Educational institutions in Holguín province, Cuba, are adapting to a deepening energy crisis with a range of measures designed to maintain continuity of learning. The Directorate of Education for Holguín announced a plan to address disruptions caused by unreliable electricity and fuel supplies, impacting both students and educators.
The strategy, outlined in a statement, centers on leveraging the flexibility built into Cuba’s National Education System, allowing individual schools to tailor educational projects and curricula to local needs and resources. A core principle is maintaining educational services at 100% capacity, even if it requires innovative approaches.
For students unable to attend school in person, the Directorate is promoting the use of supplemental learning materials. These include worksheets, shared resources, explanatory videos and materials designed for areas with limited internet connectivity. This acknowledges the challenges faced by students in accessing online learning due to the broader infrastructure issues.
Acknowledging potential delays caused by transportation difficulties, schools will accept students even if they arrive after the official start time. This demonstrates a commitment to minimizing lost learning time despite logistical hurdles.
Support for working families is also a key component of the plan. Early childhood centers and boarding schools will continue to operate “as long as conditions allow,” providing essential childcare and educational support. For students facing transportation challenges, temporary transfers to nearby schools are being considered, pending family requests.
Students attending internal centers – likely referring to vocational or specialized schools – are currently enjoying breaks, with plans for their return to institutions close to their home communities. These students will also integrate into nearby institutions to fulfill practical work requirements, supplemented by coursework delivered in a “meeting-based” format – meaning limited in-person instruction, likely twice weekly.
The Directorate emphasized a collaborative approach, framing the plan within the principle of school-family-community integration. This suggests a reliance on parental and local support to ensure all students receive educational attention through approved alternative methods.
The disruptions extend to higher education. Classes at the University of Holguín have also been suspended due to the ongoing energy crisis, which has led to widespread power outages and fuel shortages across the country. The situation has worsened in recent weeks, impacting numerous sectors and hindering normal operations.
The lack of reliable electricity and fuel is not unique to Holguín, with other universities across Cuba also postponing academic activities. This highlights the systemic nature of the energy challenges facing the nation and the cascading effects on its educational system.
Beyond the immediate logistical challenges, the crisis underscores the vulnerability of Cuba’s infrastructure and its dependence on stable energy supplies. While the Directorate of Education’s plan aims to mitigate the impact on students, the long-term consequences of prolonged disruptions remain uncertain.
The focus on adapting curricula and utilizing alternative learning methods reflects a broader trend towards resilience in educational systems facing external shocks. However, the effectiveness of these measures will depend on the availability of resources, the commitment of educators, and the support of families and communities.
Interestingly, Holguín province has been actively promoting the use of renewable energy sources, particularly solar power, in schools. , education authorities were implementing projects to install solar heaters and panels in schools with large student populations, aiming to reduce reliance on the strained national grid. This initiative, while promising, appears to be insufficient to fully offset the current energy shortfall.
The integration of renewable energy into the curriculum, as suggested by experts, could also play a role in fostering a long-term solution. Integrating topics such as solar, wind, hydro, and geothermal energy into science, geography, and social studies lessons can enhance students’ knowledge and inspire them to develop innovative solutions for a sustainable future. Workshops and seminars can also raise awareness among students, teachers, and parents.
The current situation in Holguín serves as a stark reminder of the interconnectedness of energy security, economic stability, and educational access. While the Directorate of Education’s plan represents a pragmatic response to an immediate crisis, addressing the underlying energy challenges will be crucial for ensuring the long-term sustainability of Cuba’s educational system.
