At Pu Nhi Kindergarten in Pu Nhi commune, children’s daily routines have been maintained steadily. Learning, play, meals and nap time are organized according to schedule. Teachers proactively adjust activities to suit children’s ages, creating a safe and stable environment for them to be cared for, learn and play.

This has been a priority for the school since its merger with Háng Trợ, Noong U and Pu Nhi kindergartens. Following the merger, the school now has 45 classes with more than 980 children. With a larger scale and a wider management area, the school organizes childcare, nutrition and education activities in line with the conditions of each school site.

Lò Thị Lan, the school’s Principal, said that to stabilize operations after the merger, the school has proactively assessed the situation in each group and class, reviewed student numbers and arranged teachers according to actual needs. Staff and teachers have also been assigned specific responsibilities. Classrooms and equipment used for childcare and education have been inspected and reorganized. Issues arising during operation are addressed promptly to ensure that childcare, nutrition and educational activities continue in an orderly manner.

Nearly one month after adopting the new model, Pu Nhi Ethnic Minority Semi-Boarding Primary School has gradually stabilized its teaching and learning activities. In the 2026-2027 academic year, the school has 51 classes with 1,258 students across one main campus, two satellite campuses and three remote school sites. With its network spread across a wide area, the key priority is to ensure that students at all sites follow the curriculum as required, while maintaining attendance and sufficient learning time.

Lê Văn Ngoan, the school’s Principal, said the school regularly monitors the situation at each site and promptly addresses issues arising during teaching and learning. Subject teams coordinate to ensure consistency in curriculum content and implementation schedules. Textbooks, teaching equipment and learning materials are inspected, supplemented and redistributed according to the conditions at each site. Alongside maintaining attendance, the school has strengthened coordination among its sites and standardized teaching arrangements, ensuring that students receive full instruction in accordance with the curriculum.

At Mường Pồn Ethnic Minority Semi-Boarding Secondary School, maintaining a stable learning environment is closely linked to ensuring students’ living conditions. For boarding students, the school day extends beyond classroom lessons to include meals, rest, self-study and other daily activities. Therefore, alongside organizing teaching activities according to plan, the school pays close attention to accommodation, meals and daily routines, helping students, particularly those living far from school, have a stable learning environment.

Hoàng Huy Bình, the school’s Principal, said that this academic year, the school has 27 classes with 955 students at one main campus and one satellite campus. Following the merger, the school has focused on building unity among staff, clearly assigning responsibilities and consolidating its subject teams. Classrooms, specialized rooms and teaching equipment have been inspected and arranged to meet curriculum requirements, while facilities serving boarding students have also been reviewed. During the operation of the new model, areas found to be unsuitable are promptly adjusted, helping ensure that the education plan stays on schedule and that teaching and learning remain orderly.

In the 2026-2027 academic year, Điện Biên is reorganizing its school network, reducing the number of educational establishments from 466 to 194. The scale of the reorganization requires the education sector to both complete the restructuring of its organizational units and ensure that educational activities continue without disruption. The sector is therefore focusing on guiding schools to review their actual conditions and develop teaching arrangements suited to the number of students, geographical areas and specific characteristics of each establishment. At the same time, it is monitoring the implementation process to promptly address emerging difficulties.

Hoàng Tuyết Ban, Director of the Department of Education and Training, said that following the reorganization, the sector is focusing on stabilizing organizational structures and allocating resources appropriately under the new school model, ensuring continuity in educational activities and students’ access to adequate learning conditions. The sector has instructed schools to review and reorganize facilities and teaching equipment, prioritize necessary repairs and additions, and redistribute and reallocate resources among schools where appropriate. These measures are intended to gradually address shortcomings following the reorganization and improve the efficiency of facilities, equipment and educational resources.

Nearly one month into the new academic year, schools across the province are gradually stabilizing their organizational structures and maintaining teaching and learning activities under the new model. As schools, staff and educational conditions settle into a stable routine, resources following the reorganization can be used more effectively, laying the foundation for schools to improve educational quality in the 2026-2027 academic year.