Easing the burden on young parents in Vietnam

Given the current constraints on the education budget, prioritizing the very first level of the national education system marks a shift in thinking.

For a long time, investment in education in Vietnam has focused on higher levels, while early childhood education has been comparatively neglected. This has led to persistent issues such as a shortage of classroom space and teachers, and insufficient attention to care quality and professional management in preschools.

The sight of parents queuing overnight or resorting to a lottery system to secure a spot in a preschool remains common.

Although the official classroom size for preschoolers is set at 25-30 children per class, in Hanoi and many other localities, the number often exceeds this limit, with some classes accommodating 50-60 children. Since efforts have concentrated on universalizing education for five-year-olds, children aged three to four remain a lower priority in the face of school and classroom shortages.

The lack of available spots for young children is not confined to remote areas as it is also a serious issue in major cities, especially in densely populated neighborhoods, industrial parks, and export processing zones.

Many public preschools are overcrowded, forcing families to rely on private daycare groups or classes. However, these private settings often operate under loose supervision, where incidents of violence, food poisoning, and unsafe conditions have emerged.

The proposed investment in preschool education not only signals a reallocation of resources but also reflects a shift in perspective that places greater value on early education.

With these changes, there is hope for significant improvements in the preschool network, and in both the quantity and quality of teachers.

For young parents, the simple yet burdensome task of finding a place for their child to attend preschool may finally become less daunting.

At the same time, the gap between children in different regions may narrow, with more than 40 percent of preschool-aged children in disadvantaged areas gaining access to early education.

The benefits and the right to a safe, high-quality learning environment should not be limited to wealthier families. Children in both public and private institutions should enjoy equal rights.

However, with nearly 70 percent of nursery-aged children still not enrolled in formal classes, around 300,000 three- and four-year-olds not yet attending school, and a shortage of nearly 48,000 teachers projected by 2030, addressing these challenges will require more than just financial investment. A coherent set of policies and solutions, implemented according to a well-planned roadmap, will be essential.

Only then can the expectations and ambitions laid out on paper become a reality.

Elevating the importance of preschool education to a top priority demands not only a shift in the mindset of policymakers but also a commitment from those responsible for implementing the changes at all levels.