The Best International Schools in Cuba: Understanding a Rare Yet Strategic Offering

Published on January 17, 2026 and written by Cyril Jarnias

Cuba is often cited for its strong public education system, its near 100% literacy rate, and the central place given to schools in public policy. In this landscape where the state maintains a monopoly on education, private schools are almost non-existent since the mass nationalization of institutions after 1959. Yet, in the heart of Havana, three institutions stand as exceptions: international schools intended primarily for the children of diplomats, expatriates, and some households with access to foreign currency.

A High-Performing National Education System… and Ultra-Centralized

Before detailing the best international schools in Cuba, it is essential to understand the framework in which they operate. The island remains one of the last communist countries in the world, and education there is a political and ideological pillar.

Key Data on Cuban Public Education

Indicator	Value / Situation
Share of education in public expenditure (2019)	14.2%
Net pre-school enrollment (2019)	97%
Net primary school enrollment (2019)	99%
Net secondary school enrollment (2019)	83%
Gross tertiary enrollment rate (2019)	44%
Literacy rate (UNESCO)	~ 99.8%
Free tuition	Yes, at all levels for Cuban citizens

In this context, international schools are not simply one pedagogical choice among others: they are negotiated exceptions at the highest level, primarily for the benefit of diplomatic and expatriate communities. The most recent regulations have indeed confirmed the ban on private education businesses, reaffirming the state’s monopoly. In other words, the three international institutions authorized in Havana operate within a highly controlled framework, while aligning with foreign curricula.

Three International Schools, Three Pedagogical Worlds

The best international schools in Cuba are concentrated in the capital and are divided according to three major spheres of influence: English-speaking, Spanish-speaking, and French-speaking. Each carries a complete educational program, from kindergarten to high school, with a strong anchor in the system of its reference country.

Quick Overview of the Three International Schools

School	Main Language	Reference Curriculum	Age Range Served	Neighborhood in Havana
International School of Havana (ISH)	English	IPC, English National Curriculum, IGCSE, IB Diploma	2.5 / 3 – 18 years	Miramar
Centro Educativo Español de La Habana (CEEH)	Spanish	Official Spanish Curriculum, Bachillerato	2 – 18 years	Siboney (and other campus)
Lycée Français de la Havane Alejo Carpentier	French	French National Curriculum, Baccalauréat	Kindergarten – final year	Miramar

Beyond this overview, each institution has its own history, strengths, and positioning.

International School of Havana: The English-Speaking Heavyweight

The International School of Havana (ISH) is by far the most structured international school in Cuba in the English-speaking segment. Founded in 1965 by a British teacher, Phyllis Powers, it was born under the name Hillside School, in a modest Havana house, to educate a few children of English-speaking expatriates. In 1974, several embassies and international organizations mobilized to have the institution officially recognized as a school for diplomats’ children. The Cuban state agreed, and a committee of embassies took over its governance. In the 1980s, the school adopted its current name, International School of Havana, and moved in 1988 to larger premises in Miramar.

Today, ISH presents itself as an international learning community at the heart of Cuba, with an explicit slogan: “LEARNING TO MAKE A DIFFERENCE.” It asserts its uniqueness as the only fully accredited English-speaking school for expatriate children in Havana, and more broadly, as the only true English-language international school in the entire country.

Location, Campus, and Environment

The International School of Havana is located in the residential neighborhood of Miramar, an area popular with embassies and international organizations. The school operates on two campuses a few streets apart, one dedicated to primary and middle school, the other to high school. The setting is described as suburban, with buildings specifically constructed for teaching, but also period houses converted into classrooms.

You will find play areas for the youngest, computer labs, a library (or even two according to sources), a science division, indoor and outdoor cafeterias, as well as a multipurpose room. Major sports facilities (fields, pools) are located off-campus but used regularly, thanks to partnerships and a transport system organized by the school.

An Extremely International Student Community

For a city where the vast majority of children are enrolled in Cuban public schools, the diversity of the International School of Havana is striking. According to the most recent available data, the institution has around 260 to 300 students, with about sixty teaching staff members, about a third of whom are expatriates. The students come from several dozen countries – figures vary between 47 and 55 nationalities represented, a sign of a very fluid community, following diplomatic assignments.

The school has an average class size of 14 students, and a student-teacher ratio of about 6 to 1. This configuration contrasts with the often more crowded classes in Cuban public schools, where shortages of materials and overcrowding are regularly denounced. In the Havana context, ISH thus offers exceptionally individualized supervision.

Origin and Profile of the Teaching Staff

The recruitment policy for teaching staff mixes local and international teachers. About 35% come from countries such as Canada, the United Kingdom (England and Wales), the Netherlands, Germany, India, or Australia. Local recruits must, however, align with international standards: all Cuban teachers are required to take and validate the “CIE Diploma for Teachers and Trainers,” a Cambridge certification, accompanied by a continuing education program supported by the school.

The leadership team includes a Head of School (Christopher or Chris Lynn), a high school principal (Crystal Barnes), and a university guidance counselor (Osmery Martinez) responsible for guiding students to universities around the world.

Internationalized Leadership Team

Governance Led by the Diplomatic Corps

The International School of Havana is administered by a 12-member board of directors, the supreme governing body. A notable feature: the chairmanship must be held by a diplomatic mission head, and at least four ambassadors must sit on the board at all times. The remaining seats go to representatives of the expatriate community, diplomatic or not. This governance model ensures strong involvement from foreign chanceries and anchors the school within the network of international institutions present in Havana.

A Pedagogical Continuum from Age 2.5 to 18

ISH offers a complete education, from preschool (age 2.5) to the final year (grade 12). The institution is structured into two main divisions: Lower School (from early years to 5th grade) and Secondary School (grades 6 to 12). Within this scheme, one can also distinguish an elementary school, a middle school, and a high school, in the Anglo-Saxon tradition.

The academic path is organized into several major curricular stages.

In Primary: International Primary Curriculum and British Standards

At the elementary level (from kindergarten to grade 5), ISH combines several frameworks. The foundation is the International Primary Curriculum (IPC), a program very common in international schools, structured around thematic units called “Units of Enquiry.” These units allow working on disciplines through cross-curricular projects, integrating science, history, geography, arts, social skills, and communication.

The core subjects – English, mathematics, Spanish – are aligned with standards largely inspired by the National Curriculum of England and Wales, as well as the Ontario (Canada) curriculum for some components. The school notably uses the “Improving Primary Mathematics” program, developed in the London borough of Barking and Dagenham from a Swiss concept. The idea is to provide structured, progressive mathematics teaching suitable for a very international audience.

Spanish is taught at several levels (beginner, intermediate, native language), which allows integrating both Spanish-speaking children and newly arrived students who do not master the language. From 5th grade, students can choose between Spanish and French, opening a second foreign language for some or linguistic reinforcement for others.

In Middle School and Early High School: Cambridge Checkpoint

From grade 6 to grade 8, the secondary section prepares students for the “Checkpoint” exams from Cambridge International Examinations (CIE), in English, mathematics, and science. These standardized assessments at the end of 8th grade allow situating students’ achievements relative to a global benchmark and adjusting pathways upon entry into the IGCSE cycle.

The organization of the middle school is described as “American-style,” with subject blocks (science, humanities, arts, sports) and numerous extracurricular activities.

In 9th and 10th Grades: The IGCSE Springboard

Grades 9 and 10 are dedicated to the IGCSE program (International General Certificate of Secondary Education), a quasi-essential reference in the Cambridge network. Students take external exams at the end of grade 10 in a selection of subjects that prepares them for both the International Baccalaureate and admissions into multiple national systems.

The IGCSEs generally cover a wide range of disciplines: languages, mathematics, science, humanities, arts, according to combinations chosen by the student and validated by the pedagogical council.

In 11th and 12th Grades: The IB Diploma Programme and the ISH Diploma

The final two years of the curriculum (grades 11 and 12) are organized around the International Baccalaureate Diploma Programme (IBDP), taught at ISH since August 2006, alongside an in-house diploma, the ISH Graduation Diploma. The school is fully authorized by the International Baccalaureate Organization (IBO) and is part of the IB’s Africa-Europe-Middle East region, under code 002823.

Students typically choose six subjects, divided between Higher Level (HL) and Standard Level (SL), within the major IB disciplinary groups (Language A, Language B, Individuals and Societies, Sciences, Mathematics, Arts). At the International School of Havana, the IB course offering notably includes:

– English A Language & Literature

– Spanish A Literature

– Spanish B, Spanish ab initio

– French B

– Mathematics (Analysis & Approaches; Applications & Interpretation)

– Biology, Chemistry, Physics

– Environmental Systems and Societies

– Economics, History, Psychology

– Visual Arts

– Theory of Knowledge (core component of the IB common core)

The IB Diploma is based on a grading scale from 1 to 7 per subject, and students must obtain at least 24 points out of 45 to earn the diploma, while also fulfilling the common core requirements (Theory of Knowledge, Extended Essay, and CAS programme – Creativity, Activity, Service). Recent ISH statistics show a high success rate, with average diploma scores, depending on the year, above the world average, making it a major asset for access to higher education.

In parallel, to obtain the ISH Diploma, students must accumulate a certain number of credits over the four years of high school, maintain an attendance rate of at least 90%, and validate the CAS objectives.

Accreditations and International Network

One of the great strengths of the International School of Havana is its range of accreditations, which guarantee its recognition by universities and educational bodies worldwide.

Type of Accreditation / Affiliation	Organization
International accreditation	Council of International Schools (CIS)
North American accreditation	New England Association of Schools and Colleges (NEASC)
IB Diploma Programme	International Baccalaureate Organization (IBO)
Cambridge programmes (IGCSE, Checkpoint)	Cambridge International Examinations (CIE)
Special status	Cambridge International Fellowship Centre (since 2004)
Regional networks	AASSA, Tri-Association, Common Ground Collaborative

The CIS accreditation, in particular, is based on a demanding framework around the school’s mission, teaching quality, student protection and well-being, governance, and the continuous improvement process. Obtaining and maintaining this recognition involves regular audits, self-evaluations, and external peer review by international peers. Combined with NEASC and IB validation, it significantly strengthens ISH’s credibility with universities in North America, Europe, and elsewhere.

Results and Further Studies

ISH claims a graduation rate of 98% and a national ranking of number 1, which, in the very limited landscape of international schools in Cuba, confirms its dominant position. Graduating students pursue studies in diverse universities, ranging from Canada to Europe, the Americas to Asia. Institutions such as the University of Toronto, Sciences Po, the University of Edinburgh, or New York University appear among recurring destinations, a sign that the “IB + IGCSE + international environment” profile remains highly valued.

School Life, Sports, and Activities

In terms of extracurriculars, the International School of Havana offers a range of sports, cultural, and artistic activities typical of major international schools. Soccer, basketball, tennis, swimming, and athletics are on the program, with competitions organized against the two other major international schools in the city – the Spanish school and the French lycée. The ISH soccer team, for example, reached the final of an international tournament in 2017, ultimately losing to the Spanish school.

Artistic activities (theater, visual arts, music), subject clubs, community service projects, and leadership programs complete the offering. The school emphasizes support for students whose first language is not English, as well as support for children with mild educational needs, to remain true to its “community of learners” project.

Costs and Economic Model

Access to the International School of Havana comes at a price, placing it clearly out of reach for most Cuban families. Tuition fees are denominated and payable in US dollars. For the 2020‑2021 school year, the fee schedule was as follows:

Level (2020‑2021)	Annual Tuition Fees (USD)
Early Years – K1	5,195
K2 – Grade 5	12,195
Grades 6 – 8	12,345
Grades 9 – 10	13,975
Grades 11 – 12	14,385
One-time registration fee	4,000 (all students)
Development levy	400 / year

Payment can be made by semester or via special monthly arrangements. For a complete curriculum, the cumulative cost therefore amounts to tens of thousands of dollars, effectively reserving it for children of diplomats, executives of foreign companies, or families with ample access to foreign currency. On the Cuban scale, this is a considerable sum, in a country where salaries in national currency remain very low and access to foreign currency is extremely limited.

Centro Educativo Español de La Habana: The Spanish Reference

The Centro Educativo Español de La Habana (CEEH), or Spanish Educational Center of Havana, holds an equivalent place for the Spanish-speaking, and more particularly Spanish, community. It is a coeducational day institution that faithfully follows the official Spanish curriculum, from early childhood education through the Bachillerato.

Target Audience and School Profile

The CEEH primarily welcomes children of Spanish citizens residing in Cuba, as well as those of Spanish-speaking diplomats and businesspeople. The school admits students from ages 2 to 18, with a structure in four levels: Infantil, Primaria, Secundaria, and Bachillerato. Its project is clearly that of a “piece of Spain” in Havana, offering total continuity with the Iberian educational system.

Curriculum: A Spanish School Abroad

All teaching is conducted in Spanish, based strictly on the Spanish national curriculum. Students prepare for the Bachillerato, the secondary school graduation diploma that provides access to Spanish universities and, more broadly, European ones. Mandatory subjects in primary school include knowledge of the natural, social, and cultural environment, arts education, physical education, Spanish language and literature, the first foreign language (generally English), and mathematics. Among the options are a second foreign language (often French) and Catholic religious education.

Examination Role and Linguistic Influence

The Centro Educativo Español de La Habana is also an examination center for the Instituto Cervantes, allowing it to issue official Spanish language certifications as a foreign language. It offers Spanish as a Foreign Language (ELE) courses for non-native speakers, which strengthens its appeal beyond the solely Spanish public.

As in other international schools, class sizes remain limited (fewer than 15 students per classroom), offering close supervision. The institution organizes international exchanges with other Spanish high schools and promotes a “European-style” pedagogy, supported by high tuition fees denominated in foreign currency.

In the Cuban context, the CEEH is often perceived as a symbol of privilege: it welcomes children from backgrounds with access to foreign currency, whether they are international officials, families of the local elite, or foreign residents with significant income. Online accounts highlight this contrast with public schools, sometimes marked by dilapidated buildings, broken furniture, and water leaks.

Lycée Français de la Havane Alejo Carpentier: The French-Speaking Showcase

The third pillar of the best international schools in Cuba is the Lycée Français de la Havane Alejo Carpentier. As the name indicates, it is a French-speaking institution accredited by the AEFE (Agence pour l’enseignement français à l’étranger), the agency overseeing the network of French schools worldwide.

Positioning and Structure

The French lycée offers continuous schooling from kindergarten to the final year and strictly follows the programs of the French Ministry of National Education. Students thus prepare for the French baccalauréat, an internationally highly recognized exam, both for further studies in France and for admission to foreign universities.

The institution consists of two campuses, located in Miramar. The teaching cycles range from preschool small section to high school (with a “sixth form” in the vocabulary used), and include the different stages: kindergarten, elementary school, middle school, and high school.

Articulation with Distance Learning

For the terminal cycle (upper high school), the Lycée Français de la Havane relies on the CNED (Centre national d’enseignement à distance) for the online part of the program, allowing for perfect conformity with the French system, even in a complex logistical context like Cuba’s. Students thus follow CNED courses and assessments, supervised locally by teachers and monitored in their work and exams.

Student Body and Languages

The Lycée Français welcomes a very international student body, but with a traditional core target: children of French families posted in Cuba, those of Franco-Cuban dual nationals, and diplomats or French-speaking expatriates. The main language of instruction is French, but, as in all French lycées abroad, bilingual tracks and a strong presence of English and Spanish are offered depending on the sections.

The school operates as a day school only (no boarding) and conforms to the same security, transportation, and currency management constraints as its Spanish and English-speaking counterparts.

Why These Schools Are Strategic for Expatriate Families

In a country where higher education is free but essentially in Spanish, and where the state retains a strong ideological dimension in curriculum content, foreign families seek a school environment that:

– Ensures continuity with the educational system of their home country;

– Offers multilingual teaching suitable for a return or international mobility;

– Avoids, for some, too intense an exposure to local political propaganda;

– Guarantees material and pedagogical conditions aligned with Western standards.

The best international schools in Cuba precisely meet these expectations.

Curriculum Continuity and International Recognition

All three institutions allow students to obtain fully recognized diplomas:

In a context of high mobility for diplomatic personnel and multinational company executives, the possibility of transferring a child from a French lycée or a Spanish school from one country to another without curriculum disruption is particularly valuable.

Multilingual Approach and Cosmopolitan Environment

Each of these schools combines at least three languages in its offering: main language (English, Spanish, or French), Spanish (the host country), and English (the international language of communication) – sometimes with the addition of a fourth language (French at ISH, a second foreign language at CEEH). Students thus immerse themselves in a multilingual environment, within small classes, in contact with classmates from dozens of countries. This is a major asset for developing intercultural and linguistic skills difficult to match in the Cuban public system.

Supervision, Active Pedagogies, and Resources

The material conditions of these schools – specialized classrooms, laboratories, well-stocked libraries, more up-to-date technology – contrast with the recurring difficulties of public schools (lack of furniture, aging infrastructure, material shortages). The use of active pedagogies, project work, systematic integration of arts, sports, and extracurricular activities further widens the gap.

A Limited, Highly Selective, and Costly Offering

Despite their academic excellence, these schools remain ultra-minority: three institutions for an entire country, in a single city, Havana, and with tuition fees amounting to thousands, even tens of thousands of dollars per year. Capacity is limited, often to a few hundred students, and the priority sought profiles are clear: children of diplomats, staff of international organizations or foreign companies, and, in some cases, children of Cuban families with access to foreign currency or possessing special connections.

How to Choose Among the Best International Schools in Cuba?

For a foreign family on assignment in Cuba, the choice among these three schools will depend first on the household’s language, the country of origin, and then the plans for further studies.

A French-speaking family with a likely return to France or Europe will naturally tend to favor the Lycée Français, which guarantees the baccalauréat and perfect continuity with the hexagonal system. A Spanish or Spanish-speaking Latin American family aiming for Spanish universities will find in the CEEH an ideal track, with a solid anchor in the Spanish educational network.

Beyond these obvious criteria, other parameters come into play: the size of the school, class structure, the place given to sports or arts, how the institution supports specific educational needs, or the type of alumni network it helps develop.

A Mirror of Cuban Contradictions

The best international schools in Cuba are, in many ways, showcases of high pedagogical standards in a country obsessed with education. They rely on already very high national enrollment rates, a largely literate population, and a culture that values school as a vehicle for social mobility. Yet, they also expose the tensions of a system where free tuition and equal access are founding principles, while economic reality undermines the quality of public infrastructure and widens inequalities between those with access to foreign currency and others.

In a country where the state periodically reaffirms its monopoly on education and prohibits the rise of traditional private structures, Havana’s international schools constitute a fragile compromise between educational sovereignty and the necessity of hosting an international community. This compromise, while marginal in numbers, is undoubtedly set to continue playing a key role, as long as Cuba remains a diplomatic, cultural, and strategic destination on the world stage.