In Ho Chi Minh City, the educational landscape is undergoing a significant transformation, marked by new policies, digital innovation, and a renewed commitment to transparency and effectiveness in both public and non-public institutions. As of October 18, 2025, a series of regulatory changes and strategic initiatives are reshaping how schools operate, recruit teachers, and support students with diverse needs.
At the heart of this evolution is Trung tâm Giáo dục Tường Minh, a center recognized for its specialized intervention and counseling services for children with autism, speech delays, intellectual development delays, and learning disorders. According to HTV, despite facing considerable challenges in recent times, the center has shown remarkable resilience, persistently overcoming obstacles and proactively adjusting its operations to align with the latest sector regulations and the actual needs on the ground.
Dr. Ngô Xuân Điệp, Deputy Director of the Tường Minh Center for Inclusive Education Development, reflected on the journey: "During our operations, we have encountered many regulatory changes, but we are very pleased to have received timely support from the Ho Chi Minh City Department of Education and Training in providing guidance and resolving difficulties for educational establishments." This sentiment underscores the collaborative approach that local authorities have taken to ensure that specialized centers like Tường Minh can continue serving vulnerable children effectively.
The city’s educational sector has been particularly dynamic following administrative boundary mergers, which have dramatically increased the scale of non-public education. This expansion, as reported by HTV, has placed new demands on management, requiring systems that guarantee transparency, publicity, and efficiency. To meet these challenges, the Ho Chi Minh City Department of Education and Training has turned to digital platforms and technology, constructing an interconnected data system that spans from preschool to university. This ambitious system covers both public and non-public institutions, aiming to streamline administration and improve oversight.
In addition to technological upgrades, the Department has prioritized professional development and policy training for educational enterprises. Ms. Đoàn Thị Oanh, Deputy Director of Đức Anh Study Abroad Company, shared her perspective: "Through training sessions, we are updated on new policies and enhance our understanding. When granted operational licenses, the Department also issues guidance documents that clearly define the roles, responsibilities, and operating procedures of educational businesses in the area." Such initiatives are designed to empower educational organizations, ensuring that they remain compliant while fostering innovation and growth.
One of the most noteworthy developments is the introduction of a city-level resolution that, for the first time, directly addresses non-public education. According to HTV, this resolution represents a full recognition and strategic vision for the non-public sector, providing a crucial foundation for these institutions to maximize their potential. The resolution encourages innovation in teaching methods, curricula, and management practices, signaling a shift towards a more inclusive and dynamic educational ecosystem.
Mr. Nguyễn Hữu Tâm, Head of the Non-Public Education Department at the Ho Chi Minh City Department of Education and Training, emphasized the broader significance of these changes: "After the merger, the city’s area expanded, and this resolution creates favorable conditions for educational enterprises to develop. Non-public education needs to accompany public education to jointly build a comprehensive national education system." His remarks highlight the growing recognition that both public and non-public schools play vital, complementary roles in shaping the future of Vietnamese education.
To further solidify this progress, the Department is currently submitting a draft regulation to the Ho Chi Minh City People’s Committee that would coordinate efforts among various departments and sectors. This regulation, as reported by HTV, aims to create a clear legal framework for educational institutions—especially non-public ones—ensuring that they operate effectively, transparently, and in line with contemporary development requirements.
While these local reforms are underway, a national-level initiative is also taking shape. As of October 18, 2025, a draft Circular is being circulated to regulate the authority to recruit teachers in public educational institutions and to provide guidance on determining which institutions are eligible to conduct teacher recruitment. According to LSVN, the draft applies to a broad spectrum of stakeholders, including Chairpersons of People’s Committees at all levels, Departments of Education and Training, and a range of public educational institutions—from preschools and general education schools to specialized and preparatory schools for universities.
Chapter II of the draft Circular spells out in detail the authority to recruit teachers across different types of institutions. For preschools, primary schools, and lower secondary schools—including those with multiple education levels where the highest is lower secondary—the Department of Education and Training is responsible for organizing recruitment. However, if the Chairperson of the provincial-level People’s Committee delegates recruitment authority to another agency or unit, the Department is tasked with providing advisory support and overseeing implementation. Should recruitment be further delegated to the educational institution itself, that school must meet all conditions specified in the Circular to be eligible.
For upper secondary schools, specialized schools, and continuing education institutions, the Department of Education and Training again plays a central role in organizing recruitment. School principals or directors can take on recruitment responsibilities if their institutions meet the necessary conditions and are granted approval by the provincial-level Chairperson. The draft also covers recruitment in other types of educational institutions, including university preparatory schools and schools managed by state agencies or political organizations, maintaining a consistent framework of oversight and accountability.
These regulatory reforms are designed not only to clarify roles and responsibilities but also to ensure that recruitment processes are fair, transparent, and consistent across the educational spectrum. By establishing clear guidelines and empowering both departments and individual institutions, the government aims to attract and retain high-quality teachers—a critical factor in improving educational outcomes nationwide.
The combined effect of these local and national initiatives is a more robust, adaptable, and innovative education system. In Ho Chi Minh City, the synergy between public policy, technological advancement, and institutional autonomy is creating new opportunities for students, teachers, and educational entrepreneurs alike. As the sector navigates these changes, the focus remains firmly on building a comprehensive, inclusive, and future-ready education system that meets the diverse needs of Vietnam’s youth.
With strategic vision, regulatory clarity, and a commitment to continuous improvement, Ho Chi Minh City is setting a powerful example for educational reform—one that may well inspire other regions across the country to follow suit.
