On March 30, Vice Chairwoman of the Hanoi People's Committee Vu Thu Ha chaired a meeting with leaders of departments, wards and communes on implementing the high-quality school model for the 2026–2027 academic year.

The meeting was held both in person and online, connecting the Hanoi People's Committee headquarters with commune and ward offices.

Strengthening real quality oversight

The city currently has 23 high-quality schools recognized by the Hanoi People's Committee, including 17 public and 6 private institutions.

Developing high-quality schools contributes to education socialization, gradually reducing reliance on state funding for public schools, promoting financial autonomy and fostering healthy competition between standard and high-quality schools.

Implementing Politburo Resolution No. 71 and the Hanoi Party Committee's Action Program No. 05, the city will continue expanding the model in areas with favorable socio-economic conditions.

Under this approach, the state ensures basic conditions similar to public schools, while parents contribute to high-quality services. Schools must also provide transparent commitments on education quality.

Reporting at the meeting, Pham Quoc Toan, Deputy Director of the Hanoi Department of Education and Training, said the new model represents not just technical adjustments but a shift in the development approach.

Seven key features define the model.

First, management shifts from input-based criteria to lifecycle quality governance, including accreditation, periodic evaluation and revocation mechanisms.

Second, the model moves from rigid standards to a flexible framework, using national level-2 standards as a foundation while allowing schools to exceed benchmarks and develop unique identities.

Third, educational programs will include both core and advanced components, designed as integrated, competency-based curricula with emphasis on foreign languages, STEM, digital technology, arts and physical education.

Fourth, quality control shifts from one-time recognition to continuous monitoring with revocation mechanisms.

Fifth, the model introduces multi-level schools to ensure continuity and stability in education pathways.

Sixth, teacher standards are raised to meet international integration requirements, including language proficiency and digital skills.

Seventh, financing shifts from tuition-based mechanisms to service pricing based on economic-technical norms, with the state covering basic costs and additional services priced appropriately.

The model also clarifies management responsibilities across different levels in line with the two-tier local government structure.

The recognition process includes six steps: school proposal, evaluation by the Department of Education and Training, submission to the city People's Committee, approval, periodic assessment and revocation if standards are not met.

In addition to the existing 23 schools, the city plans to develop 37 more, bringing the total to 60 high-quality schools, forming a system capable of leading overall educational development.

These schools will be selected based on existing quality, feasibility, social demand and alignment with education network planning.

Voices from the grassroots

Local representatives and school leaders expressed support for the new model, noting that it will expand access to high-quality education.

While largely agreeing with the draft, they raised concerns about teacher standards, learning outcomes, infrastructure requirements and training for administrative staff.

Tu Liem Ward proposed clearer criteria for facilities and staffing, including requirements for smart classrooms, interactive boards, functional rooms, libraries and software, as well as clearer distinctions from standard schools.

Bo De Ward noted that infrastructure criteria remain too general and called for specific standards to guide investment, along with clarity on whether implementation should be phased by grade or applied to entire schools.

Teacher qualifications and learning outcomes were also highlighted as key concerns. The draft requires 20% of primary school teachers and 25% of lower secondary teachers to exceed standard qualifications, along with 100% English proficiency at B1 level, targets that many schools currently struggle to meet.

Deputy Director of the Hanoi Department of Education and Training Pham Quoc Toan encouraged continued feedback and affirmed that the department will support implementation.

Expanding access without increasing pressure

Agreeing in principle with the proposed model, Vice Chairwoman of the Hanoi People's Committee Vu Thu Ha emphasized that high-quality schools are a distinctive feature of Hanoi, defined in the Capital Law and aligned with key Party resolutions.

After more than a decade of pilot implementation, new conditions require a clearer, more practical approach to expand access for students. The city will adjust the model to broaden coverage while maintaining quality standards.

The Hanoi Department of Education and Training is tasked with incorporating feedback to finalize the revised framework by April 10, 2026.

Ha stressed that high-quality schools will serve broader areas without administrative boundary restrictions or rigid enrollment zoning, enabling more students to access better education locally.

With the aim to expand high-quality schools to about 5% of total schools, or roughly 150 institutions within the city by 2030, localities must proactively register implementation plans or explain their responsibilities.

She also emphasized integrating requirements related to digital transformation, science and technology and school health into the model.

The Hanoi Department of Education and Training must refine criteria on facilities, equipment and staffing and develop objective evaluation tools to prevent self-assessment and self-recognition.

For implementation, communes and wards must quickly identify feasible schools to begin deployment in the 2026–2027 academic year. The model must start with program design aligned with the 2018 general education curriculum, ensuring it does not increase student pressure.

Localities must assess investment needs, prepare staff and establish economic-technical norms to determine appropriate service fees.

The Vice Chairwoman called on departments and localities to implement these tasks urgently and synchronously, considering them a key mission to improve education quality, reduce regional disparities and create a leading model for the capital's education system.