Indicator system for the management of distance education in undergraduate programs

Abstract

Distance education (EaD) at the undergraduate level has become a strategic modality to expand access and ensure equity in Cuban higher education. However, its development has been marked by organizational tensions, technological limitations, and quality perceptions that demand methodological tools to strengthen its management. This study is based on an exhaustive documentary analysis of current regulations issued by the Ministry of Higher Education (MES), national scientific literature, and institutional statistical data, with the purpose of studying and systematizing specific and transversal indicators that favor the performance of EaD management in undergraduate programs. Three hierarchical levels of indicators were identified: course and program results (initial and final enrollment, success rate, academic dropouts), institutional processes (planning, coordination, methodological work, technological support), and normative context (compliance with ministerial resolutions and improvement policies). These indicators are not accreditation criteria but rather evaluation and management tools that allow monitoring the effectiveness of the modality, identifying implementation gaps, and guiding strategic decision-making in the General Directorate of Undergraduate Studies (DGP) and the Directorate of Training of Undergraduate Professionals (DFPP). The results show that the systematization of indicators strengthens national coherence, prevents institutional fragmentation, and ensures that the EaD model is sustainable, relevant, and aligned with the requirements of the Digital Agenda. In conclusion, the study provides an evaluative and management framework that contributes to consolidating the quality and progressive institutionalization of EaD in Cuban universities.