Due to local teacher shortages, the Ministry of Home Affairs is considering adjusting the staffing levels for each region.

The above information was stated by Mr. Trieu Van Cuong, Deputy Minister of Home Affairs, at the conference to summarize the 2022-2023 school year and deploy tasks for the 2023-2024 school year organized by the Ministry of Education and Training on the afternoon of August 18.

Mr. Cuong said that the number of employees in the education sector in 2021 is 1,375,715, of which 50,699 are in the central sector and 1,328,016 are in the local sector. The number of employees in the preschool and high school sectors is 1,131,001. The additional number of employees assigned in the 2022-2023 school year is 27,850.

Mr. Trieu Van Cuong, Deputy Minister of Home Affairs, spoke at the Conference.

For the 2023-2024 school year, the Ministry of Home Affairs is coordinating with the Ministry of Education and Training to review, base on needs, compare standards to submit to the Government and competent authorities to supplement the payroll in the coming time.

Currently, there is a local surplus or shortage of teachers in some localities and an imbalance in the teacher structure between subjects at the same level in regions with different socio-economic conditions.

The reason is that current regulations on the number of students per class do not distinguish between regions. Many localities do not have enough students, especially in remote areas. Some localities cannot recruit teachers according to the assigned number of positions.

Therefore, in the coming time, the Ministry of Education and Training may consider adjusting the staffing according to each region.

Sharing solutions for the above situations, Mr. Cuong said that the Ministry of Education and Training needs to urgently complete the contents related to institutions.

At the same time, localities should step up the arrangement and reorganization of preschool and general education facilities in association with improving the quality of education; form multi-level general schools; and convert public preschool and high school models to non-public ones in places with the potential for socialization.

In addition, localities also need to approve autonomy projects for educational institutions under their management, clearly defining the roadmap for financial autonomy.

THI THI

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