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been allocated to primary education. This emphasis on primary
literacy and computational skills for the entire nation has slowed
the advancement of higher education, but it is believed to be the only
equitable way to provide education for all the people and to achieve
social equality absent during previous forms of government (Bowles,
1971; Canfux, 1981; Prieto, 1981).
One of the most remarkable achievements of the Cuban Revolution
is the National Literacy Campaign of 1961 in which almost everyone in
the country learned to read and write, at least functionally (Kozol,
1978; Prieto, 1981). One of the educational programs that followed
the National Literacy Campaign is the Battle for the Sixth Grade
(Canfux, 1981). Both programs have been highly publicized as remark
able achievements in an underdeveloped country. The two main prongs
of the Battle for Sixth Grade are the effort to keep the literate
graduates of the Literacy Campaign continuing in the educational
process and to provide for workers educational improvement through
on-the-job as well as television instruction. According to Butterworth
(1980), the adult education program is not as well attended as it
might be because adults are required to work long hours and put in
additional volunteer work time. He concedes that adults may also
invent convenient excuses to avoid comforming to the new system.
The exodus of many skilled workers and professional educators
caused a strain on the government's ability to supply teachers and
texts (Read, 1972). The principle that "those who know more teach
those who know less" (Canfux, 1981, p. 230) was employed to overcome
this problem. Nevertheless, the shortage of teachers has been a