The Ministry of Education and Training proposed merging small-scale, substandard kindergartens and primary schools.

That is one of the contents in the draft guidelines for arranging and organizing preschool, general education, and continuing education facilities in accordance with two-level governments, sent by the Ministry of Education and Training to the Ministries of Justice , Home Affairs, Finance, and provinces and cities for comments.

Accordingly, the Ministry requested localities to review the entire network of preschool, general education and continuing education facilities, including schools, school locations, class sizes, management staff, teachers and staff. At the same time, check and evaluate the physical facilities of classrooms, functional rooms, dormitories, public houses, kitchen areas, toilets, clean water systems, auxiliary works, teaching equipment, etc.

Based on the review results, provinces and cities will develop plans and projects to arrange (merge, consolidate, dissolve or establish new) educational institutions in a reasonable and effective manner, without wasting resources.

The Ministry of Education and Training proposes to prioritize models of inter-level primary and secondary schools in sparsely populated areas or areas with difficult transportation conditions. At the same time, consider merging kindergartens and small-scale, substandard primary schools in the same commune according to a suitable roadmap.

Retain schools and school locations with favorable conditions (facilities, traffic, population), dissolve substandard and ineffective satellite schools; concentrate children, students and trainees to main schools with standard facilities.

Reorganize continuing education centers, vocational education centers - continuing education to ensure compliance with lifelong learning needs and management models at provincial and commune levels.

The Ministry also noted the principles in arranging and reorganizing the school network in the area. Specifically, ensuring that there is no reduction in access to education for children, students, and trainees; safety and convenience in the process of going to school for children, students, and trainees; not implementing mergers if the geographical distance between the residence and the school is too far or the traffic conditions are not suitable.

There is a clear roadmap, specific plan, and consultation with the community and stakeholders to minimize disruption and impact on management staff, teachers, staff, children, students and trainees.

Localities only merge schools and school sites within a commune; prioritize retaining schools with favorable conditions (facilities, traffic, concentrated population), and dissolve separate schools that do not meet standards and operate ineffectively.

During the reorganization process, it is necessary to ensure that each commune has at least one kindergarten, one primary school and one secondary school. In special cases, it is possible to organize a school that combines primary and secondary schools, but separate areas must be arranged for each level to ensure teaching and learning conditions.

Do not merge kindergartens with general schools; do not merge continuing education facilities with general schools.

Localities need to prioritize budget allocation to renovate and upgrade facilities and teaching equipment at main schools (kindergarten, primary, secondary) before receiving children, pupils and students from satellite schools. Develop a roadmap for implementation in each specific phase (short-term, medium-term, long-term).

At the same time, arrange and organize reasonably the team of managers, teachers and staff for preschool, general education and continuing education facilities according to the job position plan; ensure balance between education levels and types of educational facilities.

Ensure working conditions (official housing, transportation, IT infrastructure) for teachers and managers after the reorganization. Fully implement policies and regimes for managers, teachers, preschool, general education and continuing education staff affected by the reorganization (job transfer, retirement, downsizing, resignation...).

There are appropriate support policies for children, students, and continuing education students in especially difficult areas, ethnic minority areas, mountainous areas, islands, and children, students, and students with disabilities to ensure the right to access education.

Source: https://vietnamnet.vn/bo-gd-dt-de-xuat-sap-nhap-cac-truong-mam-non-tieu-hoc-quy-mo-nho-duoi-chuan-2445779.html