Building a team of teachers that meets the requirements of educational reform.

In the 2024-2025 school year, the education sector will implement the 2018 General Education Program for grades 5, 9, and 12, which are the final grades to fully and comprehensively reform all subjects and activities in general education. Therefore, it is even more crucial to build a teaching force that is sufficient in quantity and ensures quality.

According to the Ministry of Education and Training, in order to ensure that the teaching staff meets the needs of innovation, after the Politburo added 65,980 positions for the education sector in the 2022-2026 period, the Ministry of Education and Training coordinated with the Ministry of Interior to guide localities in the recruitment, management, and utilization of the allocated positions; in the 2023-2024 school year alone, localities recruited 19,474 teachers.

Notably, the Ministry of Education and Training also issued a circular guiding job positions, the structure of civil servants according to professional titles, and the staffing levels in public preschools, general education institutions, and public special schools, with many new points that facilitate the improvement of the quality of the teaching staff.

The education sector and local authorities have implemented regular training for preschool and primary school teachers in accordance with regulations. The pedagogical capacity of most teachers has improved, gradually meeting the requirements of innovation in teaching content and methods, especially in the implementation of the 2018 General Education Program.

To date, the teaching staff has grown in number, gradually overcoming structural shortcomings; by the end of the 2023-2024 school year, the whole country had 1,251,377 preschool and general education teachers; the percentage of teachers meeting the training standards according to the 2019 Education Law was 89.3% for preschool education, 89.9% for primary school, 93.8% for lower secondary school, and 99.9% for upper secondary school.

Despite positive results, compared to the requirements of educational reform, there is still a localized shortage of teachers in most areas, especially teachers of new subjects (English, Information Technology, Music, Fine Arts). The teacher workforce structure is unbalanced across subjects within the same educational level and between regions with different socio-economic conditions; the teacher allocation quotas for most localities are lower than the actual needs. A small number of teachers are hesitant to embrace innovation and have not yet fully grasped the importance of continuous professional development…

To develop a teaching staff that best meets the requirements of innovation, in the 2024-2025 school year, the education sector will continue to implement the roadmap for raising the training standards for teachers; focusing on implementing regular training and training to improve teaching capacity to meet professional standards and the requirements of the 2018 General Education Program. The Ministry of Education and Training, together with localities, will carry out planning and forecasting of teacher needs to ensure accuracy with practical needs, especially accurate forecasting of urban areas, industrial zones, and export processing zones, linked to the urbanization rate in localities to understand; forecasting population changes and labor migration between regions to make the best predictions about the increase in the number of students and classrooms, thereby calculating appropriate teacher needs.

Specifically, localities need to effectively recruit, manage, and utilize the allocated teacher staffing quotas, addressing the shortage of teachers, especially preschool teachers and teachers of subjects under the 2018 General Education Program (recruitment in localities is still slow, with approximately 72,000 allocated positions remaining unfilled). Schools should actively organize professional group exchanges within schools and between schools, while also creating favorable conditions for teachers to improve their professional skills and teaching methods, aiming to develop a sufficient number of qualified teachers to meet the demands of educational reform.

Source: https://nhandan.vn/xay-dung-doi-ngu-giao-vien-dap-ung-yeu-cau-doi-moi-giao-duc-post828556.html