This work addressed the control of payment for teaching overload in Cuban Higher Education, focusing on the documentary evidence required to validate each academic activity according to a manual designed and validated at the University of Cienfuegos. The general objective was to propose a manual for the control of this payment that effectively contributes to the administrative management of human resources. A mixed methodological approach was used, integrating documentary analysis of regulations such as Resolution No. 32/2024, process observation, interviews, and the Delphi method for expert validation. The main results indicated that the implementation of a system based on clear evidence, such as attendance records, evaluation minutes, and work plans, optimizes transparency and reduces administrative. It was concluded that the manual standardizes procedures and strengthens the perception of equity and motivation in the faculty, achieving a 30% reduction in administrative processing.
This study evaluated the effect of foliar applications of zinc and magnesium on yield, visual quality, and profitability of head lettuce, and its potential as a viable alternative for small-scale horticultural producers in Milagro, Ecuador. A randomized complete block design with four treatments (Zinc, Magnesium, Zinc+Magnesium, and control) and five replications was used. The combination of 300 ml Zinc and 200 ml Magnesium (T3) increased yield by 24.6% compared to the control, achieved the highest leaf greenness intensity, and obtained a benefit-cost ratio of 3.64, the most favorable of the trial. These results confirm that joint foliar fertilization of zinc and magnesium constitutes a low-cost, high-return practice, capable of strengthening family income and food security for small-scale farmers in the region.
External debt sustainability is a critical factor for dollarized economies dependent on commodities, as high debt service directly limits public investment in social sectors such as education and healthcare. This study analyzes the determinants of external debt in Ecuador during the 1995-2024 period, evaluating its response to accelerations in the budget deficit, agricultural GDP, and oil prices. A Vector Autoregressive (VAR) model in second differences was employed to ensure stationarity and address structural breaks. Diagnostic tests validate the model's stability and the absence of heteroscedasticity. Empirical results reveal that the budget deficit is the primary determinant of short-term debt acceleration, demonstrating strong fiscal inertia. Paradoxically, growth in agricultural GDP is associated with debt increases, suggesting the sector's high dependence on external resources. Oil price volatility acts as a transitory stabilizer but does not resolve structural imbalances. The study concludes that domestic fiscal discipline is more decisive than external shocks, emphasizing that debt reduction is essential to safeguard the state's capacity to fund social development and university research.
The contemporary pedagogical process is increasingly complex, facing institutional limitations in incorporating scientific results and implementation instruments. The research object is the teaching performance of the faculty, and its objective is to develop a pedagogical preparation model to enhance it, in line with the demands and specificities of the educational teaching process (PDE). Through documentary analysis of models and governing documents, a model structured into objective, principles, preparation process, faculty, and context are proposed, emphasizing its integrative, contextualized, and flexible nature. Its implementation begins with a needs assessment and materializes in a program of courses, conferences, seminars, and workshops. Evaluation through expert judgment, discussion, and interviews allowed for the assessment and refinement of the model.
This article offers a critical theoretical reflection on the synergistic relationships between interculturality and education in multicultural contexts. Methodologically, it draws on a documentary review of specialized databases and international organizations, applying the theoretical methods of analytical-synthetic, historical-logical, and inductive-deductive reasoning to explore the conceptual and practical tensions underlying these fields. A distinction is established between multiculturalism (as a description of cultural diversity) and interculturality (as a relational, political, and reparative process) with particular attention to critical interculturality. Three synergistic forms emerge as main findings: intercultural education as a curricular-pedagogical approach; intercultural communicative competence as a set of knowledge, skills, and attitudes (an individual capacity); and, as the study's central contribution, interculturality as an intentional, programmed, and reparative socio-educational process. The analysis reveals that most documented experiences in Latin America focus on bilingual intercultural education and indigenous reclamation, whereas in Europe the emphasis lies on migration and school coexistence. The article concludes that the synergy achieves its highest potential when education embraces interculturality as a planned process with a decolonial and solidarity-based commitment, going beyond the mere descriptive acknowledgment of diversity.
