The General Education sector in the province of Holguin concluded 2025 with positive results. Marked by the completion and start of two school years. Reinforcement of special education, childcare, and recovery efforts following Hurricane Melissa.
With the continuation of the Third Improvement Plan for the sector, the priority during this period was to maintain one of the main achievements of Cuban society. The more than 1,200 institutions located even in the most remote areas of northeastern Cuba. This was accomplished through the reorganization of the school network and programs to assist vulnerable children.
More than 10,500 children are enroll in early childhood institutions, thanks to the opening of 700 new spaces in childcare centers and the consolidation of the construction program with 25 children’s playhouses. Which expanded access to education from an early age, Yaima Cruz de la Cruz, an official in the sector’s Directorate, told the Cuban News Agency (ACN).
In the area of Special Education, during the past year, greater social inclusion of children and young people with disabilities was promoted through projects on environmental stewardship. Also local history and culture, and artistic practices, in conjunction with entities. Such as the Baní Indo-Cuban Archaeological Museum and the University of Holguin, said Yudelkis Rivera Olivares, a teaching methodology specialist.
During the school year, the main challenges were filling teaching positions. With more than 80 percent of the capacity unfilled and no alternatives, and recovery from the severe weather event. Hurricane Melissa, which made landfall on October 29th as a Category 3 storm on the Saffir-Simpson scale, affected approximately 520 schools. More than 150 of these had recovered by the end of 2025. While 28 suffered critical damage due to total collapses and roof failures, explained Reinaldo Pupo Caballero, senior investment specialist for the state.
The most significant damage is concentrated in the districts of Sagua de Tanamo, Mayari, Frank País, and Cacocum. In which require complete reconstruction. Although the necessary workforce is available, they are awaiting funding to begin repairs.
For the most severely damaged schools, various solutions are being implement. Including reorganizing the teaching and learning process by relocating students from the most affected buildings to other schools with better conditions within or near their communities.
To complete the necessary workforce, emphasis was placed on seeking quality improvements. Such as increasing the student-teacher ratio and readjusting curricula. This latter factor influenced the low results on entrance exams, particularly in mathematics, and at the secondary and vocational-technical levels.
Moreover the General Directorate of Education in Holguin has among its 2026 objectives the strengthening of political and ideological work. The professional development of administrators and teachers, and the active participation of each region in the training of its future workforce.
With information from CNA
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