Many schools in the mountainous areas of Thanh Hóa Province face shortages of essential teaching equipment. — VNA/VNS Photo

HÀ NỘI — Despite increased investment in infrastructure and teaching equipment, the education sector continues to face major gaps that hinder efforts to improve quality and implement key reforms, according to a recent report from the Ministry of Education and Training (MoET).

Locals have made notable progress in reinforcing and modernising school facilities, eliminating makeshift and deteriorated classrooms, and ensuring student-to-teacher ratios comply with regulations.

There are more than 618,280 classrooms across public preschools and general education levels nationwide, with 89.6 per cent now permanent structures. At the primary level, classroom availability is mostly sufficient to allow for full-day teaching. Supporting facilities such as libraries, subject classrooms, staff accommodation, canteens, dormitories, and sanitation systems have also seen increased investment.

Efforts have also been made to mobilise private resources through preferential policies on land, tax and credit, particularly for non-public institutions.

Meanwhile, a growing number of schools are promoting locally made and self-repaired teaching tools to improve efficiency and reduce procurement delays.

However, equipment investment remains fragmented and poorly coordinated. Many provinces have yet to fully adopt standards and usage norms for specialised facilities. The procurement of minimum teaching equipment is often delayed due to limited budgets, outdated unit pricing, lengthy appraisal processes, and cumbersome purchasing procedures. Several agencies and businesses have shown reluctance to participate in procurement due to concerns over accountability.

From 2013 to 2024, State budget spending on education failed to reach the minimum threshold of 20 per cent. Of the total, recurrent spending accounted for 83.4 per cent, leaving only 17.6 per cent for capital investment, far short of what is needed to renovate or construct new schools.

Some localities have not prioritised their education budgets and remain heavily reliant on central government allocations. In certain cases, provinces have returned funds due to an inability to disburse them effectively.

According to local reports, the sector needs to build 75,380 new classrooms to reinforce and consolidate existing school facilities, along with another 66,799 classrooms to meet class-size regulations.

To implement the 2018 General Education Curriculum, schools need over a thousand subject-specific classrooms, libraries, teacher housing units and sets of basic teaching equipment.

For boarding and semi-boarding students, especially in remote areas, provinces also require more than 39,000 dormitory rooms, 2,000 kitchens, and a range of support facilities, including sanitation, water, and student management spaces.

To address infrastructure and equipment gaps, MoET is urging provinces to reorganise school networks based on local needs, focusing on efficiency rather than simply reducing staff or merging institutions. Land planning should prioritise education, especially in urban, high-density, and resettlement areas, said Trần Thanh Đạm, director of Planning and Finance Department.

Localities are expected to set clear standards for classroom space and teaching equipment, adapting them where necessary to suit local conditions. Infrastructure investment should be based on actual assessments, with a focus on meeting minimum teaching requirements, particularly in disadvantaged areas. Locally produced teaching tools should be encouraged, provided they meet quality standards.

Procurement must be aligned with the rollout of the 2018 curriculum. Provinces are advised to review current equipment, avoid duplication, and ensure that minimum needs are met before purchasing modern tools. All purchases should be completed before the start of the school year.

The ministry also stressed the need for greater local budget allocation and better integration of education investment into national target programmes. Mobilising private and community resources remains a key solution to overcoming funding challenges.

Đạm said that MoET is drafting a national programme to modernise education from 2026 to 2035, along with a proposal to expand boarding school infrastructure in remote areas by 2030. Both are expected to go before the National Assembly in October.

Provinces will be responsible for planning and overseeing infrastructure and equipment investment. The ministry will coordinate with other agencies to monitor implementation and ensure alignment with national education priorities. — VNS