this. Recognized as an educational alternative of great scope and significance in the training of human resources, it still remains reduced to the classroom environment without leaving room for it in Cuban companies, who need to systematically attend to the largest of their investments: human capital.

This work is dedicated to how to enable the formation of human capital in the Cuban company of the 21st century through distance education.

one-.

The technological development that reached the world in the 1950s marked the beginning of Educational Technology. New teaching aids and methods baptized by behavioral theory spread through schools showing the advantages of reinforcement learning through programmed teaching and teaching machines.

Already in the 1980s the socioeconomic context was superior and the first microcomputers were seen as powerful devices that could perform great educational feats. From then on, the computer career has been on the rise unstoppably invading every sphere of social life to become, in some cases, essential for development.

Studies in education about the educational potential of this new medium of education have not stopped; Their product is educational software that competes unequally at the market level with video games. The confrontation is established between two literally different proposals: on the one hand an educational environment of teaching and learning based on objective reality and on the other an environment of dream and virtual fantasy often charged with physical violence; the latter backed by a dazzling advertising and commercial campaign.

Undoubtedly, computing brings a new dynamic to the educational environment and significant sums of money are invested every year; However, the problem of access to education that strikes everyone in the world, equal rights and possibilities, despite the diversity and social inequality in which some may live, has not yet been resolved.

Some people, mostly young people, have found a solution to their educational needs by working as students and workers at the same time, so they can pay for their studies and somehow contribute economically in their homes. But today it becomes somewhat more complex; employment is becoming increasingly restricted and unstable. According to data published by the International Labor Organization (ILO) regarding the meeting of the Global Employment Forum, held in early November 2001 in Geneva, at least 160 million people are totally unemployed, more than three hundred million have a employment, but they look for a complementary job because the salary is not enough and more than a billion live on less than a dollar a day (Martínez Puentes, S. 2003: 336-337).

Along with this situation, a well-known form of education was being renewed in capitalist countries, but taking advantage of technological development, it changed its styles and its name: distance education. According to some theorists, the initial and current reasons that led to its emergence and development remain the same: to provide an educational opportunity for minorities who, due to different causes, are unable to attend ordinary schools (Alfonso Sánchez, I. 2002: 2).

Its historical journey is impressive:

According to studies carried out, organized Distance Education dates back to the 18th century, with an advertisement published in 1728 by the Boston Gazette, in which it referred to a self-instructional material to be sent to students with the possibility of correspondence tutoring.

Around 1840 rudimentary attempts at correspondence education were organized, which consisted of varied courses of trades and various professions, which consisted of a set of printed materials distributed by mail, where no form of support was taken into account. the student beyond the printed material.

In the 1950s, the first generation of Distance Education was recognized, corresponding mainly to teaching by correspondence, thanks to the technological boom achieved so far. On this date, broadcasting began to form part of distance education, continuing its development as new information and communication technologies (ICTs) emerged, also being used to lower the costs of teaching.

From 1990 onwards, the emergence of a new model of education becomes more and more evident, which many believe will converge face-to-face or traditional education and distance education, directly influenced by NICTs based on two-way communication. and interactive.

Among other institutions, the Universities ventured in this challenge and in it the variability of the information supports was appreciated, as well as the own use of Informatics at different technological levels. At these levels, the Open University of Great Britain would be a pioneer and similarly other universities would follow the same path, only nowadays the means to provide this education have changed obligatorily. The discovery of fiber optics, wireless networks, email, chat systems, and the information highway known as the Internet, left behind letters, telegrams, or teletypes. ICTs and the needs of society have fostered this model to help solve the problems of both individual and collective training.

Distance education enables individualized training that is more illustrative of the academic reality of each student; directly taxes the autonomous and conscious; transits systemically from feedback to metacognition; it creates interaction spaces that become virtual learning communities where the main protagonists in the acquisition and production of new knowledge are the students; the concept of professional competence is considerably renewed for the actors of this model; the use of technology as a means of learning is exploited to its full potential; it does not discard traditional styles, media and working methods, but incorporates them into the process, modernizing its pedagogical value.

1.1-. THE CUBAN CONTEXT.

In Cuba distance education was linked to traditional education in an attempt to combine and rationally use fast and effective means to achieve the development of the teaching-learning process with the highest possible degree of efficiency as a starting point for the rational use of the own resources of the virtual classroom (Alfonso Sánchez, I. 2002: 2).

The year 1978 marked the advent of computing as a new learning technique that broke into the University of Havana with programming systems in the SE-BASIC, COBOL and FOBOS languages ​​(GES-300). It is from that moment that this science begins to be included within the curricula of higher education and two years later in some of the specialties of technical and professional education.

Beginning in 1985, the Higher Pedagogical Institutes and some pre-university schools became part of the gradual process of generalization of the study of computing, with the entry into the country of electronic boards Thoshiba and Panasonic and their resident programming language MSX-BASIC.. Later, secondary education followed this process and, more recently, as part of the programs developed by the Revolution based on education, primary, preschool, and children's circles, as well as adult education, thus encompassing the entire system. Cuban educational undergraduate and graduate programs.

From a social economic point of view, this process represented an undoubted advance for the development and automation of production in the country, which has been gradually increasing as a function of achieving high rates of trade. However, the introduction of computing produced skepticism for some and rejection for others. Gradually the mentalities were changing and they were directed in the humanistic formation that was promulgated since the triumph of January 1959, which does not mean that after 20 years of pedagogical experience the teachers were prepared from every point of view for the changes that were coming.

The future of this young science is uncertain due to its high speed of development in terms of hardware and, to a lesser extent, software, and in addition to this, people are resistant to radical changes not only in the means of work but also in thought.

In an intelligent way, computing was first conceived as one more subject of the curriculum and then, studying foreign experiences in the use of this medium to other subjects, they were extended in correspondence with our context. In any case, it was necessary and essential not only to prepare qualified teaching personnel to undertake this task, but also to develop a whole training and training program in working with computers with the rest of the teachers, who for the moment did not They would use in classes but somehow it would serve for his professional life.

Currently, as part of the Battle of Ideas and the Revolution Programs that are undertaken in the country, computer teaching already occupies the entire educational system, even constituting a possible export item from the creation of the University of Computer Sciences (UCI). Another important advance has been the creation of National Polytechnic Institutes of Informatics, the expansion of Young Clubs throughout the national territory, and the creation of distance education faculties in some universities, among others.

At the university level, the introduction of distance education in its blended modality has been motivated by different reasons. The development of emerging training programs for teachers, health personnel, social workers and art instructors has brilliantly introduced a new concept in educational theory, although many do not agree with it: the micro-university. This comes as imminent evidence that the universities did not have sufficient physical and material capacity and necessary to take on such an increase in enrollment, but most importantly, it shows that there is no better learning environment than the one in which the individual in his professional practice.

In turn, the Municipal University Venues (SUM) were created, located in educational centers at different levels, equipped with computers, videos and televisions that enrich the teaching-learning process. New information supports are intended for these young people who are entering their university studies for the first time. New bibliographic materials are edited and printed and others become reissued and reprinted for their current value. In some way or another, the continuity of studies for young people and adults is guaranteed.

Postgraduate training takes place, in part, in the branch schools attached to each ministry; They have an annual course plan that covers general, postgraduate and diploma courses, as well as executive and master's degrees in science, etc. Most do not yet have a distance education system, but this does not impede the quality of the teaching process they carry out.

The course plan is prepared based on the determination of training needs of each company and a series of manifest needs that the school knows. Then, it is understood, in theory, that the postgraduate training of the individual adjusts to the demands of his job, however the practice is different.

The initial problem is that the undergraduate education system does not train the individual in the general aptitudes, abilities and professional capacities that he must possess as a future worker. Second, the training approach stands out, which reduces the company to a simple production space. Finally, the return of the worker, already trained in a specialized center, to her job does not necessarily mean that the knowledge acquired is put into practice. These are three barriers present in the Cuban business reality that oblige us to return to the theory of human capital from a historical, dialectical, materialist, Marxist and Leninist position, as the only way to demonstrate the importance of the school-business relationship and give pedagogical value to the latter.

two-.

The theory of human capital was developed in the 1960s as a result of the need to rebuild the nation states devastated by World War II and for which it was necessary to reorganize educational systems focusing on a functionalist perspective (Feito Alonso, R. s / a: 6). Education considered as a necessary investment found confidence in the public and private sectors, although it was against the massive number of graduates who ultimately did not find a job placement. This brought about the progressive slowdown in public spending on education and the loss of credibility in the theory of human capital (Bonal Sarró, X. 1998: 172).

Twenty years later, this theory recovers its vitality and renews its significance with a more qualitative nuance, where education and training would be fundamental factors for economic growth and international competition. The socio-educational environment had also changed: the educational reforms take place in the capitalist countries and the technological changes that affect the economic, social and cultural relations of society break through.

Subsequent scientific advances and the development of the information sciences give the theory of human capital greater validity; educational content is placed at the center of societies since they see development as the fruit of the transforming activity of the man who owns, dominates and creates new knowledge.

But… what is human capital?

1. Belly points out that human capital is the knowledge that each individual possesses (Belly, P. 2006: 1).

On the other hand, J. Gleizes defines it as the set of productive capacities that an individual acquires by accumulating general or specific knowledge, savoir-faire, etc. (Gleizes, J. 2000: 1).

In the same way, A. Hernández refers to this concept as the workforce within a company and is the most important and basic resource since they are the ones who carry out the work of productivity of goods or services in order to satisfy needs and sell them in the market to obtain a profit (Hernández Salgado, A. 2006: 3).

Finally, it is valid to add some of the definitions of human capital that C. Lazcano works on:

• Human Capital the stock of human knowledge and skills rather related to the education, training and schooling acquired. The stock of Human Capital in a country has more to do with quality than with the quantity of labor. Greater Human Capital increases the productivity of labor. The faster and more equitable the process of accumulation of Human Capital, the process of sustained economic growth will tend to be reached, the problem of the quantity and quality of employment will be solved, the external imbalance will be solved and the degree of poverty and inequality in the population will decrease. income distribution (Lazcano Herrera, C. 2000: 6) It is the increase in the capacity of labor production achieved with improvements in the capacities of workers. These enhanced abilities are acquired through training,education and experience. It refers to the practical knowledge, acquired skills, and abilities learned from an individual that make it potentially useful. Figuratively speaking, it refers to the term capital in its connection with what might be better called "quality of work" is somewhat confusing. In the strictest sense of the term, Human Capital is not really fully capital (Lazcano Herrera, C. 2000: 6-7). Human capital is understood as the investment in giving knowledge, training and information to people; This investment allows people to give a higher yield and productivity in the modern economy and takes advantage of people's talent (Lazcano Herrera, C. 2000: 7). Human Capital is wealth, value, an action, the main or most important good of a person, capable of regenerating it,with their physical and mental energies. He is dynamic, arises, develops and provides value for man's social or production activity (Lazcano Herrera, C. 2000: 11).

In the opinion of the author of this work, the analysis of theorists and specialists dedicated to the subject finds points of contact from some positions, as in others it is in total divorce. There are criteria aimed essentially at viewing the problem from an economic edge without establishing a connection with education and its influence on the formation of the individual. It is no less true that in the development of the personality of the human being, he acquires knowledge and skills typical of popular knowledge from interaction with the family and the environment around him; but it is education in charge of guiding and orienting their training based on the accumulation of specific or general knowledge that will ultimately determine their vocation and therefore their employment status, although this is not always the case.

Likewise, they refer to accumulated knowledge but no reference is made to the creative and reflective position that man must assume when faced with content or information. The author agrees that the most important thing is not the quantity but the quality of education (Lazcano Herrera, C. 2000: 6), but considers that true quality is evident when the level of assimilation and processing is autonomous, independent, without mediations and culminates with two important moments for the formation of human capital:

• Taking a critical and conscious position in the face of learning itself. Achieving the capacity and ability to produce new content extracted from daily practice and the experience and knowledge acquired, while recognizing that these are not absolute and immovable.

Other authors directly associate the theory of human capital with the levels of information achieved by the development of New Information and Communication Technologies (NTIC), and the talent of people (Lazcano Herrera, C. 2000: 7). This reveals between the lines another concept closely associated with that of human capital and of vital study also for theorists: intellectual capital. In the beginning, this term was approached as a result of the good seller-client relationship, while today it is seen as intangible assets that provide important economic values ​​(Osorio Núñez, M. 2003: 3). From the personal point of view of this author it is recognized as a primary category in the formation of the individual to the family, who contributes the first knowledge, skills, values, norms and customs,these being his first capital; then the school in all its stages incorporates knowledge that cultivates its intellect at the same time that society helps to shape it according to its personal and collective interests; therefore it is considered that the contribution they make to the development and full formation of the individual, intellectual capital and human capital must be responsibly valued, without seeing in their essence points of divergence.without seeing in their essences points of divergences.without seeing in their essences points of divergences.

Another interesting analysis is undoubtedly the economic determinism that is given to this theory when a directly proportional relationship is established between the accumulation of human capital and productivity, or they refer to the almost supernatural power to solve the problem of the quantity of employment, the external imbalance and the decrease in the degree of poverty, and inequality in income distribution (Lazcano Herrera, C. 2000: 6). The world reality has shown the opposite, since the formation of human capital also weighs on the conditions and economic, political and social relations of a country; the minimum means and resources it needs to develop; the way in which the use of said capital is optimized; the degree of independence in relation to the growth of the Gross Domestic Product,the balance between the levels of imports and exports that are executed, among other aspects.

2.1-.

It is the opinion of this author that internal and external factors converge in the Cuban business framework that favor the insufficient use of human capital, which in turn has significant social implications.

Internal and external factors existing in the Cuban business framework that promote insufficient use of human capital:

• Poor management of the company's human resources. Lack of periodic and systematic categorization of human capital. Deficiencies in the DNC. Deficiency in the definition of job qualifiers for each job and the content of the same. Mediate and immediate management have dominance in the administration of financial and technological capital, but are not properly prepared in the management of Human Resources. The Training Plan of the company presents problems in its preparation, planning, conception and dissemination. They feel treated as if they were in fact the most important capital within the company. The knowledge that workers possess is neither understood nor used.Workers feel that their criteria regarding production modes or management styles are not taken into account. The school record shows promotions, stability and instability in academic results and psycho-pedagogical evaluations. Relations between companies and branch schools must be intensified There is no systematic evaluation (diagnosis) of human capital.

• Most of the aspirations of the workers move in the economic-labor order without showing any relationship with the human capital that is possessed, although in the case of the top managers some of a personal and family nature are referred to. The workers begin to undervalue improvement and training. They do not see knowledge as a new source of generation of material wealth. The generational perspectives are divided into two large groups: the first where they recognize the human capital achieved by their relatives and promote class reproduction and the other where the family environment proposes and induces towards a new social status because they do not see economic benefit in the human capital achieved. The community environment is dissatisfied with the human capital that the company generates and develops.Influence on the family based on the human capital that one possesses behaves appropriately or insignificantly. Social recognition and influence due to the human capital that the workers possess is uneven in a general sense. The social mobility of the workers based on their human capital is it behaves in an ascending, stable or unstable way.

The sociological connotation that the theory of human capital acquires seen from the Cuban prism, leads to its holistic analysis. The optimal use of human capital is seen by this author from three important dimensions, each with certain indicators of essential consideration.

DIMENSIONS	INDICATORS
BUSINESS	· Human Resources Management. · Categorization of workers according to their human capital. · Determination of training needs (DNC). · Jobs. · Management controls. · Training Plan.
PERSONAL	· Personal, family and work aspirations. · Generational perspectives. · Influence on the family based on the human capital it has. · School history.
SOCIAL	· Community environment surrounding the company. · Recognition and social influence for the human capital it possesses. · Training Center. · Mobility.

The adequate management of human resources, the continuous preparation and training of them, the maximum exploitation of the intellectual, technical and labor potential of the personnel, the systematic monitoring of the development of own skills or not of the work performed and the possibility of promoting a versatile personality in relation to them, are vital issues in the productive and social life of any company.

Each worker must be able to enrich their human capital from daily practice or through training or improvement courses inside or outside the workplace, which must be organized, controlled and directed by the immediate and middle management.

From the economic point of view, by having qualified personnel, the technological potential of the most modern techniques used in the Cuban business system can be fully exploited; This results in greater productivity, development, efficiency and therefore, greater social development; companies become more competitive and postgraduate education becomes considerably profitable for them.

In social reflection, people can aspire to higher-level jobs; they acquire more culture while increasing their recognition and social influence; There are more possibilities for the reproduction of classes whose social mobility depends on the human capital achieved, and confidence is taken in the training and improvement system inside or outside the workplace.

In the specific case of Cuba, human capital represents an important percent in the maintenance of the conquests of the Revolution and the development of an economy based on services (Santos Rodríguez, E. 2006: 1). The island does not have considerable natural, financial or energy resources, so all its wealth is deposited in the enhanced value that education and culture acquire every day as key means of transmission and creation of knowledge.

Formal and non-formal teaching spaces at all levels pursue the same educational policy framed in the formation of a man with a deep humanistic conception and a high degree of cultural, work and scientific preparation. Sample of them are the Schools, Universities, Research Centers, the National Association of Innovators and Rationalizers, the Science and Technique Forum and those of Pedagogical Sciences, the Youth Technical Brigades, the Houses of Culture, the Community Projects, the Young Club of Computing, the Youth Video Clubs, and to which this author would undoubtedly add the Painting Schools attached to each ministry and the business systems of the country.This last idea acquires its foundation from conceiving the postgraduate training of the Cuban worker as a constant sphere of updating, preparation, renewal, improvement and training both inside and outside the job but in close relationship with it.

The Cuban Norms of the NC-300 family, on the Integrated Human Capital Management System, were recently approved in order to achieve efficient and rational results in this regard. These standards allow each entity to design its own system according to its realities and needs, as if it were a tailored suit. The system designed in each entity places at its center the effective participation of workers to increase productivity, through suitability and job skills, organization of work, discipline, training, moral and material stimulation, working conditions safe, performance evaluation, communication and activity self-control (Camacho Casado, L. 2007: 2).

Within the companies, various problems related to the management of human capital persist and coexist, to which the Minister of Labor and Social Security, Alfredo Morales Cartaya refers in an interview:

It is necessary to achieve an optimal use of human capital in each entity and for this, the need to replace and leave behind the current traditional forms of human resource management is inescapable (Camacho Casado, L. 2007: 2).

Striving to preserve to the maximum the integrity of human capital, its efficiency, and advocating for its constant increase, is a priority task that must be proposed by each labor group of a company.

3. BUSINESS OR TEACHING PRODUCTION INSTITUTION?

The question that identifies the present epigraph deserves to begin the analysis of the company concept from diverse contexts and varied ideological positions, with the aim of clarifying the path towards the author's very personal criteria.

After a thorough search of authors or institutions that address the concept of business, a total of 30 definitions were compiled.

• It is a social organization that uses a wide variety of resources to achieve certain objectives. (…) It is a social organization because it is an association of people for the exploitation of a business and that has a certain objective, which can be profit or the attention of a social need (Thompson, I. 2007: 1). A system within which a person or group of people carry out a set of activities aimed at the production and / or distribution of goods and / or services, framed in a specific social object (Thompson, I. 2007: 1). Only a conversation, a dialogue that exists and is perpetuated through the language used by those who compose it (Thompson, I. 2007: 1).Units built from specific conversations that are based on the ability of human beings to make mutual commitments when communicating with each other. A company is a stable network of conversations. If you want to understand a company, you must examine the conversations that constituted it in the past and those that constitute it today (Thompson, I. 2007: 1-2). The company is a social organization that carries out a set of activities and uses a wide variety of resources (financial, material, technological and human) to achieve certain objectives, such as satisfying a need or desire of its target market in order to profit or not; and that it is built from specific conversations based on mutual commitments between the people that comprise it (Thompson, I. 2007: 2).Institutions for the efficient use of resources through a government (board of directors), to maintain and increase the wealth of shareholders and provide security and prosperity to employees (Felipe Reyes, T. s / a).

• The entity made up of capital and labor, as factors of production and dedicated to industrial, mercantile or service provision activities, for profit and the consequent responsibility (Felipe Reyes, T. s / a).

• It is the economic-social unit in which capital, work and management coordinate to achieve a production that responds to the requirements of the human environment in which the company itself operates (Felipe Reyes, T. s / a).

• It is the productive or service unit that, constituted according to practical or legal aspects, is made up of resources and uses the administration to achieve its objectives (Felipe Reyes, T. s / a).

• Activity in which several people change something of value, be it merchandise or services, to obtain a profit or mutual utility (Felipe Reyes, T. s / a).

• Group of collective human activities, organized in order to produce goods or yield benefits (Felipe Reyes, T. s / a).

• Social group in which, through the administration of capital and labor, goods and / or services are produced aimed at satisfying the needs of the community (Felipe Reyes, T. s / a).

• It is a social entity with legal capacity to carry out specific purposes, stable and formally structured in such a way that it allows the efficiency of group work in achieving its objectives as an institution, company and organization (Felipe Reyes, T. s / a).

• Deliberately built or rebuilt social units to achieve specific ends (Felipe Reyes, T. s / a). Communities with relatively identifiable limits, with a normative order, with a scale of authority, with communication systems that exist on a relatively continuous basis in an environment, are related to a goal or set of ends (Felipe Reyes, T. s / to). A social body with its own legal life, which operates in accordance with the laws in force, organizes according to knowledge of public property and with its own technology or that which is legally authorized to produce products or services in order to meet market needs, through remuneration that allows you to recover your costs, obtain a profit for the risk that your investment runs and, in some cases, to pay for the exploitation of a brand,a patent and / or a technology, and to channel resources in the continuous improvement of its processes, its products and its personnel (training) (Felipe Reyes, T. s / a). An entity made up of people, aspirations, achievements, material goods, technical capacities and financial capacity. All this allows him to dedicate himself to the production, transformation and / or provision of services to satisfy with his products and / or services, the needs or desires existing in society (López, J. 2007: 1). In short, the definition of a company describes the latter as an entity basically made up of people, aspirations, achievements, material goods, technical capacities and financial capacity; all of which allows you to dedicate yourself to production,transformation and / or provision of services to satisfy with their products and / or services, the needs or desires existing in society (Paredes Panclarte, G. 2006: 1). An economic unit that gathers a series of production factors: natural, human, technological (or capital) and financial resources (which make the acquisition of the above possible), and uses them to produce goods and / or services, which it sells - business - to other companies, families or public administrations (González Domínguez, F. 2000: 1). It is the institution or economic agent that makes the decisions on the use of factors of production to obtain the goods and services that are offered in the market. The productive activity consists of the transformation of intermediate goods (raw materials and semi-finished products) into final goods,through the use of productive factors (basically labor and capital) (Sofía Bustamante, E. s / a: 1). It is the instrument universally used to produce and place in the public's hands most of the goods and services existing in the economy (Sofía Bustamante, E. s / a: 1). It is the economic unit of production in charge of combining productive factors or resources, labor, capital and natural resources, to produce goods and services that are later sold in the market (Sofía Bustamante, E. s / a: 1). The body made up of people, material goods, aspirations and common achievements to satisfy their clients (Thompson, I. 2006: 1). Entity that through the organization of human and material elements,technical and financial provides goods or services in exchange for a price that allows you to replace the resources used and achieve certain objectives (Thompson, I. 2006: 1). That entity formed with a share capital, and that apart from the own work of its promoter can hire a certain number of workers. Its lucrative purpose translates into industrial and commercial activities, or the provision of services (Thompson, I. 2006: 1). Economic unit of production, transformation or provision of services, whose reason for being is to satisfy an existing need in society (Thompson, I. 2006: 1). The company is an entity basically made up of people, aspirations, achievements, material goods and technical and financial capabilities; all of which,it allows him to dedicate himself to the production and transformation of products and / or the provision of services to satisfy existing needs and desires in society, in order to obtain a utility or benefit (Thompson, I. 2006: 2). Economic unit that combines a set of human, technical and financial elements, located in one or more technical and physical-spatial units, ordered according to a certain organizational structure and directed based on a certain relationship of ownership and control, with the aim of achieving some determined objectives (UAM. 2001: 3).located in one or more technical and physical-spatial units, ordered according to a certain organizational structure and directed based on a certain relationship of ownership and control, with the aim of achieving certain objectives (UAM. 2001: 3).located in one or more technical and physical-spatial units, ordered according to a certain organizational structure and directed based on a certain relationship of ownership and control, with the aim of achieving certain objectives (UAM. 2001: 3).

• It is a set of more or less similar production units that work with an established budget and that, according to that budget, establish their production goals and sign contracts to carry them out, celebrate contracts and collective labor agreements, name, promote and they separate non-managerial personnel from the units, in accordance with the Ministry of Labor, and enter into contracts for the construction of buildings and machinery, etc. (Che Guevara, E. 1970: 2).

• It is the concerted action of a relatively stable group of natural and / or legal persons, legally and morally committed by purpose ties, who, with independent legal personality, interact in coordination on a system of essential economic relations and their own patrimonial assets whose specific organization and management aims to achieve goals of social and personal interest in a dynamic environment (del Monte Navarro, A. 2000: 3).

The careful and critical reading of this broad group (although not completely sure) of definitions of the business concept, invite certain reflections that are not intended to use any disagreement or new definitions, but rather questions that will serve as a guide in the analysis.

Almost by general consensus, it is endorsed that the company is an entity that produces goods or services that, in some cases, given its ideological position, generates significant material benefits for its owners or shareholders. In a very brief way, the social assignment is alluded to but at the same time the position of the man within the company, his relationships with coworkers, with the means of production, his personal aspirations, interests and motivations are ignored. It also establishes a clear difference between workers and shareholders or owners based on the types of benefits they receive; the owners: wealth, the workers: wages. The utilitarian or pragmatic sense plays a fundamental role when it comes to understanding the concept for some specialists,Like others, they do not stop expressing their neoliberal instincts when they speak in favor of departing from the legal since it does not constitute a necessary element for the very construction of a company. Sometimes the needs of the market go above the social needs although it is about showing as similar when in reality it is not. Understand as a social need the minimum of material conditions to live, which does not correspond entirely to the needs of the market; for example, the water purification and purification industry is vital in a society, while the cosmetics industry is not, and yet the superiority of production, advertising and trade of the second over the first is palpable.On the other hand, the economic profit generated by the company is valued first, when in fact it contributes much more than that. This does not mean that everything is positive. Behind substance utilities can be found mismanagement of human resources, arbitrariness, illegalities, corruption, underground market, among others. But certainly along with the economic progress of the entity must be the satisfaction of the workers, the fulfillment of their expectations, the acquisition of greater motivations and social mobility, moral and salary incentives, and the formation of their human capital.among others. But certainly along with the economic progress of the entity must be the satisfaction of the workers, the fulfillment of their expectations, the acquisition of greater motivations and social mobility, moral and salary incentives, and the formation of their human capital.among others. But certainly along with the economic progress of the entity must be the satisfaction of the workers, the fulfillment of their expectations, the acquisition of greater motivations and social mobility, moral and salary incentives, and the formation of their human capital.

There is no development, advancement, economic gains and progress without the education of workers in terms of acquiring habits, abilities, skills and capacities from the same workplace, where a series of multifactorial phenomena occur that are permanent ingredients of the process of production in a factory. For this reason, the fact of converting each company into a production teaching institution must be seriously valued, starting from renewing its social function as required in the current context, and that is that not only goods or services are needed, but also new knowledge, new technologies, new ways of providing solutions to everyday problems, new forms of communication, interaction and feedback, new methods and management styles, in short,a new conception of a company that has human capital in its sights.

3.1-. Objective and subjective conditions that must exist to develop distance education in a company.

As has already been explained in this work, one of the most used training modalities at present is that carried out outside the workplace. This variant necessarily includes expenses of all kinds that can sometimes be saved if the importance of turning the workplace into a space for continuous teaching and learning is valued with greater emphasis by company managers.

Starting from the edge of business improvement approved in Cuba since the V Congress of the Communist Party, the Cuban company should be conceived as that link in society where experience, youth, learning, production, quality and efficiency interact systemically.

But learning must be conceived within the company, in the workplace, supported by the most qualified, experienced personnel, so that there are no deficits in productivity, quality and efficiency, quite the contrary.

Distance education has already demonstrated since the 19th century that this was possible when the correspondence course on "Mining and Prevention of Mining Accidents" by Tomas Foster emerged in response to the lack of fundamental technical knowledge among workers, which they conditioned "terrible and frequent accidents" in the mines of one of the richest coal mining regions of Pennsylvania; its essential objective was to train the workers without them abandoning their normal tasks (Alfonso Sánchez, I. 2002: 2).

Therefore, there is no better experimental laboratory than the true job of the man who needs to be trained; only that today it demands objective and subjective conditions from both parties (company and school) so that a great effort is made possible, without forgetting that at the center of the whole process is the man who directly interacts with the means of production.

In a company:

Objective conditions:

• Local destined for the classroom with computer equipment, acrylic board, markers, eraser, data show, overhead projector, television, video, networks and Internet connection. Have the career plans of each worker according to the skills they possess and the job position The company's training needs. Coordinated improvement schedule that does not interfere with production. Materials necessary to develop the teaching-learning process. Have qualified and experienced personnel to serve as teachers or mediators.

Subjective conditions:

• Will, optimism, confidence, desire to move forward and do, conviction that there is no greater wealth in a company than the human capital available.

At school:

Objective conditions:

• Know the training needs of companies. Maintain close collaborative relationships with companies. Know the human capital of the personnel to be trained. Own equipment for computers, television, video, networks and Internet connection. Have a Department of Distance Education. Having teachers trained in the use of ICT for distance education. Having distance education programs that take into account the training needs of companies. Having tutors or mediators in each company to support the Teaching: Have basic pedagogical preparation courses for the experienced personnel of the companies that will serve as teachers, as well as the mediators or tutors.Have a schedule of periodic visits to companies to supervise the progress of distance study programs.

Subjective conditions:

• Will, optimism, trust, professionalism, desire to do, creativity, determination.

The man:

Objective conditions:

• Maintain attendance at the center. Possess the necessary materials to face the teaching-learning process. Possess basic knowledge related to computer work, the Internet and email. Know the job qualifiers of the job they occupy.

Subjective conditions:

• Will, optimism, confidence, commitment, desire to know and know how, prospects for cultural development.

In this way, the Cuban company of the 21st century would be considered as a production teaching institution capable of responsibly assuming the training of the personnel who work in them, in order to enrich, strengthen and strengthen their human capital.

Working to create the conditions listed above is the first step that the management of a company must undertake in such a way that it can be the main protagonist in the personal and social transformation of its workers, in addition to adjusting to the times that computerization is urgently demanding.

Cuban business improvement must not only advocate the efficiency and quality of its production by applying rationality formulas, but also because the permanent improvement of managers, cadres and workers in general is taken as a banner.

CONCLUSIONS

• The study of the theory of human capital, approached from a Marxist Leninist materialist dialectical historical conception, contributes to the competitive development of the Cuban company.

• The Cuban company of the 21st century is not considered by its managers and superiors as an educational center for permanent training and on-the-job training.

• Investing in human capital produces less expenses and higher profits when working to strengthen the human capital of the worker from the same job.

• The investment in human capital and its optimal use generates in the worker a state of job, family and social satisfaction.

• Establishing a close relationship between branch schools and companies fosters a better strategy for preparing staff and determining their training needs.

• Distance education in companies generates cost savings and produces positive effects on the training of personnel who need training.

• The human being, his knowledge, abilities, skills, rules of conduct, moral, ethical and aesthetic values, capacities and competences, are the only and main capital that the socialist company has and in which the Revolution has placed all its trust in move towards a more promising future.

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