Member of the Party Central Committee, Deputy Prime Minister Le Tien Chau has just signed Official Dispatch No. 42/CD-TTg dated May 23, 2026 of the Prime Minister on accelerating the progress of deploying the construction of inter-level boarding general education schools for primary and secondary schools in land border communes.
In the telegram, the Prime Minister requested two noteworthy issues: building daily and weekly progress for each project, launching the "100-day and night peak campaign", ensuring the completion of 100 pilot schools according to the set plan (before August 30, 2026).
In particular, it is necessary to ensure that the project is put into operation and teaching immediately after completion and handover, absolutely not to let the situation of "school waiting for equipment" or "school waiting for teachers" occur.
This is a requirement showing the Government's great determination to invest in education in difficult areas.
At the same time, it is preventive against a fairly common situation in the past, which is that many school projects in remote and isolated areas fall into the situation of being built but operating at a standstill due to lack of teachers, lack of dormitories, lack of equipment or lack of appropriate operating mechanisms.
Some places have very spacious new classrooms, but students still have to share classes. Some places have beautiful schools, but teachers do not want to stick with them for a long time due to difficult living conditions. Even some projects after completion still have to wait many more months to be put into use.
The requirement not to let the situation of "schools waiting for equipment" or "schools waiting for teachers" occur shows that the Government wants to solve the education problem in border areas in a more synchronous direction, instead of just completing the basic construction part.
This is especially important when this is a multi-level boarding school model for students in border areas, where travel conditions are difficult, population is dispersed and the risk of students dropping out of school is still present.
A school in a border area not only needs classrooms, but also capable teachers, safe dormitories, stable kitchens, student care staff and a management mechanism suitable for young children.
However, the biggest challenge for inter-level boarding primary and secondary schools in land border communes is probably in the post-August 30, 2026 period.
Building a series of schools, synchronously from infrastructure to teachers, can be done in a few months if resources are concentrated, but maintaining the quality of operation for many years and sustainably is a more difficult problem.
If there is a lack of good enough policies to retain teachers, a lack of resources to maintain boarding school life, or a lack of stable operating mechanisms, it is very easy to experience shortness of breath in operation.
Investing in education in border areas is also investing in the long-term development opportunities of people and the future of lands in the border areas of the Fatherland.
Therefore, the criteria for long-term success must be measured by how many students in border areas are truly stable in their studies, how many students no longer have to drop out of school halfway, and how many teachers are assured to stick with that difficult border place for a long time.
