3 options for arranging redundant accountants, clerks, and cashiers after arranging schools
According to the guidance of the Ministry of Education and Training, the arrangement of schools is not only aimed at reducing management focal points but also towards restructuring the network of educational institutions according to population size, population distribution, improving management efficiency and quality of education. The goal is to strive to reduce at least 30% of existing public educational institution focal points, while ensuring normal teaching and learning activities.
According to the guidance, after the merger, the administrative - support department (documents, accounting, cashier) will be used together for the main school site and branches. The teaching staff will be arranged and transferred flexibly to ensure teaching norms according to regulations.
School arrangement must ensure the rights of teachers
With this organizational method, after schools are arranged, the model of each school branch or each old school having enough accountants, clerks, and cashiers as before will no longer be maintained. Personnel arrangement will be based on the new organizational model and the actual needs of each locality.
Official Dispatch 777/TTg-TCCV of the Government provides solutions for handling redundant management and support staff after school mergers, including: Transferring to become officers in charge of commune-level education; Rotating as a teacher; Resolve leave according to appropriate regime of capacity, aspirations and job requirements.
At the same time, implement the preservation of regimes and allowances for management officials affected by the arrangement of the apparatus according to current regulations and specific policies of the locality.
According to the guidance of the Ministry of Education and Training, there is no regulation that redundant personnel in these positions will be cut or terminated immediately after arranging schools. Instead, the People's Committees of provinces and cities are responsible for developing organizational plans, arranging and using staff suitable to job positions, the number of people assigned, as well as the actual conditions in the locality. The transfer, arrangement, or settlement of benefits for redundant personnel will be implemented according to current regulations on public employee management and streamlining of the apparatus.
The Ministry of Education and Training also requests localities to closely coordinate with internal affairs and finance agencies in the process of developing arrangement plans to ensure that the reorganization of the apparatus does not interrupt the professional activities of the school, and at the same time ensure the legitimate rights and interests of officials, teachers, and staff.
After the merger, the leadership team must be capable of leading the change.
Dr. Hoang Ngoc Vinh - former Director of the Department of Vocational Education, Ministry of Education and Training assessed that the model of a large-scale one-level school with branches helps unify professional management, finance, personnel and quality standards, while still maintaining a school point near the place of residence. Multi-level schools have the advantage of articulation, using common facilities, reducing focal points and limiting breakdowns when students transfer levels.
However, Mr. Vinh said that large scale does not mean good governance. A principal may have to manage many facilities far apart, the number of teachers and students is larger, and at the same time handle differences in culture, tradition and working methods of old schools.
Experts believe that reform is only truly successful when it creates a new governance model, a new culture and a leadership team capable of leading change.
If we only merge the apparatus without preparing for change management, we may achieve the goal of streamlining the organization but have to pay the price with prolonged disruptions within the schools themselves" - Mr. Vinh analyzed.
From this reality, Dr. Hoang Ngoc Vinh recommends that it is necessary to clearly stipulate the powers of the head of the branch, the decentralization mechanism, the data system and the responsibilities of each department. More importantly, principals must be trained in large-scale school governance, change management, conflict handling and building a new organizational culture.
