Building 248 schools in border areas: When policies are measured by actions.

The construction of 248 boarding schools in border areas demonstrates that the Party's major policy is being realized through concrete and coordinated actions.

Major policy and synchronized system movement

Investing in the construction of 248 multi-level boarding schools in border communes is not only a social welfare education program, but also reflects the Party's major policy being implemented in practice. In this context, the resolution goes beyond mere direction and is transformed into specific plans, timelines, and responsibilities for each level and sector.

The initial results clearly show that the policy has been implemented not through mere affirmations, but through synchronized and decisive action from the central government to local authorities, especially in the most disadvantaged areas of the country.

The design for a boarding school in border areas should accommodate 1,000 or more students, with a campus that may consist of one or more areas, ensuring a land area of ​​5-10 hectares. (Photo: Government Newspaper)

The project involves building 248 secondary schools in border regions, spread across 22 provinces and cities, primarily in mountainous and remote areas where terrain, transportation, climate, and living conditions are challenging. Therefore, implementation requires significant resources, organizational capacity, and a high degree of consensus.

In reality, localities have quite thoroughly grasped the significance of the policy. Most provinces and cities have established Steering Committees, with many chaired directly by the Provincial Party Secretary or the leader of the Provincial People's Committee. This approach demonstrates political determination, creates a centralized and unified management mechanism, and helps to promptly resolve any obstacles arising during implementation.

Furthermore, the clear assignment of tasks, with specific roles and responsibilities, has ensured that all stages of implementation are carried out systematically. In many localities, emphasis has been placed on propaganda and mobilization, creating consensus among the people, especially in land clearance and construction support in areas with unique conditions.

The spirit of "just discussing and getting things done" and demanding that the work be completed thoroughly.

A highlight of the implementation process was the consistent management spirit, with action as the benchmark. The classification of progress into different groups was not intended to create formal pressure, but rather to allow localities to clearly see their position and choose solutions appropriate to their specific conditions.

In the context of construction in border communes facing numerous difficulties, many localities have proactively developed plans, intensified supervision, and promptly reported and proposed solutions to overcome obstacles. Notably, along with the requirement to complete projects on schedule, the issue of preparing for operation has also been raised simultaneously. Border boarding schools must be built solidly and ready to operate immediately upon completion; this requires localities to proactively review the school network, prepare teachers and management staff, and develop admission criteria suitable to the travel and living conditions of students in border areas.

Projects built with the people's support are gradually being completed. (Illustrative image)

During this process, the Ministry of Education and Training finalized the Decree and Regulations on the organization and operation of multi-level boarding schools, demonstrating a synchronized approach that avoids policy gaps. This is a crucial factor in ensuring that boarding schools are formally established and effectively implemented in practice.

From a broader perspective, the policy of researching and adding more schools in areas with large student populations, including border communes that are still facing difficulties, demonstrates flexible management thinking, prioritizing students' educational interests, contributing to ensuring equity in access to education, and aligning with the long-term development requirements of border regions.

Investing in school construction in border areas is also an investment in social stability and sustainable development. Each completed and operational school provides a solid foundation for students to study with peace of mind, for parents to confidently entrust their children to the school, and for people to become more attached to their living areas.

Given the limited time remaining, the requirement is to continue maintaining a proactive and decisive spirit, taking advantage of favorable weather conditions, strengthening coordination among agencies and units to promptly resolve any arising obstacles; ensuring sufficient funding, using resources efficiently, and avoiding waste so that the program achieves its set objectives.

Overall, the construction of 248 boarding schools in border areas is showing a positive sign; the Party's policy is being thoroughly understood and realized through concrete projects, with a clear roadmap, supervision, and accountability.

When the classrooms in border regions light up, it will be a testament to the achievements of an education investment program, and to the people's faith in the Party and State's care and support for these areas that still face many difficulties but are rich in aspirations for progress.

Source: https://congthuong.vn/xay-dung-248-truong-vung-bien-khi-chu-truong-duoc-do-bang-hanh-dong-442308.html