Developing staff and perfecting institutions and policies for teachers

GD&TĐ - The work of developing staff and perfecting policies for teachers in the 2024-2025 school year was reported at the 2025 Conference of Directors of the Department of Education and Training.

The teaching staff is increasingly receiving attention for development.

Mr. Vu Minh Duc, Director of the Department of Teachers and Educational Managers, said: Developing a team of teachers and educational managers is one of the key factors ensuring the success of the implementation of the Preschool and General Education Program, which has been seriously considered and implemented by the Ministry of Education and Training .

Implementing the provisions of the law according to the authority and functions of state management, the Ministry of Education and Training has coordinated with the Ministry of Home Affairs to review and report to the Central Government to propose to add 10,304 teacher positions for the 2024-2025 school year. This is the remaining number of positions out of a total of 65,980 teacher positions added to localities in the period 2022-2026.

The Ministry of Education and Training also directed localities to manage the payroll, recruit and use teachers and educational management staff; advised the Prime Minister to issue an Official Dispatch for localities to continue recruiting teachers when arranging the apparatus to implement the two-level government, solve difficulties in teacher shortage, and support educational institutions that have sufficient conditions to implement the preschool and general education programs according to regulations.

Based on the guidance of the Ministry of Education and Training, localities have actively organized recruitment and achieved certain results.

Specifically, in the 2024-2025 school year (as of May 2025), localities have recruited 19,246 teachers for public preschool and general education institutions.

Up to now, the teaching staff has basically met the requirements in terms of quantity, gradually overcoming the shortcomings in structure. By the end of the 2024-2025 school year, the total number of preschool and general education teachers is 1,273,355 (an increase of 21,978 teachers compared to the 2023-2024 school year) and 98,903 managers of preschool and general education institutions (a decrease of 509 managers compared to the 2023-2024 school year).

Also by the end of the 2024-2025 school year, the rate of teachers and managers meeting the training standards according to the 2019 Education Law of preschool education institutions is 90.5%, primary school is 91.9%, junior high school is 94.8%, high school is 99.9%.

Compared to the 2023-2024 school year, the rate of teachers meeting the standards according to the 2019 Education Law at preschool level increased by 1.2%, primary level increased by 2.0%, and secondary level increased by 1.0%.

Training to upgrade qualifications according to Decree No. 71 has been implemented beyond the targets on schedule.

The teaching staff is always focused on training and fostering to improve their capacity and implement the Preschool and General Education Program. In the past school year, the Ministry of Education and Training has implemented a number of activities and directed localities to carry out this important task. Localities have also implemented regular training for teachers and managers of preschool and general education facilities in accordance with regulations.

Teachers' pedagogical capacity is improved, basically meeting the requirements of innovation in content and teaching methods to implement preschool and general education programs.

The management staff are mostly good teachers who have been transferred to do management work, have strong political will, good moral qualities, and basically meet the requirements of leadership and management in educational institutions and educational management agencies.

Regarding the improvement of mechanisms and policies for teachers, in the 2024-2025 school year, the Ministry of Education and Training has focused on developing and submitting to the National Assembly the Law on Teachers. This is the most valuable legal document, codifying the Party's policies and the State's policies on developing the teaching staff. The passing of the Law on Teachers is an important milestone, opening a new era for the country's education sector, where teachers are honored, protected and developed in accordance with their core role in the career of "cultivating people".

Along with the development of the Law on Teachers, the Ministry of Education and Training is also completing the amendment and supplementation of related legal documents to meet the implementation of the 2018 General Education Program.

The policies and regimes for teachers and educational administrators, the payment of salaries and allowances, the appointment of professional titles, the promotion of professional titles, the honoring and rewarding of teachers, etc. are still basically implemented by localities according to regulations, ensuring the rights of teachers, promptly recognizing, motivating and encouraging teachers in their professional activities.

In addition to policies on training, fostering, and attracting excellent students to the teaching profession, the Party and State pay attention to the teaching staff, with many support policies in addition to salaries to help teachers increase their income.

The adjustment of the salary table applied to preschool, primary and secondary school teachers corresponding to the increase in training standards as prescribed in the 2019 Education Law has helped newly graduated teachers increase their income, and promoted teachers are transferred to a salary table with a higher difference coefficient between salary levels and a longer salary range.

In addition to applying general State policies, many localities and educational institutions have their own policies to attract and support teachers.

Teacher surplus and shortage are still common in many localities.

Regarding the existing problems and limitations, Mr. Vu Minh Duc said that in localities, the assigned educational staff is not fully recruited. Many localities reserve the assigned staff to implement a 10% staff reduction, making the teacher shortage situation even slower to be resolved.

Restructuring public service units, streamlining staff and improving the quality and efficiency of education is a big challenge for the education sector and requires a suitable roadmap.

The average teacher/class ratio in some localities is low, making it difficult to ensure the quality of education when teachers have to work much more than the norm. Some localities are still passive in recruiting teachers due to a lack of recruitment sources to teach some specific subjects (Foreign languages, IT, Arts, etc.).

The readiness and spirit of overcoming difficulties in innovation of a number of managers and teachers are still limited; the quality of teachers and educational managers is uneven, especially in areas with particularly difficult socio-economic conditions, with a large gap compared to favorable areas.

The situation of surplus and shortage of teachers is still common in many localities, especially teachers of new subjects (English, IT, Music, Fine Arts) but is slow to be resolved.

The structure of the teaching staff is still unbalanced between subjects in the same level of education, between regions with different socio-economic conditions. The quota for allocating teachers to localities is mostly lower than the actual demand. The teacher/class ratio at all levels is lower than the norm prescribed by the Ministry of Education and Training.

A small number of teachers and educational administrators are reluctant to innovate and do not have a correct understanding of the importance of regular training, so training is still formal and perfunctory, and the time for self-study and self-training is limited. The quality of teachers and educational administrators is uneven, especially in areas with particularly difficult socio-economic conditions, with a large gap compared to favorable areas.

The learning materials warehouse has been built on the TEMIS system, however the number of digitized learning materials is still small, not meeting the training and self-training needs of teachers on the current digital technology platform.

Source: https://giaoducthoidai.vn/phat-trien-doi-ngu-va-hoan-thien-the-che-chinh-sach-doi-voi-nha-giao-post741835.html