Persistently pursuing the goal of universal primary and secondary education

GD&TĐ - In recent years, the work of universalizing primary and secondary education has always received attention from localities in order to consolidate and maintain the achieved results and gradually strive to reach higher standards.

By June, 100% of provinces and cities had maintained and achieved the standards for universal primary and lower secondary education . Specifically, 64% of provinces and cities were recognized as achieving Level 3 universal primary education (a 6% increase compared to the same period last year); 27% of provinces and cities achieved Level 2 universal lower secondary education (a 4% increase); and 19% of provinces and cities achieved Level 3 universal lower secondary education (a 6% increase compared to the same period last year).

Literacy programs continue to receive attention and be implemented. In the 2024-2025 school year, 91,548 students nationwide participated in literacy classes, with ethnic minorities accounting for 84%. The literacy rate for those aged 15-60 at level 1 was 99.10%; at level 2 was 97.72% (an increase of 0.32% and 0.35% respectively compared to the previous school year). The majority of illiterate individuals are between 36 and 60 years old.

Nationwide, 100% of commune-level units have achieved Level 1 literacy standards; 96.84% of commune-level units, 96.45% of district-level units, and 87.3% of provincial-level units have achieved Level 2 literacy standards. Some localities have proactively reopened literacy classes after many years of interruption…

Despite the achievements, some localities have not fully recognized the role of universal education and literacy programs; maintaining and improving the quality of universal education still faces many difficulties.

Furthermore, disparities in learning conditions remain significant among different groups and regions. Ethnic minority children, students with disabilities, and learners in remote areas face numerous barriers to accessing education due to limitations in language, infrastructure, teaching staff, and learning conditions.

Furthermore, several difficulties arose during the initial implementation of the two-tiered local government system. The human resources for state management of education assigned to the Culture and Social Affairs Department at the commune-level People's Committee were limited.

A significant number of commune-level administrative units lack leaders or officials who previously worked in the education sector to oversee and manage state affairs in the field of education. These shortcomings in specialized personnel at the commune level significantly impact the work of universal education and literacy eradication.

Furthermore, after the merger, many communes no longer have dedicated staff for this work. Most of the responsibilities are assigned to part-time staff who lack expertise and struggle to meet the required standards, especially in updating records, conducting universal education surveys, organizing literacy classes, and preparing reports according to regulations.

Changes in administrative boundaries also disrupt the population data system, including age and educational attainment; causing difficulties in identifying target groups and updating software for universal education and literacy programs.

For the 2025-2026 academic year, the education sector has set the task of accelerating the implementation of the literacy program; consolidating and maintaining the results of universal education, and gradually striving to achieve higher standards to improve the quality of education and complete compulsory education.

To ensure successful implementation, a synchronized approach involving multiple solutions is necessary. This includes enhancing the leading role and responsibility of state management, increasing resources, and securing the budget to achieve the goals of universal education, compulsory education, and literacy eradication.

Regularly strengthen, consolidate, and improve the quality of operation of the commune-level Steering Committee for Universal Education and Literacy Eradication. Apply technology; effectively carry out inspection, examination, and supervision to ensure the improvement of education quality and literacy eradication…

Source: https://giaoducthoidai.vn/ben-bi-muc-tieu-pho-cap-giao-duc-tieu-hoc-va-thcs-post746347.html