On September 24, 2025, Vietnam’s Ministry of Education and Training (Bộ GD&ĐT) unveiled a sweeping proposal to reorganize the country’s network of preschools and general education schools—a move that could reshape the educational landscape for millions of students, teachers, and communities nationwide. The draft guidelines, sent for feedback to the Ministries of Justice, Interior, Finance, and provincial governments, zero in on merging underperforming or below-standard primary and preschool institutions within the same commune, with the stated aim of improving efficiency and educational outcomes while minimizing wasted resources.
The Ministry’s proposal comes at a pivotal time. With more than 23 million children enrolled in preschools and general education, and over 25,000 schools spread across the country, Vietnam’s education system faces mounting pressures: shifting demographics, disparities in access between urban and rural areas, and the need to ensure quality and equity as the nation’s economy and society evolve. According to Dân trí, the Ministry has called for a comprehensive review of all educational institutions—preschools, primary schools, secondary schools, high schools, and continuing education centers—taking into account not only the number of schools and their locations, but also class sizes, staff numbers, management teams, and the physical state of facilities.
“Based on the review results, localities are to develop plans for merging, consolidating, dissolving, or establishing new educational institutions rationally and efficiently without wasting resources,” the Ministry stated in its draft, as reported by Thanh Niên. The focus is especially sharp on preschools and primary schools with small enrollments or that fall short of national standards. These institutions, often found in sparsely populated or remote areas, are to be considered for merging within their communes according to a carefully staged roadmap.
But the Ministry’s vision is not simply about cutting numbers. The proposal prioritizes the creation and retention of combined primary and secondary school models—especially in areas where the population is thin or travel is arduous. “Priority will be given to models of combined primary and secondary schools in sparsely populated or hard-to-access residential areas,” Znews reported, reflecting the Ministry’s intent to ensure that educational opportunities remain within reach for all children, regardless of geography.
The draft guidelines also lay out clear principles: no student should lose access to education as a result of these changes. The Ministry emphasized that “school and class reorganization must ensure no loss of educational access opportunities for students, safety during travel to school, and no merging if schools are too far or transportation is inconvenient.” In other words, efficiency must never come at the cost of student welfare or opportunity. The process, officials say, must include a clear roadmap, input from all stakeholders, and consensus-building to limit disruption in teaching and learning.
For families in remote or mountainous regions, where ethnic minorities are concentrated and travel to school can be a daily challenge, the Ministry’s plan continues an ongoing effort to consolidate substandard school points into ethnic boarding or semi-boarding schools at commune centers or inter-commune locations. This approach, according to the Central Steering Committee’s Plan 130 as cited by Dân trí, is designed to pool resources, improve facilities, and provide a more consistent educational experience for children who might otherwise be left behind.
Notably, the Ministry has drawn a firm line against merging preschools with general education schools or combining general education schools with continuing education centers. “Do not merge preschools with general schools or general schools with continuing education centers,” the draft states, aiming to preserve the specialized focus and age-appropriate environments that these different types of schools provide. Each commune or ward must, at a minimum, maintain one preschool, one primary school, and one secondary school, ensuring that no locality is left without basic educational infrastructure.
The guidelines further call for a rationalization of staff—management, teachers, and support employees—across all educational levels and types. Localities are encouraged to arrange their personnel according to job positions, balancing needs across schools and ensuring that, after any mergers or reorganizations, staff have adequate working conditions, from housing and transportation to information technology infrastructure. The Ministry also stressed the importance of honoring all labor and retirement policies for those affected by these changes, including transfers, retirements, or voluntary departures.
In terms of vocational and continuing education, the Ministry proposes a significant overhaul. The plan recommends unifying vocational education centers and continuing education centers into vocational secondary schools equivalent to public high schools, managed by provincial education departments. This would streamline public service delivery and, crucially, limit each province or city to no more than three vocational schools, as Thanh Niên noted. The goal is to provide high-quality, skilled labor to support local economic development and attract investment, aligning educational offerings with the realities of a rapidly changing labor market.
Underlying all these moves is a recognition of the necessity for lifelong learning. As Znews highlighted, “the labor market is changing rapidly, and for people to survive, lifelong learning is essential.” The Ministry’s emphasis on reorganizing continuing education and vocational centers reflects an understanding that education must adapt to meet the needs of both current students and adults seeking to reskill or upskill in a dynamic economy.
Of course, the plan is not without its challenges. The Ministry insists that any reorganization must have a clear, transparent process, with community input and buy-in from all affected parties. Only schools and school points within the same commune are to be considered for merging, and special policies are to be maintained for children in difficult areas, ethnic minorities, islands, and those with disabilities, ensuring equal access to education for all.
As Vietnam moves forward with this ambitious proposal, the stakes could hardly be higher. The delicate balance between efficiency and equity, between consolidation and access, will test policymakers’ ability to deliver reforms that truly serve the nation’s children. If successful, the plan could provide a model for other countries grappling with similar challenges—reminding us that, in education as in life, there is no substitute for careful planning, community engagement, and a steadfast commitment to opportunity for all.
