The Ministry of Education and Training (MOET) has just issued a document sent to the People's Committees of provinces and cities on promoting the arrangement of the network of public preschool, general and continuing education institutions in accordance with the two-level local government model.
According to the Ministry of Education and Training, in the past time, many localities have proactively implemented the policy of streamlining public educational non-business units and achieved positive results. However, through summarizing from localities, many schools are still small and fragmented, not suitable for the development space and population size of the new administrative unit.
In addition, many places have not strongly shifted from the thinking of "education management" to "education development management" to improve investment efficiency and quality of education.
The document was issued to implement Notice of Conclusion No. 105 of the Party Central Committee Office, Resolution No. 71-NQ/TW of the Politburo and Resolution No. 105/NQ-CP of the Government on continuing to improve the organizational structure and develop education in the new period.
According to the set goals, the Ministry of Education and Training strives to reduce at least 30% of existing public educational institution headquarters. The arrangement aims to streamline management headquarters, restructure staff in the direction of reducing education management staff, increasing direct teaching staff; and at the same time maintain the stability of student scale at school sites, branches, and effectively coordinate the teaching staff to improve teaching and learning quality.
The Ministry of Education and Training requires that the arrangement must comply with professional and educational science principles, in accordance with the two-level local government model, socio-economic development planning, population size and characteristics of each region. The implementation process does not implement mechanical arrangement only to reduce focal points, but must assess the impact and draw lessons after the pilot phase before replicating.
Notably, the Ministry identifies learning as the center, ensuring the right to study and access to education; creating favorable conditions for students to go to school, not creating geography and cost barriers, absolutely not allowing students to drop out of school or not be able to go to school due to difficult circumstances.
Each commune-level administrative unit must ensure at least one kindergarten and one general school.
The document also clearly stipulates not to merge kindergartens with general schools; not to merge general schools with continuing education centers or vocational education - continuing education centers; not to merge specialized educational institutions with general schools.
The reorganization of the school network is prioritized for implementation between educational institutions of the same level or with close geographical locations.
According to the roadmap, from July 1, 2026, localities will pilot a large-scale school model with branches and school sites with unified management focal points.
By August 30, 2026, localities must complete the pilot phase, establish a school network suitable for the area and population size, and at the same time complete the organizational structure and management plan to operate from the beginning of the 2026-2027 school year.
Before December 30, 2026, localities will comprehensively evaluate the pilot results and draw lessons to implement the next phase.
From March 30, 2027, the merger and consolidation of educational institutions will continue to be implemented according to authority.
Before April 30, 2027, the arrangement and streamlining of management focal points must be completed, ensuring stable management, finance, public assets and teaching activities at school sites.
In the initial phase, the Ministry of Education and Training oriented two pilot models including: a large-scale single-level school (or continuing education center) with branches, school sites and a large-scale multi-level general education school.
Both models aim to shift the focus from management to effective governance; strengthen the application of information technology and digital governance, reduce administrative procedures, ensure transparency and smoothness, and at the same time not affect students' learning rights and the quality of education throughout the system.
