Atlas for the training of managers of socio-educational science and innovation in Santiago de Cuba

Abstract

Introduction: This research presents the Diagnostic and Projective Atlas for the Training of Science and Socio-Educational Innovation Managers for the Territorial Development of Santiago de Cuba. This atlas is a key outcome of the FORGESCI Project (2024-2026), which addresses the need to strengthen human resource development for science and innovation management in the region, within the framework of the pillars of Cuban government management. Materials and Methods: A mixed-methods (qualitative and quantitative) approach was employed, integrating theoretical, empirical, and mathematical-statistical methods. The process unfolded in four phases: preliminary diagnosis (29 presidents of local councils, 40 directors, 60 teachers, 18 members of the Communist Party of Cuba, and 9 science managers); theoretical in-depth analysis and refined diagnosis (50 professionals from the University of Oaxaca and 41 from the education sector); definition of aspects to be mapped and map creation; and finalization and dissemination of the Atlas. Results: The diagnostic assessment revealed poor identification of socio-educational problems, limited development of research skills, weak interdisciplinary collaboration, and a need for training in advanced educational technology. The Atlas was structured with: a theoretical framework (science management, socio-educational problems, and training of managers); a methodological framework (diagnostic process, training projections, and impacts); a taxonomy of socio-educational problems (school, family, and community settings); and socio-pedagogical mapping of four local councils. Discussion: The Atlas distinguishes itself from other international and national references by integrating the territorial representation of socio-educational problems with the training of science and innovation managers. The proposed taxonomy transcends specific approaches and offers a classification system that allows for the diagnosis, prioritization, and design of differentiated responses according to the type of problem and context. Conclusions: The Atlas is a significant scientific achievement that systematizes key information on socio-educational dynamics. It transcends the descriptive level by incorporating a projective approach for strategic decision-making, fosters collaboration among academic, institutional, and community stakeholders, and generates impacts on government management, human resource development, and social transformation in Santiago de Cuba.