One of the main breakthroughs in the draft, welcomed by many, is the diversely designed preferential allowance regime, spread from 25 - 80% depending on the level of education, region and type of educational institution, in which teachers teaching in remote, border and island areas receive the highest allowance.
Accordingly, teachers teaching in ethnic minority boarding schools; primary schools in communes in regions I and II of ethnic minority and mountainous areas; island communes, border communes, and safe zone communes according to Government regulations, are expected to receive an allowance of 50%.
Teachers working in kindergartens in communes in regions I and II of ethnic minority and mountainous areas; island communes, border communes, and safe zone communes according to Government regulations are entitled to a 60% allowance.
Teachers teaching in ethnic boarding schools and educational institutions in areas with particularly difficult socio -economic conditions as prescribed by the Government are entitled to 70%.
In particular, teachers of preschools in areas with particularly difficult socio-economic conditions according to Government regulations have an allowance of up to 80%. In addition, teachers working in difficult areas are also entitled to rent public housing or be guaranteed collective housing, or receive housing rental support; support in paying for transportation...
Ethnic minority and mountainous areas - the most difficult areas of our country today account for 3/4 of the natural area and 14.6% of the population. The difficulties and characteristics of nature, economy and society have had a significant impact and influence on the development of education and training.
In recent times, many policies of the Party, National Assembly and Government on developing education in disadvantaged areas have contributed to reducing the gap in access opportunities and quality of public services between regions. However, the quality of education between disadvantaged areas and areas with favorable conditions still has a significant gap, clearly shown, especially through the results of high school graduation exams.
One of the reasons affecting this difference is that the quality and quantity of teachers in remote areas still have many problems.
For many years, there has been a shortage of teachers in remote areas. Especially since the 2018 General Education Program was implemented, schools have had difficulty recruiting English and IT teachers. The reason is that the terrain is complicated, causing many obstacles in teachers' travel.
Living conditions are also poor, cultural and spiritual life is limited and career development opportunities are few, some teachers, especially young teachers, are not confident in their work. In addition to taking on teaching tasks in the classroom, teachers in remote areas also have to take on many other tasks, so the work pressure is high.
In particular, besides the unattractive working environment, the teachers' income is still not enough to compensate for the difficulties they have to go through, so when there is an opportunity to work in a better environment and income, teachers choose to say goodbye.
Retaining teachers in disadvantaged areas will continue to be a major challenge without comprehensive and sustainable solutions. Therefore, in parallel with continuing to accelerate investment in facilities, equipment, and teaching conditions for disadvantaged areas, there must be strong enough support policies to ensure teachers feel secure in their work.
The breakthroughs in preferential policies for teachers according to the draft Decree are expected to contribute to fundamentally solving the problem of quality and quantity of teachers in disadvantaged areas. This is considered one of the key solutions, contributing to improving the quality of teaching, narrowing the educational gap with areas with favorable conditions, contributing to the implementation of the goal of educational innovation.
Source: https://giaoducthoidai.vn/rut-ngan-khoang-cach-giao-duc-post742176.html
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