Deputy Prime Minister Le Tien Chau convened a meeting on October 9 to discuss the progress of restructuring kindergartens and schools across Vietnam. He emphasized the need for local authorities to assess large schools that may exceed management capabilities, which could affect educational quality, safety, and students' rights. The review is expected to be completed by the end of October, alongside the arrangement of management staff, teachers, and personnel.

The Ministry of Education and Training has been tasked with gathering and summarizing the challenges faced by localities during the restructuring and operation of schools. They are also required to report any issues beyond their authority to the Prime Minister and the government. Additionally, the ministry must finalize regulations regarding the organization and management of schools post-restructuring, clarifying authority and responsibilities, and collaborate with the Ministry of Home Affairs to refine job positions and working conditions for teachers.

According to the Ministry of Education and Training, all 34 provinces have completed their plans for restructuring kindergartens and schools. The number of public educational institutions has decreased by 18,975, equivalent to 50.6%, with over 28,000 management personnel reassigned to teaching roles. However, many of the newly formed large schools, which have multiple branches and distant campuses, have increased the complexity of management.

For instance, in Nha Trang, a primary school was established by merging 13 schools, resulting in 287 classes and over 10,500 students. Similarly, a kindergarten formed from 13 schools has 124 groups with nearly 2,800 children, and a middle school merged from seven schools has 205 classes with almost 8,800 students. These schools in Nha Trang are among the largest and most complex in the country following the restructuring.

Mai Phuong, the principal of Nha Trang Primary School, noted that teaching, managing students, and organizing boarding services at various locations are generally stable. However, some specialized teams consist of 64-70 teachers, complicating management and coordination. Teachers who take on additional roles, such as team leaders or youth team coordinators, lack clear guidelines on reduced teaching loads and allowances, while financial management remains challenging with only two accountants for the school.

Phuong has proposed the development of a management mechanism suitable for large schools with multiple branches, including regulations on the number of management staff, accountants, and teachers based on the number of classes, students, and locations. Furthermore, agencies need to provide guidance on the responsibilities of team leaders and deputies, as well as allowances for teachers with additional duties.