Education and training are not only a top national priority but also determine the future of the nation, and teachers are at the heart of that national priority.
Teachers assume many new functions.
The Law on Teachers for the first time clearly establishes the legal status, rights, and professional responsibilities of teachers, contributing to redefining the role of teachers in the education system. Teachers are no longer simply transmitters of knowledge, but central figures leading digital transformation, innovating teaching methods, and creating a humane and modern learning environment.
Teachers deserve to be treated fairly, with respect, and empowered to thrive in their profession.
PHOTO: DAO NGOC THACH
In the context of the Fourth Industrial Revolution and artificial intelligence (AI), educators must assume many new functions: designing learning activities, guiding critical thinking, analyzing learning data, and simultaneously providing psychological support, skills education, and career guidance for students. According to General Secretary To Lam, educators are also scientists. Resolution No. 71 of the Politburo also emphasizes "improving the status, role, income, and ensuring working conditions for the teaching staff" – a prerequisite for ensuring the quality of education in the new era.
These demands require educators to continuously learn in order to adapt and innovate. A modern educator is not only a subject matter expert, a technology educator, a school psychologist, and a classroom administrator, but also an inspirer and partner in shaping students' futures. This is not only an expansion of responsibilities but also proof that the teaching profession needs a new status commensurate with the responsibilities they bear in the digital age.
TEACHERS' SALARIES NEED TO BE COMMENSURATE.
The quality of education depends directly on the quality of the teaching staff. Many countries consider ensuring a decent income as a strategic investment. South Korea, Japan, and Singapore pay teachers salaries equal to or higher than those in professions with similar qualifications to attract and retain high-quality personnel.
In Vietnam, although teachers' incomes have improved, they generally still do not reflect the intensity of their work and professional responsibilities. Preschool and primary school teachers, especially those in disadvantaged areas, suffer the most. They work overtime, bear the pressure of evaluating students, managing records, coordinating with parents, and must continuously study and receive training to meet the demands of educational reform.
According to the Ministry of Education and Training, only about 12% of teachers are classified into the three high-salary groups A1, A2.1, and A3.1, while almost all civil servants in other sectors are in equivalent groups. This is a long-standing inadequacy, reflecting the fact that the teaching profession has not been adequately compensated for the status bestowed upon it by the Party and the State.
The Law on Teachers and Resolution 71 of the Politburo affirm that placing teachers' salaries in the highest group within the administrative and public service sector is an urgent requirement.
PHOTO: NHAT THINH
The disparity is also evident in the salary coefficient ceiling: teachers can reach a maximum of 6.78, while many other civil servants can reach 8.00. This makes it difficult for teachers to reach the highest salary level despite increasing workload, professional requirements, and job pressure.
To address this situation, the Ministry of Education and Training proposes a "special salary coefficient": 1.25 for preschool teachers and 1.15 for primary and secondary school teachers. If approved, the highest salary could approach 19 million VND/month, excluding allowances, in line with the spirit of Resolution 71.
The Law on Teachers and Resolution 71 also affirm that placing teachers' salaries among the highest in the public service sector is an urgent requirement. Deserved income not only attracts talented individuals and reduces the rate of career departures but also motivates teachers to wholeheartedly innovate and improve the quality of the national workforce.
Positive Signs from the New Policy
Along with salary reforms, new policies from the Party, State, and Ministry of Education and Training offer hope for the teaching staff. Adjusting professional standards towards a more substantive approach helps reduce formalism and increase professional value. Digital transformation in education management significantly reduces the burden of paperwork, paving the way for teachers to dedicate more time to teaching and research.
Many localities implement special allowances based on region and subject shortages, and provide housing and transportation support for teachers in remote areas. This is a solution to retain teachers, especially in areas facing a shortage of teaching staff.
In the context of the Fourth Industrial Revolution and AI, educators must take on many new roles.
PHOTO: NHAT THINH
The policy of enhancing professional autonomy through open education programs also creates positive change. When teachers are given the autonomy to design lessons suitable for their students, they have the opportunity to develop their creativity and professional skills. Expanding learning and training opportunities through digital platforms facilitates convenient and time-saving access to new knowledge, improving the quality of teaching to international standards.
FROM POLICY TO GENUINE RESPECT
Enhancing the status of teachers is a comprehensive task. Salary is a key factor, but it cannot be achieved solely through salary increases. Society needs to change its perspective on how teachers are perceived, assigned tasks, and evaluated.
At the scientific seminar "Saigon University of Education before 1975" held in October 2023 by Ho Chi Minh City University of Education, Associate Professor Dr. Vo Van Loc, senior lecturer at Saigon University and former student of Saigon University of Education from the 1972-1975 cohort, shared that being a student of teacher training was not only a source of pride for the student themselves but also for their family and lineage. This pride stemmed from three important factors: firstly, only outstanding candidates were admitted to the school, with a pass rate of about 10-15% of the total number of applicants; secondly, after graduation, students were immediately appointed to the position of "secondary school professor"; And third, teachers enjoyed the highest salaries at the time, with an index of 470, while other professions had an index of 430. These three factors created a strong attraction, drawing talented individuals into the teaching profession and contributing to affirming the noble status of the teaching profession in society.
Therefore, reducing unnecessary pressure is the first step. Teachers cannot shoulder the entire responsibility of education when families and society are not supportive. Parents need to understand the limitations of teachers, avoid setting unrealistic expectations, and work alongside teachers in educating their children. The work environment must respect expertise, have transparent evaluations, clear promotion opportunities, and practically recognize outstanding individuals.
A civilized society knows how to protect teachers, empowering them with autonomy, trust, and high income opportunities so they can develop their abilities. When teachers feel genuinely respected, their professional standing is sustainably strengthened, and they can directly contribute to the quality of education and social development.
Enhancing the role, status, and living standards of teachers is not only the responsibility of the education sector but also the duty of the entire society. Teachers determine the quality of human resources – the foundation of all national development strategies.
A strong Vietnamese education system, one that ranks among the top 20 in the world by 2045 as set out in Resolution 71 of the Politburo, will become a reality when teachers are protected by policy, respected in their profession, and given genuine professional empowerment. Only then will they be able to wholeheartedly create, innovate methods, and guide students in a constantly changing world.
If income, allowances, and working conditions do not improve, teachers will continue to leave the profession, the quality of education will decline, and the goal of innovation will remain elusive. Investing in teachers is investing in the future. A nation cannot be strong if its teachers are disadvantaged; it cannot prosper if those who sow the seeds of knowledge live in poverty. Teachers deserve to be treated fairly, respected, and empowered to stand firm in their profession – the foundation of a quality education system, a civilized society, and a sustainably developed country.
Source: https://thanhnien.vn/vi-the-moi-cho-nha-giao-185251119231833976.htm
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