Policies for remote, mountainous area teachers need to be more practical
Preferential policies have been put forward in acknowledgment of teachers’ hard work in remote and preferential areas, yet few have actually been implemented.
One of these is the policy that allows for rotation after three to five years for teachers at locations with extreme socio-economic difficulties.
The Decree No 61/2006/NĐ-CP which came into effect in 2006, states that after this working duration, relevant authorities will arrange for teachers to return to their last place of residence and work before coming to the locality, or support them in moving to another place of their choice.
Other documents also state that if educators voluntarily choose to continue working and settle down at the place, they will be considered for a land grant and livelihood support with preferential interest rates.
However, in reality, many teachers in the mountainous areas of Điện Biên are left in limbo, as they
meet the requirement for rotation yet have and have not been arranged a place to move to.
Meanwhile, when the working duration of three or five years (for female and male teachers, respectively), preferential policies that aim to attract educators are no longer applicable.
Speaking to Giáo dục Việt Nam (Việt Nam Education) newspaper, Principal of Huổi Lếch Semi-boarding Secondary School for Ethnic Minorities Phạm Văn Quynh said that many teachers hope to return to the previous location to take care of their families.
While understanding the staff shortage the school might face when they leave, he is willing to approve the rotation decision for those who hope and meet the requirements to move.
Many teachers told him that they would have liked to remain with the school but their families, with elder parents and young children, need their care at home.
However, it is not easy for them to be rotated to a position of choice.
Ngô Xuân Chiến, head of the Nậm Pồ District's Education and Training Division said that while these policies are in effect, they have not been able to realise for years.
“If half of the total teachers in the district meet the requirements for rotation, where can they be relocated to?" said Chiến.
“It is difficult to implement this policy, not only in Nậm Pồ District, Điện Biên Province but in all other localities.”
Nguyễn Văn Đoạt, director of Điện Biên Province's Department of Education and Training also said that shortcomings still exist in the implementation of policies for teachers in remote and mountainous areas.
Among these, the rotation policy is one that is hard to put into effect.
Đoạt said that for educators to be transferred from difficult areas, there must be a position for them to move to.
However, there is no regulation that requires teachers in areas of favourable conditions to rotate to disadvantaged regions.
That is not to mention that if compared to the national average, the entire province of Điện Biên is in difficulties, said Đoạt.
To address this situation, the provincial education and training have submitted a proposal to authorities, who will consult with the government to adjust the policies for teachers in remote and difficult areas.
This is to attract and encourage long-term commitment between teachers and the locality.
The proposal also emphasises the necessity of policies on residential land and housing for teachers in remote and difficult areas, which is expected to help them settle down and stay in the locality for the long term.