Education reforms in El Salvador and Dominican Republic face criticism and new initiatives

In El Salvador, the teachers' union Frente Magisterial Salvadoreño released a report questioning the government's recent school modernization program. The report, authored by Clara Sofía Guerrero, cites superficial remodels, damaged doors, poor paint, deteriorating windows and desks, and a lack of cafeterias that force students to eat in corridors. It also criticizes restrictive regulations that limit curtains, décor, and sports equipment, and notes that the new curriculum emphasizes language and mathematics at the expense of other subjects, while digital platforms are being rolled out.

In the Dominican Republic, the government has launched a National Consultation for the Transformation of Education, outlining eight action lines aimed at improving curriculum flexibility, integrating artificial intelligence and digital skills through a STEAM model, expanding technical‑professional training, and establishing continuous learning assessment. The plan calls for teacher training in emerging technologies, stronger partnerships among universities, the Infotep, the ITLA and business groups, and the creation of a labor‑market competency observatory to measure educational return on investment. UNESCO and the World Bank have highlighted a deep learning crisis in the country, underscoring the urgency of these reforms.