Deputy Prime Minister Le Tien Chau has instructed the Ministry of Education and Training (MOET) to review and reorganize the network of teacher-training institutions, with the aim of ending teacher training at institutions that are not dedicated teacher-training schools and fail to meet quality requirements.

Under the master plan for the network of higher education and teacher-training institutions for 2021-2030, with a vision to 2050, approved by the Prime Minister in March 2025, the teacher-training network is planned to accommodate 180,000-200,000 students across 48-50 higher education institutions.

The core group consists of two key teacher-training universities and 12 other higher education institutions, which are expected to account for around 64 percent of teacher-training enrollment. 

Around 30 percent will be allocated to universities under provincial-level People's Committees and several public institutions with a long tradition of teacher training. The remainder will go to universities with strengths in technology, agriculture and forestry, languages, physical education and sports, and the arts to train teachers in specialized fields.

The plan calls for Hanoi University of Education and HCMC University of Education to be upgraded into two national key higher education institutions specializing in teacher training. 

Specialized teacher-training schools will be considered for mergers and restructuring, while universities specializing in technical teacher education are expected to become multidisciplinary institutions focusing on technology and engineering.

Among the 14 core institutions for teacher training, many also offer programs outside education. Can Tho University, Quy Nhon University, Da Lat University, Vinh University, Tay Nguyen University and Dong Thap University are all multidisciplinary institutions.

In addition, a number of local universities, including Hai Phong University, Hong Duc University, Hung Vuong University, Hanoi Metropolitan University, Ha Long University, Pham Van Dong University, Phu Yen University and Saigon University, also produce teachers.

Specialized universities also participate in teacher training, including HCMC University of Technology and Education, Hanoi University of Science and Technology Education, Hanoi University of Physical Education and Sports, HCMC University of Physical Education and Sports, and the Central University of Art Education.

Should teacher-training universities close their non-education programs?

Associate Prof Nguyen Kim Hong, former rector of HCMC University of Education, said that, if it is determined that only teacher-training universities should be allowed to train teachers, the entire system needs to be reorganized. 

Small teacher-training institutions with limited capacity could be considered for restructuring or downsizing. At the same time, teacher-training universities should focus exclusively on training teachers rather than offering non-education programs.

A representative of a university in southern Vietnam said teacher training is significantly different from training students to become conventional specialists. A math teacher, for example, needs not only to understand mathematics but also to know how to turn mathematical knowledge into learning activities, understand student psychology, design lessons, conduct assessment, manage classrooms, handle pedagogical situations, use technology and AI, and develop professional ethics.

A university that has only subject-specific faculties and opens teacher-training programs for enrollment without the necessary conditions risks producing someone who “knows the subject” but may not necessarily “know how to teach.”

“That is why concentrating resources in capable teacher-training institutions has a sound basis,” he said.

He supports focusing investment on a number of capable teacher-training institutions because the quality of teacher education has long-term implications for general education.

While supporting investment in high-performing pedagogical universities, he cautioned against assuming key institutions automatically guarantee quality. 

"Key investment status must be earned through meeting rigorous criteria and maintained by consistently demonstrating training outcomes," he emphasized.

From this perspective, he said local universities that cannot ensure a sufficient number of highly qualified lecturers should not be assigned teacher-training quotas. 

At the same time, institutions with a long-standing tradition and proven capacity in teacher education, such as Hanoi University of Education, HCMC University of Education, the Faculty of Education at Can Tho University and Vinh University, should continue to be maintained and developed.

“These institutions have been systematically training teachers for a long time and have a strong pool of university lecturers. I do not agree with eliminating teacher training at these institutions. However, the condition is that they must ensure the quality of training in pedagogical subjects and be able to operate a system of experimental schools,” he said.

At the same time, he said teacher training should not be completely eliminated at multidisciplinary higher education institutions outside the teacher-training university system. In his view, this model has its own benefits, particularly in terms of specialized academic research.

Le Huyen