One reason why many localities lack teachers

When the education sector implemented the 2018 general education program, the biggest shortage of teachers at present is probably only for music and fine arts at high school level because these are two completely new subjects at this level. However, if each school recruits 1 music teacher and 1 fine arts teacher, the whole country only needs to recruit more than 5,000 new teachers because the whole country has less than 2,700 high schools.

In addition, some schools in remote areas, especially difficult areas lack English teachers (primary level) because this subject has many job opportunities, teachers can easily find a suitable job in areas with conditions. The rest, basically other subjects do not lack recruitment sources, if not to say abundant recruitment sources because the number of unemployed pedagogical students in recent years has been relatively high.

Một nguyên nhân khiến nhiều địa phương thiếu giáo viên - Ảnh 1. — Many schools lack primary English teachers.

Taking Thanh Hoa province as an example, before the 2023-2024 school year, the head of the local education sector said that the province still lacked 10,256 teachers, but many pedagogical students trained in high-quality classes at Hong Duc University still had difficulty finding jobs after graduation.

At the beginning of this school year, we participated in the Teacher Recruitment Council of the District People's Committee in a southern province to recruit preschool, primary, secondary school teachers and school staff and saw that almost every position had to be competed for, including preschool and primary school teachers, often with 2-3 applicants to fill 1 quota.

In particular, English is said to be lacking in many places, but when participating in the Recruitment Council, we saw that the whole district only recruited 1 English teacher but had 8 applications. The teacher position in some other subjects recruited 1 quota for each subject but each subject had 9 applications. In particular, the majority of those participating in the civil service recruitment exam were around 30 years old, some were 40. This shows that many pedagogical students have graduated for many years but still have not had the opportunity to be recruited and they have taken the exam and waited for many years but the chance of being recruited is very slim because of the competition with such a large number.

Looking at the current figure of 118,253 teachers lacking nationwide, it seems very large, but if divided into 63 provinces and cities, the average quota for each locality is not much. Meanwhile, recruitment must also be based on additional quotas from the authorities, not just recruiting as many as there is a shortage. Therefore, the current recruitment of teachers in most localities is quite small.

The current shortage of teachers in localities actually has many causes. These include the addition of some new subjects to the 2018 general education program; a number of teachers in big cities quit their jobs; some particularly disadvantaged areas have difficulty recruiting certain specific subjects; the shortage is due to the low annual recruitment quota...

In fact, the recruitment sources of localities are not rare. The problem is whether there are many recruitment targets or few and how the recruitment is implemented by localities.

Therefore, if localities are flexible and simultaneously implement the inter-school teaching policy (for schools with surplus or shortage of teachers), it is also a suitable solution when the recruitment quota for education sector officials has not been allocated. In fact, the situation of surplus or shortage of teachers locally among schools is currently quite common in localities.

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