📋 Tender Overview
The education gap between favorable areas and remote, mountainous and border areas still exists in the quality of teaching, teaching staff and school conditions. Reality in many localities shows that, despite the same goal of narrowing the gap, the bottlenecks in each place are very different, from lack of teachers, infrastructure to food, accommodation, travel conditions and priority areas for investment. Download Localities in difficult areas still have many barriers in accessing education - Illustration Barriers in accessing education in difficult areas After arranging administrative units, Lam Dong has 100/104 commune-level units in ethnic minority and mountainous areas, including 27 extremely difficult communes, 5 border communes and Phu Quy special zone. The whole province has more than 182,000 ethnic minority students. The size of the area and the large number of students make the limitations that exist in remote and remote areas become a direct problem for ensuring the quality of education. Mr. Ho Van Muoi, Chairman of the Peoples Committee of Lam Dong province, said the locality is focusing on handling three bottlenecks: Differences in teaching quality and equipment between favorable areas and remote and border areas; lack of teachers in some subjects such as English, information technology, music, fine arts and integrated subjects; Facilities and infrastructure do not meet the requirements of organizing 2 teaching sessions/day. To handle these bottlenecks, Lam Dong implements many team solutions, from recruitment, contracts, mobilization, secondment to organizing inter-school teaching, promoting core teachers and using shared digital learning materials. In the period 2026-2030, the province plans to allocate nearly 7,000 billion VND to invest in boarding and semi-boarding schools, equipment and digital infrastructure, prioritizing ethnic minority and remote areas. But the difficulties of highland students do not only lie in the classroom. Lam Dong has many ponds, lakes, rivers, streams and irrigation lakes, while only about 1% of schools have swimming pools. Based on this reality, the locality requested the Government to have a project to prevent and combat drowning for students, especially in remote and remote areas and ethnic minority areas. If Lam Dong shows a series of shortages in staff, infrastructure and learning conditions, Dien Bien poses another problem: Truly difficult areas do not always coincide with the scope determined by geographical boundaries. Dien Bien is focusing on developing a system of inter-level boarding schools for ethnic minorities to improve learning conditions. Training for students in highland and border areas. The province is planned to invest in 15 schools, of which the first phase focuses on 10 schools. At Si Pa Phin Primary and Secondary Boarding School for Ethnic Minorities, the centralized organization of learning and accommodation has helped reduce the obstacle of geographical distance, while creating better conditions for teachers to work. It is worth noting that Dien Biens difficulties are not only concentrated in 15 border communes. According to Mr. Le Van Luong, Chairman of the Peoples Committee of Dien Bien province, the province still has many remote communes with particularly difficult socio-economic conditions but are not located directly on the border. The locality requests the Central Government, the Government and ministries and branches to consider supporting investment in multi-level boarding schools in these areas. Reality in Dien Bien shows that, in addition to geographical criteria, the level of difficulty and ability of students to access education also need to be taken into account when determining priority investment areas. Download Each locality needs its own formula to narrow the gap in education - Photo: chinphu.vn/MT When resources are designed according to each need After merging with Quang Nam, Da Nang must solve the problem of the education gap in a much larger management space. The same city currently has both developed urban areas and mountainous, remote and remote areas with very different socio-economic conditions and access to education. Mr. Nguyen Manh Hung, Chairman of the City Peoples Committee. Da Nang, said the City has issued 13 new thematic resolutions on education and training. Policies are divided into each group of needs, of which over 150 billion VND supports textbooks; about 50 billion VND to support the development of preschool education in industrial parks and export processing zones; about 70 billion VND to support milk for preschool children, primary school students in disadvantaged areas, and ethnic minority areas; about 60 billion VND to support managers, teachers, staff and workers at boarding schools for ethnic minorities and border communes. In the period 2026-2030, Da Nang plans to mobilize over 28,000 billion VND to upgrade and expand the network of schools and equipment, striving for at least 80% of general education facilities to meet national standards by 2030. The city identifies resource priorities resources for mountainous areas, remote areas and areas with particularly difficult conditions; At the same time, investing in subject classrooms, smart libraries, digital school infrastructure and continuing to overcome the local teacher shortage. With the same goal of bringing resources to groups facing more disadvantages, Quang Ninh chose to support quite directly the costs associated with going to school. According to Mr. Bui Van Khang, Chairman of the Peoples Committee of Q provinceIn Quang Ninh, each school year the province allocates nearly 1,000 billion VND for specific education policies. About 36,900 preschool children and students at 116 educational establishments in ethnic minority, mountainous, border and island areas were supported with lunch money. About 8,100 students with difficult travel conditions were supported with meals, accommodation and transportation costs. The pro
