Students of Ho Chi Minh City University of Education guide candidates to the exam room for the specialized competency assessment exam organized by the school at the end of March 2024 - Photo: NT
According to a report by the Ministry of Education and Training, in the 2022-2023 school year, the country is short of 118,253 teachers at all levels. Notably, compared to the previous school year, the number of teachers short increased by 11,308 people. Meanwhile, the scale of training in the pedagogical sector not only did not increase but also decreased.
Pedagogical students reduced by half
Ironically, the scale of training in educational sciences and teacher training decreased sharply in the previous year. The scale of training in this field in 2022-2023 was only 89,321, a decrease of more than 62,000 students compared to the previous year. Meanwhile, the shortage of teachers increased.
Currently, Vietnam has 103 teacher training institutions, including 15 pedagogical universities (6 pedagogical universities, 6 technical pedagogical universities, 2 physical education schools, 1 art pedagogical school), 50 multidisciplinary universities and specialized universities that train teachers, 20 pedagogical colleges and 18 multidisciplinary colleges that train teachers.
The schools enroll and train 38 undergraduate majors. Although Decree 116 of 2020 of the Government on tuition and living expenses support for teacher training students is better than before, the enrollment results are still not as expected.
In 2023, the admission rate for pedagogical majors reached 89.14%, higher than the general average of 82.45%. However, the Ministry of Education and Training assessed that pedagogical enrollment still faces many difficulties.
Some of the main difficulties include localities not placing training orders, difficulties in handling training costs, and difficulty recruiting in many industries.
Although in 2023, there were 32,500 candidates admitted to the pedagogical group, reaching 89.14%, higher than the 80.16% of 2022. However, the number of candidates admitted in 2023 was still less than in 2022.
It can be seen that not only the quota but also the number of candidates enrolling in the pedagogical sector in 2023 is significantly lower than in 2022. Of which, the quota is 12,000 lower, the number of candidates enrolling is 6,000 lower.
While the teacher shortage is severe, each year, schools and faculties of education only have about 20,000 graduates. In 2021, more than 17,000 pedagogical students graduated, and in 2022, it decreased to more than 14,000 graduates.
Very few localities order training
Regarding teacher training, in 2023, the Ministry of Education and Training assessed that the implementation of Decree 116 had achieved certain results such as: the rate of candidates registering for admission, the admission score and the rate of candidates enrolling in teacher training programs increased.
However, the implementation of Decree 116 has also encountered a number of limitations, difficulties and problems.
Statistics from the Ministry of Education and Training show that the proportion of students who are ordered and assigned tasks by localities accounts for only 17.4% of the number of students enrolled and 24.3% of the total number of pedagogical students registered to enjoy the policy.
The number of students registered to enjoy the policy is 30,807 students while the number of localities placing orders is 1,928 and the number of assigned tasks is 5,563. Only 23/63 provinces and cities carry out assignment, ordering, and bidding.
Accordingly, the number of students who are "trained according to social needs" and are funded by the state budget (through the Ministry of Education and Training) accounts for 75.7% of the number of students registered to enjoy the policy.
Some training facilities have been ordered by local and neighboring localities but have not yet paid the costs, or have only paid a very small part of the costs, affecting training costs and support costs for teacher training students.
Unfair
The Ministry of Education and Training believes that large localities such as Hanoi, Ho Chi Minh City, Da Nang, etc. have advantages in terms of conditions to attract high-quality human resources, so they do not implement and pay for the cost of ordering/assigning tasks/bidding for teacher training, but still have a team of teachers asking to work, causing unfairness among localities.
Meanwhile, many disadvantaged localities do not have enough funds to implement ordering/assigning tasks/bidding for teacher training.
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