Salary and allowances need to be increased from January 1, 2026
On the afternoon of December 2, the National Assembly discussed in the hall the investment policy for the National Target Program on modernization and improvement of the quality of education and training for the period 2026 - 2035.
At the discussion session, many delegates were interested in and discussed issues related to the development of teachers, educational institution management staff, and education management staff.
Commenting on this content, delegate Tran Hoang Ngan (HCMC Delegation) said that it is necessary to implement a special preferential policy for teachers and human resources in the education sector. He recommended raising salaries and upgrading vocational incentives from the beginning of 2026 and committed to implementing them long-term and stably.
"This is the only way we can attract teaching staff for all levels of education from primary school, kindergarten to general education" - the delegate said.
Sharing the same view, delegate Thach Phuoc Binh (Vinh Long delegation) said that for teachers in disadvantaged areas, there should be an attractive enough treatment mechanism such as the proposal to increase the attraction allowance to 70% - 100% of basic salary, support public housing, ensure sufficient staffing and on-site training and development conditions.
"For general education, in remote areas, it is necessary to prioritize the consolidation of schools and classes in 248 border communes and ethnic minority areas where facilities are still lacking. At the same time, improve essential living conditions for teachers such as housing, clean water, digital infrastructure" - the delegate expressed his opinion.
Teachers need more than allowances
Delegate Nguyen Hoang Bao Tran (HCMC Delegation) said that in reality, teachers not only need allowances but also need a clear path for career development, a safe, stable, fair working environment, professional support and recognition. Therefore, the delegate proposed a group of systematic solutions that can be integrated immediately in the national target program.
First, the "learning - experience - contribution" mechanism for young teachers. Instead of the requirement of strict rotation as an obligation, we need to design a three-step career roadmap: Deep professional training, international standard training, experience in difficult areas for 1-2 years but comes with the advantage of prioritizing the excellent teacher exam, prioritizing salary increase, promotion, long-term contributions in a unit suitable for their abilities. At that time, teachers voluntarily register because they see the benefits for their own careers.
Second, building a core and mobile teaching staff. This is a force of the best teachers, trained in additional skills to support the community and schools, they will be responsible for supporting schools with shortages of teachers, providing professional support to young teachers, organizing regional professional activities to implement new teaching methods, operating on a 3-6 month cycle but maintaining their rights and position at the original school. This helps disadvantaged areas have good teachers, regardless of staffing quota.
Third, digitize the teacher's capacity profile to be transparent and fair. Many teachers today confident that their efforts have not been fully recognized and the assessment is still manual, so the program needs to invest in a digital teacher capacity profile system that fully records the work process, annual assessment results, self-education topics, products for teaching method innovation, and contributions to the community. This is accompanied by a public capacity assessment system based on real data. At that time, a truly good teacher will be properly recognized, given a canvas, and assigned tasks.
Regarding specific support policies, in addition to allowances, the female delegate proposed 3 key support groups: Minimum standard teacher housing; scholarships for teachers' children; career development scholarships for teachers in disadvantaged areas, support for excellent teachers to study at a higher level, attend high-quality training courses at home and abroad; the satellite model of a central school helps teachers in disadvantaged areas no longer feel lonely, while ensuring basic teaching quality.
