Venezuelan teachers demand government clarity on earthquake-damaged school recovery

Teachers in Venezuela are demanding clarity from the national government regarding the recovery of schools damaged by recent earthquakes. Gricelda Sánchez, regional coordinator for the Unitary Union of Teachers (Suma), publicly questioned the state of educational infrastructure as the 2026-2027 school year approaches.

Sánchez called for detailed explanations about which schools will be repaired and transparency in the budget allocation and execution for physical repairs. She highlighted that the crisis in educational facilities extends beyond the recent seismic events. According to Suma's monitoring, seven out of ten inspected schools show significant deterioration or lack essential basic services for regular academic activity.

The Ministry of Education has set September 14 for the restart of classes, announcing plans to intervene and recover over 1,500 earthquake-affected facilities. However, the Fe y Alegría education network reported 31 of its centers with severe structural damage, potentially disrupting the education of 18,700 students if rehabilitation is not completed on time.

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We see that it is one more year of improvisation, of zero listening to teachers, to the workers of the education sector.

Beyond infrastructure, Sánchez reiterated long-standing socio-economic demands from public education workers. She criticized the current situation as another year of improvisation and a lack of attention to teachers and staff. The union leader also stated that salary recovery would help reduce teacher shortages and improve the quality of professionals.

Suma denounced that administrative, teaching, and support staff have been demanding decent wages to cover basic living costs for over a decade. They also lack social protection, including health insurance, primary medical care, and funeral services. The union proposed that contingent bonuses be incorporated into base salaries to improve social benefits and end-of-year bonuses for active personnel.

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We see that it is one more year of improvisation, of zero listening to teachers, to the workers of the education sector.