(VOVWORLD) - Lo Thi Bao Vy , born in 2002, a teacher at Quynh Lap A Primary School, is among the seven youngest female candidates running for the 16th National Assembly. Notably, she is also the first member of the O Du ethnic group to stand as a candidate for the National Assembly.
 24-year old teacher Lo Thi Bao Vy is among the seven youngest female candidates running for the 16th National Assembly. |
The eldest of four siblings in Vang Mon village, Nga My commune, Nghe An province, Vy grew up in a farming family facing significant economic difficulties. From an early age, she understood that education was the path to changing her life. Thanks to the hard work of her parents and support policies from the State, all four siblings were able to attend school, where tuition was waived, helping ease the family’s financial burden.
Vy said: “Thanks to the State support, my younger siblings and I studied at ethnic minority boarding schools. To be deserved to the support, we all tried to study.”
 24-year old teacher Lo Thi Bao Vy is among the seven youngest female candidates running for the 16th National Assembly. |
In 2025, a major flood caused severe damage in her hometown, triggering landslides, destroying bridges and isolating several villages. These images reminded Vy of her childhood, when she and her classmates sometimes had to cross streams or pass landslide-prone paths to reach school.
“These floods remind me of my school days. The journey to school was very dangerous. The mud sometimes rose up to our knees, so we had to use sticks for support as we made our way through, often helping pull our friends along behind us,” said Vy.
After graduating from high school, Vy was enrolled to the Primary Education program at Vinh University. Upon graduation, she began teaching at Quynh Lap A Primary School in Tan Mai ward, Nghe An province. Vy said she wanted to become a teacher to continue her mother’s unfinished dream.
She said: “My mother once received an admission letter, but because our family was poor, she could not continue her studies. That is why I want to become a teacher, to fulfil her dream and help children have better chances to go to school.”
 Vy said she wanted to become a teacher to continue her mother’s unfinished dream. |
While she was a university student, Vy enthusiastically participated in clubs and volunteer activities. She is currently an ambassador for the “Study with You” project, which provided books, school supplies, clothing and scholarships to disadvantaged students in Nghe An.
Teacher Vi Thanh Dao of the Nam Tot school site of Tri Le Primary School in Que Phong commune said: “On behalf of the school, I would like to thank the teacher and the donors. They have brought meaningful gifts for the students at the Nậm Tột school site.”
Young teacher Vy always strives to create a positive classroom atmosphere by using relatable examples in her lessons, pursuing the concept of a “happy school.”
She said: “I always try to improve my teaching methods so that lessons are closer and easier for students to understand. I include stories from daily life and local culture in my lessons. The most important thing for me is to help students feel more confident and enjoy learning.”
For teacher Vy, running for the National Assembly is not a pressure but a motivation to improve herself. It is also a great honor for her to represent the Ơ Đu ethnic group and speak for the wishes and aspirations of her community.
 Over the years, Bao Vy has actively participated in volunteer activities to help children in mountainous areas gain better access to education. |
“I decided to run because I want to contribute more to the community. I have seen many difficulties in people’s lives and in education. These experiences make me hope that the voice of a young teacher and a person from an ethnic minority community will be heard more. That is why I decided to run for the National Assembly, so I can contribute more to society,” said Vy.
If elected, the 24-year-old teacher said she will focus on several priorities, including improving policies for people in disaster-affected areas; investing in school facilities, especially in remote and mountainous regions; and improving education policies, with greater support for poor students and ethnic minority children.