w van mieu 4jpg 1781 1976.jpg

Outstanding students and young people from ethnic minority communities honored at the 2025 commendation ceremony. Photo: Thach Thao

“The year 2010, teachers can live on their salaries.” That striking statement by Minister Nguyen Thien Nhan nearly two decades ago has lingered in many memories. In a letter to educators on the occasion of November 20 in 2006, he reaffirmed it, this time more decisively: “In 2010, teachers will live on their salaries.”

Some called it a promise. I understood it rather as an aspiration - a goal to strive toward. A minister alone could not determine salary increases for teachers. Educators account for roughly 70 percent of the nation’s public employees, meaning they represent the majority of the payroll. Even a modest adjustment would significantly impact the overall budget. Moreover, raising salaries for 70 percent of the workforce raises inevitable questions about the remaining 30 percent, many of whom also serve in fields deserving priority.

After 40 years of renewal, the country has made remarkable strides. Yet with more than 22 million students and over one million teachers, achieving a true breakthrough in education investment remains an immense challenge. The projected VND580 trillion (US$23 billion) over 10 years, from 2026 to 2035, for the national target program on breakthrough education development is a major effort. More importantly, it is a strong, direct and unequivocal commitment: Education is the foremost national policy, decisive for the nation’s future. The State and the People spare nothing for a better tomorrow. Therefore, education must receive priority investment for transformative change.

There are countless challenges awaiting solutions. Accelerating digital transformation, building a comprehensive education data system, and promoting English as a second language. Strengthening school infrastructure, beginning with 248 border schools. Standardizing the use of a single textbook set selected by the Ministry of Education and Training. Encouraging multidisciplinary universities and striving to place institutions among Asia’s and the world’s top rankings. None of these tasks is easy. Time does not wait. What is needed are determination, unity and educational leaders who are dedicated, knowledgeable and willing to take responsibility. Society must also share in understanding the pressures faced by educators. Education needs constructive feedback and collective support, yet teachers and students also require autonomy and an academic environment that fosters creativity. Teachers must be entrusted not only with compassion, but also with the rightful authority of discipline to guide students through their formative years.

At its root, education remains anchored in teachers. Teachers must embody their calling; students must embrace their roles; schools must function as schools; classrooms as classrooms; teaching and learning must be true to their essence. The words once spoken by Prime Minister Pham Van Dong continue to resonate with enduring value. Dedicated and capable teachers remain the pride of generations and of the education sector itself.

I once spent a long conversation with a lecturer from Hanoi National University of Education, a teacher of many teachers. He could not hide his concern when recalling years when entrance scores for pedagogy were unacceptably low. Some institutions opened teacher-training programs believing them inexpensive and easy to operate, assuming demand would always exist because “people must eat and must study.” The consequence was a decline in training quality and a shortage of truly capable educators.

There was a time when the pedagogy faculty in literature boasted renowned names such as Nguyen Dang Manh, Phuong Luu, Phung Van Tuu, Tran Dinh Su, Tran Dang Suyen and La Nham Thin. Students from neighboring universities benefited from their guest lectures. Today, though academic publications have multiplied and international research output has grown significantly, the teaching profession seems to receive less public attention than before. It is not that today’s scholars are less accomplished. Yet perhaps society’s regard for teachers has shifted.

In rural areas, a talented teacher remains a source of local pride. In the past, being a teacher almost automatically meant modest means. Today, some educators rank among the highest earners, benefiting from private tutoring or high-demand disciplines. Others teach exclusively online and earn substantial incomes thanks to their reputation. The education market has grown dynamic. Some families invest heavily in accumulating awards and credentials to secure admission to prestigious international institutions. I have seen parents accompanying children to competitions in Indonesia, the Philippines and even Taipei for fencing contests. Yet I have also witnessed families bringing children back home after years abroad without tangible achievement. Wealth alone does not create talent. What matters is recognizing one’s strengths and nurturing them wisely. There are still countless students from modest backgrounds who rise to become beacons of inspiration. I recall the valedictorian at Hanoi Pedagogical University 2 from Thanh Hoa who once deferred university because of family hardship, only to return thanks to tuition exemption policies for pedagogy students and later secure a teaching post in Tay Ninh.

The policy of exempting tuition fees for preschool and general education students has opened doors for many disadvantaged children. I remember a provincial Party secretary worrying over the burden of funding tuition exemptions locally. For poorer provinces dependent on central transfers, allocating more than VND100 billion (approximately US$4 million) was beyond capacity. Now, with the Politburo’s nationwide tuition exemption policy beginning in the 2025-2026 academic year, that concern has been lifted. When basic needs are secured, values can flourish. Policies aligned with the people’s aspirations bring renewed vitality to education and help dreams take flight.

The nation is entering a new era of development. All development must center on people, who are both its purpose and driving force. When education is valued and positioned appropriately, new opportunities for national advancement will unfold.

Education is the foremost national policy, decisive for the nation’s future. And when the future is at stake, who would hesitate to invest?

The projected VND580 trillion over 10 years, from 2026 to 2035, represents not only financial commitment but also a resolute affirmation of strategic vision. Education remains at the heart of national progress.

Future of education

By 2030

The proportion of people of upper secondary school age completing high school or equivalent nationwide: at least 85 percent

Education inequality index: below 10 percent

Higher education and vocational institutions invested to modern standards comparable to developed Asian countries: 20 percent

Proportion of workers with intermediate, college or university degrees and above: 24 percent

Proportion of students in basic sciences, engineering and technology within higher education: at least 35 percent

Average annual growth in international scientific publications and revenue from science, technology and innovation: 12 percent

By 2035

Completion of universal upper secondary education or equivalent: 100 percent of provinces and cities

Education’s contribution to the Human Development Index: above 0.85

Human capital and research contribution to the Global Innovation Index: above the average of upper-middle-income countries

By 2045

Global ranking of Vietnam’s modern, equitable and quality national education system: within the top 20

Number of higher education institutions ranked among the world’s top 100 in certain fields by reputable international rankings: at least five

(According to the appendix of the Government’s action program implementing Resolution No. 71-NQ/TW)

Associate Professor, Dr. Do Chi Nghia