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.