Arranging schools and classrooms to link human resources
Talking to a reporter of Lao Dong Newspaper, Mr. Mai Huy Phuong - Deputy Director of the Department of Education and Training (GDĐT) of Quang Tri province - said that after a year of implementing Resolution 71 on breakthrough development of education and training, the provincial Education sector is focusing on many solutions to improve quality, and at the same time handle difficulties in staff, facilities and learning conditions differences between regions.
One of the issues raised is the arrangement of the school and class network after implementing the arrangement of administrative units and the 2-level local government model.
According to the plan, in the 2026-2027 school year, the whole province is expected to have 440 public schools, a decrease compared to 913 schools in the 2025-2026 school year. The arrangement is carried out in relation to student scale, local conditions and requirements for effective use of staff and facilities.
The Education sector also implements class consolidation for classes that do not ensure the scale of students according to regulations, narrowing down remote school sites and arranging teachers to teach inter-school to gradually overcome the situation of local surplus and shortage.
Besides reorganizing the school network, teacher shortages continue to be an issue that needs to be addressed.
According to the expected demand for teachers in the 2026-2027 school year, the Education sector still has a large demand in supplementing teachers at many levels of education, especially preschool, primary and secondary education. In particular, the implementation of the 2018 General Education Program continues to set requirements to ensure sufficient teachers for some subjects such as English, Informatics, Music, Fine Arts, Technology, and Natural Sciences.
In the 2025-2026 school year, the Education sector has mobilized, rotated, and transferred more than 80 officials from surplus places to lacking places. Along with that, the province is implementing recruitment, mobilization and rearrangement of staff to ensure a more suitable teacher structure between localities.
However, according to the assessment of the Education sector, the arrangement and mobilization of teachers after the merger still faces difficulties. The quality of staff between localities is not uniform, while policies to attract and retain high-quality teachers in mountainous and border areas are not strong enough.
Facilities are also a content raised in the process of arranging schools and classes.
Narrowing the gap between regions
In the 2026-2027 school year, to ensure one classroom/class, preschool is expected to be short of 560 rooms, primary school is short of 512 rooms, secondary school is short of 547 rooms and high school is short of 104 rooms. Minimum teaching equipment is also still lacking in all 4 levels of education.
According to Mr. Mai Huy Phuong, along with arranging schools, the Education sector continues to prioritize investment in difficult areas, ethnic minority areas and border areas.
After the merger, Quang Tri has 15 border communes with 65 general schools. The province has proposed to build 15 inter-level boarding general schools, including 4 phase 1 schools and 11 phase 2 schools. The total investment cost for building new and upgrading educational facilities in 15 border communes is more than 3,400 billion VND.
Four schools in Dakrong, Huong Phung, Dan Hoa and Thuong Trach are being implemented. At the same time, the province is implementing the arrangement and reorganization of public general education institutions in border communes to form a suitable boarding school network from the 2026-2027 school year.
In parallel with that, the Education sector continues to promote digital transformation, apply artificial intelligence, STEM education, improve foreign language proficiency and gradually make English the second language in schools.
According to the orientation of Quang Tri Department of Education and Training, the arrangement of schools and classes is not only aimed at streamlining focal points but must be associated with ensuring students' learning rights, effectively using staff, investing in facilities and reducing the gap in educational conditions between favorable areas and mountainous and border areas.
