For a long time, the shortage of teachers seemed to open up opportunities for student teachers, but the reality has not been as favorable as expected. A large number of student teachers still face unemployment after graduation, have to work in a different field or give up their chosen field of study.
The problem of teacher surplus and shortage over the past time is not only a matter of the education sector, but has become a concern of society. Local teacher surplus and shortage shows that training is not close to practical needs; causing waste of human resources; especially greatly affecting the implementation of the 2018 General Education Program (GEP) with specific goals that have been set.
The implementation process has shown that Decree 116/2020/ND-CP stipulates the method of ordering/assigning tasks/bidding for teacher training from 2020, but the actual implementation has not been effective.
According to statistics from the Ministry of Education and Training (MOET) over the past 3 years of implementation, the proportion of students who are ordered and assigned tasks by localities only accounts for 17.4% of the number of students enrolled and 24.3% of the total number of students registered for the policy. The number of localities that carry out the assignment, ordering, and bidding is 23/63 provinces and cities. The number of students who are "trained according to social needs" and are funded by the state budget accounts for 75.7% of the number of students registered for the policy and 82.6% of the number of students enrolled. Explaining this situation, the leader of the MOET said that the difficulties and obstacles come from the allocation of support funds for pedagogical students.
Experts and National Assembly delegates said that the draft Law on Teachers needs to have breakthrough policies for teachers and prioritize and encourage talented people to enter pedagogy. Mr. Thai Van Thanh - Director of Nghe An Department of Education and Training proposed that, in addition to the policy to attract people with special talents and abilities, two more priority groups should be added. Firstly, high school students with excellent academic performance, achieving national and international excellent student awards will be given priority for direct admission to the pedagogy sector to become teachers. Secondly, excellent university graduates will be retained as lecturers at the school. This team will contribute to improving the quality of education, training human resources at all levels, grades and the national education system.
At the same time, Mr. Pham Trong Nghia (Lang Son Province National Assembly Delegation) said that Article 29 of the draft Law on Teachers is still general, lacking in breakthroughs to create attractiveness, not convincing enough to attract highly qualified and talented people to work in particularly difficult areas. The new draft law mentions preferential policies on recruitment and allowances and subsidies, but it is not clear to what extent or what salary and benefits are enjoyed. Without specific and clear policies, attracting teachers as the goal and desire of the draft Law when proposed will be very difficult to implement. Mr. Nghia suggested that the draft Law needs to clarify what is considered a highly qualified, talented person, or a person with special gifts. Clearly defining these subjects will facilitate their application in practice.
A notable new point of the draft Law on Teachers that is being supplemented and completed is the strengthening of attraction policies for teachers. For example, receiving allowances and attraction subsidies; ensuring collective accommodation with sufficient essential conditions or renting public housing when working in rural areas, ethnic minority areas, mountainous areas, border areas, islands and areas with particularly difficult socio-economic conditions; Support in training and fostering.
The attraction policies are expected by education sector leaders to help teachers feel secure in their profession, especially teachers in rural areas, ethnic minority areas, mountainous areas, border areas, islands and areas with especially difficult socio-economic conditions that current state policies have not yet met.
Along with that, the draft Law on Teachers stipulates more clearly the situations of using teachers associated with the characteristics of the school level and training level, including: mobilization, secondment, transfer, inter-school and inter-level teaching. These policies, especially teacher mobilization, are expected to be the solution to solve the problem of local teacher surplus and shortage in the recent past at preschool and general education levels.
Source: https://daidoanket.vn/dot-pha-chinh-sach-de-hut-nguoi-tai-vao-su-pham-10294705.html
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