Low levels of geographic culture and educations were found in schools and communities caused by formal education systems shortcomings, poor geographic educative influence aside learning institutions, and lose comprehension of individual and social needs. The main objective of the research supporting this article was to devise a continuing geographic education model for social agents at schools and communities, as a requirement to attain a sustainable development based on the practical usage of this model to favor the organization of its systematic cultural influences. This research is part of a larger project leaded by the author and is derived from his PH D studies. The findings are being appraised since 2005 in social and educative contexts of Camagüey Province making evident the validity of the model. Key words: continuing geographic education model, geographic education, geographic culture.