Introduction: Youth vocational training in Cuba faces a structural paradox: high academic qualification versus limited productive insertion. Objective: To analyze the reconfiguration of vocational training in Cuban pre-university education through a case study at the IPVCE "Antonio Maceo Grajales" (Santiago de Cuba), identifying its pedagogical, regulatory, and territorial implications. Methods: A qualitative participatory action-research study was conducted (2024-2025) with 42 participants (students, teachers, managers, and local producers). It involved a methodological project based on authentic territorial problems and dual tutoring (academic and non-state sector). Data collection included semi-structured questionnaires, focus groups, participant observation, and documentary analysis. Results: A significant increase (46.8%) in student motivation towards technical work was observed. Seven functional prototypes were developed to address community needs, with four technically validated. Informal articulation mechanisms with the non-state productive sector emerged. Conclusion: The experience demonstrates the feasibility of articulating academic excellence with endogenous innovation. However, sustainability requires operational protocols for dual training, recognition of external tutoring, institutionalized funding, and regulated referral mechanisms to overcome the gap between normative advances (2023-2025 Labor Code) and school reality.
Preval et al. (2026) studied this question.