As the 2024 new school term approaches, a wave of frustration has swept across parents of school-aged children, who are criticizing Trinidad and Tobago’s Education Ministry over its delayed processing of the School Supplies and Book Grant, a targeted assistance program designed to support low-income and vulnerable families with educational costs. The ministry made its announcement last Thursday, revealing that it had wrapped up the initial review phase for all 45,953 submitted applications for the grant, and has now moved into the final eligibility verification stage to ensure funding reaches the families that need it most. Under the current timeline, the ministry projects that it will complete verification for roughly 10,000 applications by the end of the day this Friday, with the remaining 35,953 applications set to be finalized by September 2, just five days before the new term kicks off on September 7. That narrow timeline has left many parents who counted on the grant to cover book and supply costs in a lurch, forcing them to dig into their own limited savings to purchase required materials weeks before they will hear if they qualify for assistance. Karen Alleyne, a customer service representative and parent connected to a grant applicant, shared her family’s experience with local outlet Express: “While the grant itself is a wonderful support for struggling families, this rollout is far too late. My cousin ended up scrambling to pull together the money to buy books after waiting months for any update, and we never received any email or official feedback on our application status.” Alleyne added that she had not seen widespread conversation about the ministry’s recent announcement among other parent groups in her community. For Lawrence Sookhoo, a security guard whose daughter is set to enter First Form at Barataria Secondary School this term, the long wait for a grant response left him no choice but to use money set aside in his informal rotating savings group, locally called a sou sou, to cover the cost of his daughter’s books. “Education is non-negotiable, so I just bought the books my child needs, regardless of the grant,” Sookhoo explained, noting that he had grown exhausted of waiting for an update on his application. One parent who requested anonymity shared that they had already spent roughly $2,000 on school materials, having already abandoned any hope of receiving government assistance ahead of the term. They added that they felt particular sympathy for workers who lost their jobs with the CEPEP and URP government employment programs, many of whom were counting on the grant to ease their financial strain. An anonymous educator echoed parent frustrations, emphasizing that the processing delay creates unnecessary hardship, especially for single-parent households that often operate on tight budgets. “This should have been finalized months ago, well before the term started,” the educator said. Local bookseller David Ramcharan noted that his store is now preparing for a chaotic last-minute rush of parents once grant approvals go through, even though most families have already purchased their required books ahead of the term. “From what I understand, around 20,000 approved parents will receive roughly $1,000 in cash directly deposited to their bank accounts,” Ramcharan explained. “The announcement was just made, so we haven’t seen any shift in sales yet, but we’re bracing for a surge once funds hit accounts.” Ramcharan added that his store has already processed smaller education vouchers from other government bodies and state-owned entities, including the National Gas Company, but that those have not moved the needle on overall sales so far this year. “Up to this point, sales are pretty much on par with last year, with no major increase,” he said. “We stocked all required books on time, so we’re ready for whatever last-minute demand comes our way.” This is not the first time the timeline of the School Supplies and Book Grant has drawn political scrutiny. Former Education Minister Dr Nyan Gadsby-Dolly, who currently serves as Member of Parliament for St Ann’s East, first raised questions about delayed grant processing ahead of the previous year’s school term, signaling that timeline issues have plagued the program for multiple cycles.
分类： education
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UWI students get boost in food safety skills through CARPHA training
Thirty-five aspiring nutrition and dietetics professionals at The University of the West Indies (UWI) St. Augustine Campus have completed a rigorous, industry-recognized advanced food safety training program, stepping into the regional workforce with a competitive new credential that strengthens Caribbean public health capacity.
The specialized two-and-a-half-day course, delivered by the Caribbean Public Health Agency (CARPHA) at the request of UWI’s Department of Agricultural Economics and Extension (DAEE), is part of an effort to expand micro-credential opportunities for undergraduate students pursuing a Bachelor of Science in Human Nutrition and Dietetics. Designed to bridge the gap between classroom learning and real-world professional practice, the program focuses on hands-on, actionable skills that directly address regional food safety priorities.
Over the course of the training, participants mastered core competencies including best practices for safe food handling, rigorous hygiene and sanitation protocols, strategies to prevent cross-contamination and foodborne illness outbreaks, and methods to mitigate time and temperature abuse across every stage of the food supply chain. Trainees also emphasized the critical need for consistent food safety compliance at every link of the food chain, from production to consumer service.
The program, the internationally accredited ServSafe® Train-the-Trainer Advanced Food Safety Certification Course issued under the National Restaurant Association, was led by a multidisciplinary team of CARPHA experts: Keston Daniel, Visitor-based Surveillance Coordinator for CARPHA’s Regional Tourism and Health Program (THP); Dr. Sastee Kissoondan, Senior Technical Officer for Planning and Coordination in the Office of the Executive Director; and Frieda Mohammed, THP Standards and Training Officer.
Opening the first day of the program, Daniel highlighted the strategic importance of the inter-institutional partnership in building the next generation of Caribbean public health leaders. “CARPHA’s THP is proud to collaborate with The UWI in equipping future Nutrition and Dietetics professionals to champion food safety and protect public health. This partnership reinforces our shared commitment to building healthier and safer Caribbean communities,” he said in official remarks.
All 35 participating interns successfully completed both the training and final certification examination. Graduates who meet all credential requirements will receive an advanced food safety certification valid for five years, a qualification that extends far beyond a line item on a resume.
According to CARPHA’s official press release announcing the completion of the program, the new certification not only boosts graduates’ employability across the region’s food and health sectors but also provides them with specialized tools to lead food safety outreach and reduce the frequency of dangerous foodborne disease outbreaks across the Caribbean.
The initiative also underscores a growing regional consensus on the value of combining traditional academic degree programs with practical, globally recognized skills training—an approach that aligns with ongoing efforts by Caribbean nations to strengthen national and regional public health and food safety systems.
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IHTC reikt diploma’s uit aan 18 afgestudeerden
Suriname’s International Hospitality & Tourism College (IHTC) marked a key milestone in talent development for the nation’s hospitality and tourism sector earlier this week, holding its 2026 Graduation Ceremony at the iconic Torarica Royal Ballroom to award diplomas to 18 newly graduated students.
Of the 18 graduates, 12 completed the full four-year curriculum to earn a Bachelor of Science Degree in Hospitality & Tourism Management, while six successfully obtained their Associate Degree. All six Associate Degree recipients plan to continue their academic studies at IHTC to pursue their full bachelor’s qualification in the coming years.
The ceremony drew a diverse cross-section of attendees, including the graduating cohort, their family members, IHTC faculty and administrative staff, and senior representatives from both public sector bodies and private hospitality and tourism enterprises across Suriname. In her opening address to the gathering, IHTC Director Chantal Kartaram offered a reflective perspective on the core purpose of vocational higher education, arguing that learning extends far beyond accumulating technical knowledge or earning a formal credential. “Education must also transform you as a person,” Kartaram said. “In the end, success is measured not only by what you have achieved, but by who you have become along your journey.”
Torarica Holding, the event’s headline sponsor, played a central role in bringing the 2026 ceremony to life. Dave Boucke, CEO of Torarica Holding, addressed the graduates, extending congratulations and formally extended an invitation to bachelor’s degree recipients to explore career opportunities with the company as they launch their professional paths. Boucke also presented the college’s annual Award for Outstanding Professional Performance to the top-performing graduate of the cohort.
Egon von Foidl, Managing Partner of Courtyard by Marriott Paramaribo and Chair of the Suriname Hospitality and Tourism Association (SHATA), led the presentation of Associate Degrees to the six junior graduates. The partnership between IHTC and Marriott is already deeply integrated into the college’s curriculum: many current IHTC students complete structured work placements at the Marriott property during their studies, bridging the gap between classroom learning and real-world industry practice from the earliest stages of their education.
Representing the national public sector, Liola Tamin, Director of Tourism at Suriname’s Ministry of Transport, Communication and Tourism (TCT), delivered the Bachelor Degree diplomas to the 12 graduating seniors. IHTC leadership emphasized that the college’s longstanding collaboration with both public and private sector stakeholders has created expanding, tangible career pathways for graduates. Beyond entry-level roles across the country’s hospitality sector, several graduates have already received job offers to contribute to tourism policy development at the national level, supporting the government’s push to grow Suriname’s tourism economy.
A unique longstanding tradition of IHTC’s annual graduation ceremony sets the event apart from most higher education graduation celebrations: all planning and on-site execution is led by first- and second-year IHTC students. Working as part of their Event Planning and Protocol coursework, students take charge of every step of the process, from securing sponsorships and logistics coordination to final on-day execution. For the students, the ceremony doubles as a hands-on practical assessment that lets them apply the event management skills they learn in class to a large-scale, high-stakes public event.
The 2026 ceremony was made possible by support from a wide network of industry partners. Beyond Torarica Holding’s donation of the venue, local firms including Celestial Decor and Celestique Decor handled event styling, TCF Productions managed professional photography and videography, Sancesy Seafood and Grill sponsored catering for snacks and water, King’s Drankenpaleis provided soft drinks and champagne, and Made for You operated a custom photo booth for guests. Live music was performed by Jihreni Adam and her brother, while IHTC alumnus and current faculty member Robin Hermelijn delivered a spoken-word performance to open the formal program.
Beyond celebrating the achievement of 18 emerging professionals, the 2026 IHTC Graduation Ceremony highlighted the success of a collaborative model that aligns higher education, private industry, and government to build a new generation of skilled talent for Suriname’s growing hospitality and tourism sector.
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Youth farmers showcase poultry, livestock skills
A long-running agricultural skills development initiative in Barbados celebrated its latest cohort of young trainees this week, as 18 aspiring farmers displayed their newly honed livestock and poultry production capabilities at an open day hosted at Alleyne School. The event marked the successful completion of an intensive eight-week training program run by the Inter-American Institute for Cooperation on Agriculture (IICA), which has equipped young people with hands-on farming expertise since 2012.
Of the 18 graduates, eight completed the specialized poultry production track, while the other 10 focused on broader commercial livestock rearing. Beyond the on-site training at the school, the program was designed to blend classroom learning with real-world agricultural experience, giving participants a well-rounded foundation for careers in the sector.
Ryan Barrow, lead instructor for the poultry production module, explained that trainees worked toward earning a Level Two National Vocational Qualification (NVQ) in General Poultry Production while building tangible practical skills. Over the course of the program, the poultry cohort collectively raised more than 100 broiler chickens and gained hands-on experience managing layer hen operations, including daily egg collection. To supplement their on-campus training, participants also took educational field trips to Gale’s Hatcheries and a commercial operating farm in St Lucy, where they observed industry-standard practices firsthand.Barrow emphasized that the program seeks to challenge outdated stereotypes around agricultural careers, highlighting the sector’s ongoing relevance and economic viability for young people. “Agriculture is a very, very viable career choice. There are many different areas in agriculture that students can get into, and plus it’s all about food – as I always tell my students: ‘No farm, no food,’” he said.
For many participants, the program provided a structured opportunity to grow a pre-existing passion for farming. T’shay Als, a St George-based student who already studies agriculture academically and has previously raised 100 broilers independently, said the training filled critical gaps in her knowledge. “We learned a lot about this course. We learned properly how to take care of chicks, also how to start a business in a way, and also different aspects and different types of chicks,” she explained. Als plans to pursue farming full-time after graduation, and encouraged other young people with an interest in agriculture to join future cohorts. “You get to do fun activities, you know. You’ll meet good people, you know. You’ll also learn a lot, especially if you want to do it as a career,” she said.
Fellow poultry graduate Elisha Lashley, a student at St Leonard’s Boys’ School, said the program expanded his expertise beyond the layer hen rearing he had practiced previously. His biggest takeaway was the critical role of biosecurity in sustainable poultry production, a practice that is foundational to successful commercial operations in Barbados. “What I learned is that biosecurity is very important, and I also learned that agriculture, that poultry production in Barbados, is very important,” Lashley noted. “I’ve been trying to get more layers ’cause I’m more experienced with layers instead of broilers, ’cause this is my first time using broilers, and that’s another good thing about this programme because you can learn a lot of new things.”
Jelani Hunte, instructor for the livestock production track, said his 10 trainees also completed a mix of classroom theory and hands-on field training. Practical sessions covered core commercial livestock skills that are rarely taught in standard secondary education, including piglet castration, dental care, tail docking, hoof trimming, simulated deworming protocols, and ear tagging for livestock identification. Unlike many entry-level training programs, the IICA initiative also integrates entrepreneurship training, and all livestock track participants already operate their own small agribusinesses, Hunte explained.
He added that the program has already succeeded in inspiring participants to pursue farming more seriously, recalling one trainee who approached him after the program’s final week to ask for guidance on accessing land, registering as an official commercial farmer, and sourcing high-quality breeding livestock. “I would say that the guys are enthusiastic and I can see a bright future in farming for the guys,” Hunte said.
The IICA Youth Farm training program is delivered in long-term collaboration with Barbados’ Ministry of Education, the Barbados TVET Council, and Gale’s Hatcheries, with additional support from a network of local agricultural businesses that have backed the initiative since its launch in 2012.
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Dr Gaile Gray-Phillip appointed Deputy Director of UWI Global Campus sites
The University of the West Indies (UWI) has announced the permanent appointment of Dr. Gaile Gray-Phillip as Deputy Director of its Global Campus Sites, with the appointment officially taking effect on August 1, 2026, according to an official press release from the institution.
This appointment marks a natural progression of Gray-Phillip’s service at the regional higher education leader, as she already held the position in an acting capacity for the full 12-month period from August 1, 2025, to July 31, 2026. Before stepping into the acting deputy director role, she led the UWI Global Campus site in the Federation of St. Kitts and Nevis, building deep, on-the-ground expertise in the institution’s distance learning model.
Across her decades-long career, Gray-Phillip has accumulated a diverse and extensive resume spanning secondary education, higher education, public administration, academic research, and institutional leadership. She launched her professional career in education at what is now the Charles E. Mills Secondary School (formerly Sandy Point High School), where she taught mathematics, information technology, and physics. She then moved to Clarence Fitzroy Bryant College (CFBC), where she spent 21 years rising through the academic and administrative ranks: starting as a Lecturer, advancing to Senior Lecturer, and ultimately serving as Dean of the Division of Arts, Sciences and General Studies.
Her connection to UWI’s open and distance learning programs stretches back to 2002, more than two decades before her latest appointment. Over that period, she has held nearly every role in academic program delivery and development for the Global Campus and its predecessor institutions, including tutor, online e-tutor, course coordinator, facilitator, examiner, course reviewer, course developer, and research supervisor. Beyond academia, she has also served as Senior Director of the St. Kitts and Nevis Central Statistics Office, and her published research focuses on public health topics including adolescent alcohol consumption, national alcohol regulatory policies, and youth marijuana use.
In terms of academic credentials, Gray-Phillip holds a PhD in Education from UWI’s Mona Campus, a Master of Research in Educational and Social Research from the University of London, and a Bachelor of Science degree also from the UWI Mona Campus. She currently maintains active community and professional leadership roles: she sits on the CFBC Board of Governors and the St. Kitts and Nevis National Council on Drug Abuse Prevention, and serves as Treasurer of the Mixed-Methods International Research Association for the 2025–2027 term.
Pro Vice-Chancellor and Principal Dr. Francis O. Severin praised Gray-Phillip’s longstanding commitment and exceptional qualifications for the new role. “Dr. Gray-Phillip has continued to live up to our highest expectations since she formally joined the Campus as Head of Site in the Federation of St Kitts and Nevis in 2019,” he said. “Of course, she has been a fundamental part of the Campus family for well over two decades, as it evolved and transformed to the Global Campus from the Open Campus and its antecedents. She is therefore exceptionally qualified for this post of Deputy Director.”
Severin further highlighted Gray-Phillip’s unique combination of professional strengths, noting that she blends the rigorous skills of an educational administrator and experienced researcher with a deep commitment to student-centered care. “Dr. Gray-Phillip combines the attributes of an educational administrator and researcher and has always embraced the ideals of what I would call pastoral care in education. She is a genuine teacher,” he added.
Following the announcement of the permanent appointment, the UWI Global Campus Senior Management Team issued a formal statement congratulating Gray-Phillip, expressing confidence in her leadership, and confirming the team’s anticipation of her ongoing contributions to advancing the strategic growth and development of the Global Campus Sites Division.
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Adult Education Division annual exhibition slated for today
On an annual basis, the Adult Education Division of Dominica turns the spotlight on the creative talents and hard-won accomplishments of adult learners from every corner of the island, and this year’s flagship Skills Exhibition carries on that proud tradition. The 2026 showcase takes place on the 28th of August at the Division’s central headquarters, located at 22 Kennedy Avenue in the capital city of Roseau, and will welcome guests from 10:00 AM through to 4:00 PM.
What makes this exhibition unique is its focus exclusively on work produced by students enrolled in the Division’s skills-focused training programmes for the 2025/2026 academic year. Attendees will be able to interact with a diverse array of displays that highlight the practical, job-ready skills participants have gained over the past year. These range from hands-on services and crafts like massage therapy, custom sewing, intricate hair braiding, and fine carpentry to culinary creations from pastry making courses, with many more skilled trades represented across the venue.
Event organisers have issued an open invitation to all members of the Dominican public to attend the exhibition, emphasizing the value of community support for adult learners who have prioritized personal and professional growth over the past year. Beyond showcasing individual talent, the annual event is designed to act as a public celebration of lifelong learning, creative expression, and goal achievement, while also illustrating the breadth of practical skills that adult education programmes across the country are successfully cultivating for the local workforce.
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BPWCCUL teaches children to make smarter money choices
Building lifelong healthy financial habits starts long before adulthood, and one major Barbadian financial institution is working to give young people a head start on smart money management. The Barbados Public Workers’ Co-operative Credit Union Limited (BPWCCUL) recently launched its annual Before the Bell Rings Back-to-School Financial Literacy Workshop, an event dedicated to introducing core financial concepts to children and teens aged 7 to 16. Held on Thursday at the credit union’s Belmont Road branch in St Michael, the 2024 workshop welcomed 70 young participants from across the island.
According to BPWCCUL Marketing Officer Khadija Millar, the initiative serves two key goals: to lay a strong foundational understanding of personal finance for children, and to complement the credit union’s existing Back-to-School Loan promotion for families. “We structured the workshop specifically to include children of parents who have applied for our back-to-school loan, and we’ve also formed an official partnership with the government’s One Family Programme, which connects vulnerable households across Barbados with critical resources,” Millar shared in an interview after the event.
Unlike abstract classroom lessons on finance, the workshop centers entirely on practical, actionable skills that children can incorporate into their daily lives right away. Core topics include creating a basic budget, building consistent saving habits, and learning how to distinguish between non-essential wants and necessary needs — concepts that even young children can apply to their allowance, gift money, and back-to-school shopping. “Getting an early start with these fundamentals makes such a difference. By learning how to set money aside for future needs, prioritize spending, and make intentional choices at a young age, these kids carry that knowledge with them for life,” Millar explained.
To ensure all lessons matched participants’ developmental levels, organizers split attendees into two age-based groups with tailored activities and curricula. For the 7 to 10-year-old group, sessions leaned into playful, interactive learning, including hands-on presentations, educational games, and guided group discussions that made money management feel approachable and fun. Older participants, aged 11 to 16, engaged with more advanced content through a structured financial challenge, collaborative group discussions, and a open question-and-answer session designed to deepen their understanding of long-term smart money habits.
Millar emphasized that this age-based segmentation was a deliberate, critical part of the workshop’s design. “Younger kids learn best through play and interaction, so we built their activities around that. For teens, we can dive a little deeper into how budgeting and saving work in real life, while still reinforcing the same core fundamentals that apply to every age,” she said. Overall, the event’s organizers hope the lessons and skills taught at the workshop will stick with participants as they grow into financially independent adults.
Kyle McCollin, BPWCCUL’s Loans Recovery Officer who led sessions for the 11 to 16-year-old group, echoed that sentiment, noting that early financial education is an investment in young people’s long-term success. “Today we come together to learn, grow, build smart money habits for the future,” McCollin said. He also extended gratitude to parents and guardians who encouraged their children to attend, highlighting that adult support plays an irreplaceable role in helping young people build the confidence to make sound financial choices. “Your support plays a vital role in helping them develop the knowledge and confidence to make wise financial decisions,” he added.
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FLASH: 2025/2026 State Exam Results (9th AF 9 dept. and Baccalaureate 8 dept.) – Part 2
On August 27, 2026, Haiti’s Ministry of National Education and Vocational Training (MENFP) announced the long-awaited release of partial results for the 2025-2026 national state examinations, covering ninth-grade fundamental education tests across nine of the country’s 10 departments and baccalaureate final exams across eight departments. Data compiled and verified by the National Bureau of State Examinations (BUNEXE) reveals a mixed picture of pass rate changes year-over-year, with some departments seeing incremental improvements and others recording notable declines.
For the ninth-grade fundamental examinations (9th AF), results from nine participating departments show a wide range of performance outcomes. In the Centre department, 10,404 of 12,064 test-takers earned passing marks, translating to an 86.24% pass rate, a small uptick from the 85.90% rate recorded in the 2024-2025 cycle. Grand’Anse posted an 85.99% success rate, with 6,125 students passing out of 7,123 participants, marking a notable drop from 2024-2025’s 93.74% rate. Nippes saw a mild improvement, climbing to 75.50% from 72.49% last year, with 6,549 successful candidates out of 8,674 total examinees. The North department recorded a 93.45% pass rate, down slightly from 96.54% the previous year, as 17,945 of 19,203 participants passed. The Northeast department saw a clear uptick, reaching 91.73% from 2024-2025’s 87.35%, with 7,410 successful examinees out of 8,078. In the West department, Haiti’s most populous, 62,319 of 67,811 test-takers passed, for a 91.90% pass rate that is a slight decrease from 95.16% last cycle. The South department notched a very marginal improvement to 91.45%, up from 91.22% in 2024-2025, with 11,806 passes out of 12,910 participants. The Southeast department recorded an 80.34% pass rate, down from 84.47% last year, as 7,721 of 9,610 examinees passed. Finally, Artibonite posted an 80.11% success rate, down from 86.01% in 2024-2025, with 18,801 passes out of 23,470 participants. MENFP has confirmed that ninth-grade results for the remaining Northwest department will be published in the near future.
For the baccalaureate final examinations (NS-IV), results released for eight of 10 departments also show stark variation across regions. The West region saw a dramatic drop in pass rates, falling from 95.16% in 2024-2025 to 45.73% this cycle, with just 18,746 of 40,996 participants earning passing marks. Nippes also recorded a significant decline, dropping to 40.36% from 75.00% last year, with 1,649 passes out of 4,086 total examinees. Against this trend, the South department improved to 71.71% from 66.93%, with 4,991 successful candidates out of 6,960 participants. The Southeast posted a mild increase to 56.58% from 53.64%, as 2,525 of 4,443 examinees passed. The Northeast climbed to 42.70% from 36.65% last cycle, with 1,974 passes out of 4,623 participants. The Centre department recorded one of the most impressive gains, jumping to 68.10% from 49.72% in 2024-2025, with 3,889 successful candidates out of 5,711 total participants. Grand’Anse saw a sharp decline, falling to 42.84% from 61.87% last year, with 1,585 passes out of 3,700 examinees. The North recorded a nearly flat slight increase to 48.97% from 49.73% (corrected from original source typo) in the previous cycle, with 5,732 passes out of 11,706 participants. Baccalaureate results for the two remaining departments, Northwest and Artibonite, will be released shortly, per MENFP’s official announcement.
In closing guidance for educational institutions, MENFP instructed all school principals to collect their institutions’ full result rosters from their respective departmental education directorates following the full publication of all results. The ongoing release of partial results follows standard protocol for Haiti’s national examination cycle, with full results expected to be published within the coming weeks.
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School grants by next week
As the 2026 September academic term approaches, the Ministry of Education has announced that disbursement of its needs-based School Supplies and Book Grant will commence next Wednesday, August 26, just five days ahead of the official term opening on September 7. This targeted financial assistance program is designed to offset the cost of educational materials for low-income and vulnerable student populations across the country.
Administrative teams at the ministry have already wrapped up the initial screening phase for all submitted applications, with a total of 45,953 requests received from students enrolled across 668 educational institutions. The eligible institution pool includes government-run and government-supported primary and secondary schools, state-sponsored private secondary campuses, specialized special education facilities, and Servol junior life centres. Currently, ministry staff are working through the final mandatory eligibility verification stage, a step officials say is critical to upholding program integrity, protecting public tax dollars, and ensuring support reaches only the most qualifying vulnerable applicants.
Per an official statement released by the ministry this week, roughly 10,000 applications are on track to complete final verification by the end of the current day, with the remaining batch of applications scheduled to be fully processed by the disbursement start date of September 2. This year’s processing cycle represents a notable challenge for administrative teams: not only is the total number of applications significantly higher than in previous years, but the entire review and verification timeline has also been compressed. The application window for the 2026 program ran from June 22 to July 11, 2026, marking a shorter implementation period than past grant cycles.
Priority for the grant is given to high-need groups, including households with children requiring special education support and families already receiving other forms of government social assistance. Grant amounts are tiered based on a student’s grade level during the 2025/2026 academic year. Students enrolled from Infant One through Standard Five, as well as those in Form One and Form Three through Upper Six, will receive a one-time grant of TT$1,000. Students progressing to Form Two in September 2026 (previously enrolled in Form One for the 2025/2026 term) will receive a TT$500 grant; the reduced allocation reflects the ministry’s separate provision of six specially designed learning support textbooks integrated for use with student-issued laptops.
To keep applicants informed, the ministry has set up a dedicated online application tracking portal at bookgrant.moe.gov.tt, where parents and guardians can check the status of their request in real time. Applicants will also receive automatic email updates regarding their eligibility status and upcoming payment details. In its statement, the ministry acknowledged the critical role the grant plays in easing financial strain for families preparing for the new school year, and reaffirmed its commitment to moving through the verification and payment processes as quickly and efficiently as possible. Additional updates regarding cheque distribution and program next steps will be posted to the ministry’s official communication channels as processing continues.
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Cuban Education prepares for a school year with increased in-person learning and differentiated responses
As Cuba prepares to welcome the 2026-2027 academic year, which is set to launch nationwide on September 1, education officials have outlined a flexible, community-adapted framework designed to preserve access to learning amid a series of persistent operational and resource challenges. Minister of Education Naima Trujillo Barreto detailed the new school year’s structure during a Thursday press conference, emphasizing that the Cuban Ministry of Education (MINED) has centered its priorities on protecting the fundamental right to education and ensuring educational continuity, with customized solutions that account for varying local capabilities across regions, individual schools, and local communities.
This academic year will serve roughly 1.4 million enrolled children and adolescents across all education levels. Officials will also maintain targeted outreach to students who disengage from formal in-person learning during the 2025-2026 school year and received alternative remote or community-based support. During the previous academic term, between 17,000 and 23,000 students were unable to attend school in person regularly. For the coming year, MINED has rolled out a re-engagement plan for approximately 17,000 of these students, with only 400 to 500 students continuing to receive exceptional off-site support. Trujillo Barreto noted that the core goal for 2026-2027 is to achieve higher in-person attendance rates than the previous term, though conditions will not return to pre-crisis levels that existed before challenges escalated in February 2026.
### Prioritizing In-Person Learning With a Reimagined School Model
In-person instruction remains a top priority for students in general education, Trujillo Barreto explained, as younger learners lack the independent study skills of higher education students, making direct interaction with educators and peers critical to academic progress. However, current constraints require a restructured approach to the academic calendar and school operations. The school year is split into three distinct terms, each with scheduled breaks, targeted intensive remedial coursework to address learning gaps, and potential temporary closures to adjust to changing local conditions.Operational structures will vary widely across institutions: some schools will continue to run daily double shifts, while others will only hold double shifts on specific days of the week. Many schools will adjust entry times or reduce the frequency of in-person attendance to match local resources. Trujillo Barreto clarified that all local adjustments are made based on five core factors: available transportation, student accommodation capacity, food access, teaching staff availability, and unique community characteristics.
From September 1 to September 7, all schools will host a week of collaborative reflection on their local educational plans, with participation from family groups and national pioneer youth organizations. During this week, each school will finalize and share its context-specific operational plan. “No two institutions have to be alike, because communities are not all the same,” Trujillo Barreto summarized. “What will be common are the educational aspirations at each level, while the paths to achieving them may vary.”
### Targeted Adjustments to School Operations and Resource Allocation
Transportation infrastructure is one of the most impactful factors shaping school operations, as many students and educators travel long distances to reach campus. As a result, MINED has rejected a one-size-fits-all approach to reorganizing the national school network. Ongoing network reorganization will continue, but any changes that would create new barriers to access related to transportation or food services will be delayed until conditions improve. The goal of reorganization is to maximize existing resource use without limiting access to education for vulnerable students.Adjustments are also being made to the national scholarship program: students attending secondary and pre-university schools far from their homes will be allowed to stay on campus for extended blocks of time, with less frequent trips home. Many educators have also agreed to stay on campus with students for multiple consecutive days, ranging from a few days to up to two weeks, depending on local transportation constraints.
Food security is a second major priority for the coming school year. While basic food access is guaranteed for all semi-residential and residential schools launching classes this fall, coverage levels vary dramatically across regions: some schools have enough supplies for 15 days of operations, others have 20 days of stock, and many are still waiting for additional supply deliveries. To create more reliable food supply chains, MINED has established formal contractual partnerships with both state and non-state business sectors, replacing the previous ad-hoc support model with long-term supply commitments. Food availability will also shape local school schedules: some schools can maintain full double shifts, while others will need to reduce or adjust in-person time, and school snack programs will operate differently across regions based on local resources.
### Addressing School Uniform Shortages With Flexible Policies
Trujillo Barreto publicly acknowledged that not all students will receive their required school uniforms in time for the first day of classes. Domestic uniform production only reached 12% of the primary school uniform target by the end of August, with slightly higher progress for secondary school uniforms. “Electricity problems, the transportation of fabrics, and limitations on importing supplies have affected production,” she explained.To mitigate the shortage, MINED has leveraged existing inventory in domestic trade warehouses, mobilized local sewing workshops, and encouraged community participation: many regions have organized community sewing sessions, and some students have sewn uniforms at home. Priority distribution has been given to preschool students and seventh graders, though Trujillo Barreto confirmed that even these priority groups will not have full uniform coverage on opening day.
Production will continue through September and October, with additional government funding approved to keep manufacturing moving. In the interim, students are allowed to wear alternative clothing consistent with school guidelines: primary school students may wear their required school headscarves without the full uniform, and all schools are required to adopt flexible policies that do not enforce strict color or clothing requirements for students without complete uniforms. “No student should be denied school for lacking the uniform,” Trujillo Barreto stated, adding that MINED will develop custom solutions to provide uniforms and footwear for students from vulnerable socio-economic backgrounds.
### Centering Equity: Leaving No Student Behind
Differentiated targeted support will be a defining feature of the 2026-2027 school year, with MINED conducting localized needs assessments across all regions to identify individual student needs. Some students will require guaranteed daily transportation, others will need subsidized or free meal support, and many will require adjusted start times to accommodate personal or local constraints. “The principle of leaving no one behind must become a concrete response,” Trujillo Barreto emphasized.Special education services retain top national priority, with specialized support allocated to foster care centers, orphanages for children without parental care, and residential education centers. For special education students, MINED will continue to provide personalized support, and where possible, implement transition programs to support integration into mainstream general education classrooms. Almost all municipal schools for students with intellectual disabilities are fully prepared to launch classes on schedule, and the three regional schools for students with physical disabilities that remained open through the end of the last term will retain their priority funding and operational status for the coming year.
Children without parental care receive specific targeted attention: MINED has completed a full review of their feeding and care conditions, and has arranged for additional energy support to ensure reliable power during critical daily periods including meal times and rest hours.
### Addressing Workforce Gaps and Learning Resource Needs
gTeacher staffing remains one of the most pressing challenges for the coming school year. Currently, Cuba has 73% coverage of teaching positions by trained, permanent instructional staff, with gaps being filled through a range of targeted strategies. Staffing shortages are not uniform across the country: Havana faces one of the most complex staffing scenarios, while other provinces have greater capacity to reallocate existing staff. The province of Camaguey, for example, has faced persistent shortages of qualified mathematics teachers, and eastern Cuban provinces report mixed conditions, with some regions holding enough reserve staff to cover gaps through internal reorganization.To address shortages, the country’s Resolution 10 will remain in effect, which provides additional pay for teachers who take on extra instructional loads. MINED is also restructuring school and regional education departments to reallocate staff, and recruiting university students and professionals from other non-teaching sectors to fill open positions.
For learning materials, MINED confirmed that all students and educators will receive full sets of updated textbooks for all grade levels under the country’s Third Education Improvement Program by September, alongside core basic supplies including notebooks and pencils. Digital learning support will continue to be developed in partnership with the Ministry of Communications, though national connectivity limitations prevent a return to pre-crisis digital resource access. The national CubaEduca learning platform will remain a core digital resource, with new content added focused on respectful parenting and training for educators to identify and report vulnerable student situations.
### Updates to Technical Vocational and Higher Education Transitions
Technical and Vocational Education (TVE) will undergo a targeted renewal and monitoring process, as TVE students begin work-aligned training as early as ninth grade in preparation for entry into the national workforce. MINED will also maintain close coordination with higher education institutions to support incoming first-year university students, providing detailed background information on students who were unable to complete twelfth grade under normal traditional conditions, alongside their official exam and assessment results.Outstanding student achievement will also be prioritized in university admissions: students who graduated from secondary or pre-university with perfect scores, and students who won awards at international academic olympiads, will receive targeted support. Trujillo Barreto noted that nearly 70% of Cuban students participating in international science olympiads won medals, demonstrating the continued strength of Cuban academic achievement even amid operational challenges. The shared student data will allow higher education institutions to provide customized support to first-year students to address any learning gaps from disrupted secondary education.
The nationwide network of Pre-University Vocational Institutes of Exact Sciences will reopen for the coming year, though not all campuses will launch in-person classes on September 1. Some will delay opening by one week, and others by two weeks, to accommodate transportation and organizational constraints, and some campuses will adjust the frequency of shuttle service for commuting students.
### A Focus on Adaptive Management Amid Uncertainty
Trujillo Barreto acknowledged that the challenging conditions for the 2026-2027 school year will inevitably impact the high quality of educational services that Cuba has historically provided. The national education sector’s goal is to minimize this impact through flexible decision-making, differentiated local responses, and ongoing evaluation of operations at every individual school. To succeed, Trujillo Barreto noted that increased participation from families and local communities is essential: local educational plans must be built using the resources available in each region, and leverage the skills and capacity of educators, students, professionals, and community members.MINED will conduct ongoing evaluations of all operational strategies throughout the school year and adjust policies and local plans as conditions change. At its core, Trujillo Barreto emphasized, the national priority remains unchanged: to ensure that current challenges do not block access to education for Cuban children and adolescents, and that all students can access a quality learning experience even under reimagined operating conditions.