Vietnam Reorganizes Educational Institutions to Streamline Management and Enhance Quality

Vietnam is implementing a nationwide consolidation of public educational institutions, including kindergartens, primary and secondary schools, high schools, and vocational training centers. The objective is to reduce administrative departments, increase the number of teaching staff directly involved in education, and optimize the utilization of school facilities and resources. In Hanoi, a plan has been established to reorganize and streamline public educational institutions across the city. Specifically, primary and secondary schools located in the same commune or ward, with small scales and close proximity, will be merged into integrated schools operating multiple campuses. The newly formed schools will be headed by a principal and vice-principals, with each campus having its own vice-principal. Existing teachers and staff from the merged schools will generally be retained. Regarding teacher assignments, stability is prioritized, with teachers placed according to their subject areas and educational activities based on the school's class size. Teachers whose hours are below the regulated minimum will be assigned to teach at the main campus or other campuses to meet the required teaching load. Library, health room, and laboratory staff will be stationed at the main campus and other campuses. Each school will have a maximum of two accounting staff and one administrative staff. In Giang Vo ward, Hanoi, out of the current 17 public schools (six kindergartens, five primary schools, and six secondary schools), the number is expected to be reduced to eight after the reorganization. Mr. Co Nhu Dung, Chairman of the Giang Vo Ward People's Committee, stated that the reorganization will not reduce students' access to education or impose additional burdens on students and parents due to changes in study locations. Mr. Ho Tuan Anh, Principal of Quynh Phuong Secondary School in Nghe An province, noted that many schools are small and scattered, preventing the full utilization of management and teaching staff. He believes the reorganization is necessary to enhance school management capabilities and align with the trend of digital transformation. However, challenges include the pressure of rapid implementation and the need for principals and vice-principals to adapt to new management systems and enhance their leadership skills. In Thanh Hoa province, school mergers are being carried out under two models: merging similar school levels (kindergarten with kindergarten, etc.) or establishing multi-campus schools similar to those in border areas, with a main campus and several branches. Mr. Le Duc Thuan, former Head of the Ba Dinh District Department of Education and Training, emphasized that school mergers are not an endpoint but the beginning of a new school management challenge. He argued that reducing administrative units does not necessarily decrease the management workload, as student numbers, teachers, classrooms, campuses, and daily operational issues remain largely unchanged, necessitating a new management model. Effective school operation requires a synchronized design of three elements: decentralization, standardization of processes, and data-driven management. Mr. Nguyen Van Khoa, Director of the Nghe An Department of Education and Training, acknowledged parental concerns about longer commutes or potential declines in educational quality. He assured that the reorganization would not create geographical barriers or increase financial burdens on families. Nghe An province is adopting a "one main school with multiple branches/campuses" model to minimize disruption, ensuring that branches remain stable and young students can attend familiar locations. Measures such as shuttle bus services, expansion of boarding school models, and targeted support for disadvantaged students are being considered. Mr. Vu Minh Duc, Director of the Department of Teachers and Educational Administrators under the Ministry of Education and Training, stated that while the reorganization will impact teachers and administrators, the effect on teachers will be minimal, with stability largely maintained. The ministry requires a review of staff to ensure appropriate workloads and the reallocation of teachers from surplus to deficit areas to address shortages. Source: Nhan Dan