Overworked Educators Face 10-Hour Daily Demands in Vietnam’s Kindergarten System
At a recent conference organized by Vietnam’s Institute of Educational Sciences, Dr. Le Anh Vinh, the institute’s director, highlighted the unsustainable workload of preschool teachers. Surveys revealed educators spend up to 10 hours daily at schools, arriving early and leaving only after dismissal.
Many report having no time for personal care or family responsibilities, with some even admitting they struggle to attend to their own children. The issue has sparked calls for more flexible work models to address the systemic strain on staff. The problem is compounded by regional disparities.
While urban areas like Hanoi and Ho Chi Minh City have introduced measures such as flexible pick-up times and paid childcare, rural and industrial zones lag behind. Parents in these regions often lack the financial means to support such programs, leaving teachers to shoulder the burden of both education and childcare. Dr.
Balancing Care and Education: The Struggle to Redefine Early Childhood Work Models
Dr. Vinh argued that preschool education is not merely academic but a vital phase of child development, shaping lifelong learning and productivity. He called for a national strategy that integrates childcare into broader economic planning, ensuring access to early education for all children, especially those from working families.
However, implementing such a shift faces hurdles, including outdated labor policies and limited funding for rural infrastructure. Meanwhile, private educators like Le Quang Tuấn, founder of a preschool in Phu Tho province, described the sector as “a double burden.” Teachers often act as both educators and caregivers, administering medication, managing hygiene, and even providing emotional support. With salaries far below market rates, many struggle to sustain their roles, particularly during crises like the pandemic or inflationary periods.
This has led to a growing exodus of qualified staff, worsening the quality of care. The debate now centers on whether to prioritize teacher welfare or expand access. While some advocate for higher wages and reduced hours, others warn that overhauling the system risks destabilizing existing programs.
Government Targets 2035 Expansion: A National Strategy to Support Working Families and Child Development
Bureau of Early Childhood Education officials announced plans to universalize preschool access by 2035, targeting children of working families in industrial zones. The initiative aims to ensure 100% coverage for children aged 6 to 36 months, with a focus on regions with large labor populations. However, critics argue the plan lacks concrete funding mechanisms and fails to address the immediate needs of overworked teachers.
Dr. Hoang Thi Dinh, deputy head of the bureau, stressed the importance of a coordinated national approach, emphasizing that industrial areas require tailored solutions. Yet, without adequate resources or policy alignment, the goal remains aspirational.
The challenge lies in reconciling the demand for expanded access with the capacity of educators to provide quality care. As the debate continues, the central question remains: can Vietnam’s early childhood education system evolve to meet both the needs of children and the realities of its workforce? The answer will shape the future of education and labor policy for generations.
Conclusion
Vietnam’s push to expand preschool access by 2035 underscores the nation’s recognition of early education’s critical role in child development. Yet, the crisis of overworked teachers and fragmented support systems highlights the urgent need for systemic reform. Balancing these priorities will determine whether the country can fulfill its promise of equitable, high-quality care for all children.
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