The Ministry of Education (MINED) presented the general guidelines today for the start of the 2026-2027 academic year, scheduled for September 1, amidst a backdrop marked by energy, transport, fuel, and resource limitations, aggravated by the intensification of the U.S. economic embargo against Cuba.

In a press conference, the head of the sector, Naima Trujillo Barreto, detailed instructions for local and territorial adaptation of the academic calendar, prioritizing the maximum possible in-person attendance and strong student engagement with their institutions and teaching staff.

Semi-boarding options, double sessions, and in-person class frequency will align with the concrete capabilities of each territory, Trujillo Barreto explained.

She also specified that an intensive starting phase will run from September 1 to October 3, focusing on pedagogical assessments, reinforcing content from the previous term, creating individualized student plans, and hosting a special reception for those transitioning to new educational levels.

The Minister noted that teacher coverage remains one of the main challenges, with a nationwide rate of 73 percent (%) of certified teachers. The most complex situations are concentrated in Havana and other western provinces, while the eastern region presents more favorable indicators.

To address this issue, multiple strategies will be deployed, including recruiting university students, incorporating professionals from other sectors such as culture, science, and industry, and applying Resolution 10 to redistribute teaching loads and allow educators to teach at more than one institution.

Regarding school supplies, the production of school uniforms poses one of the biggest difficulties.

The Minister acknowledged that industrial production in August barely reached 12% for primary education, with similar figures for secondary school, due to power outages in workshops, a lack of fuel to transport fabrics, and import constraints on raw materials.

“We cannot provide an exact coverage figure, but we guarantee that no child will be barred from attending school due to a lack of uniform; we will prioritize the most vulnerable and relax clothing requirements,” she assured.

The strategy includes distributing existing garments held by the Universal and Retail Commerce Enterprise, encouraging families to sew uniforms using pre-cut fabrics supplied by institutions, and utilizing community movement support to alter clothing.

Regarding school meals, Trujillo Barreto reported that initial supplies are in place for all territories offering semi-boarding or full-boarding options, although coverage varies significantly and the first 15 days of the term have been prioritized.

At full-boarding centers, where students remain for extended periods without returning home, proper nutrition will be prioritized and school routines will be structured to guarantee educational services even during peak operational challenges.

The guidelines set specific priorities for sensitive sectors within the educational system.

In Special Education, full-boarding operations will be prioritized for schools for behavioral disorders, three regional schools for physical-motor disabilities will remain open, and maximum in-person learning will be ensured for schools serving students with intellectual disabilities.

In Early Childhood, day-care centers and community nurseries will follow usual adaptations, including reduced sessions and days, while gathering points will be organized by Neighborhood Councils to support families employed in essential services.

For Technical-Vocational Education (ETP) and teacher training schools, restructuring plans include integrating subjects, aligning coursework with territorial polytechnic training profiles, and reorienting first-year enrollment based on local skilled labor requirements.

Paid work placements will be encouraged as a training complement whenever deemed advisable.

The guidelines also include organizing institutional projects with half-day sessions alongside well-structured complementary afternoon programs, tailored to each group and student.

She affirmed that these programs encompass patriotic education, environmental protection, drug prevention, adolescent pregnancy prevention, support for vulnerable individuals, science and innovation, sports, and artistic creation.

A novel element is the active involvement of community movements in the educational response, such as the Youth Community Network and the “My Neighborhood for the Homeland” Movement. These groups will handle specific tasks, including direct teaching contracts, executing complementary programs, supporting talented students, accompanying vulnerable minors, hosting study camps, offering English language prep, and restoring furniture and school materials.

MINED will launch an intensive communication plan throughout August and the start of the school year to provide timely information to faculty, students, families, and communities via television broadcasts and local telecenters.

A initiative will also be launched to declare schools and municipalities ready based on key metrics such as teacher coverage, infrastructure recovery, furniture repairs, supply management, food distribution, agricultural land use, and progress in renewable energy adoption.

Trujillo Barreto concluded with a call for unity and trust in the Cuban educational system.

“We will start the school year amidst all these difficulties, but with the certainty that education is an unalienable human right; Cuban children and teenagers will be in school, and we will work to ensure that no student is left behind,” she emphasized.