CH. TUNGALAG specialist, National Vocational Education,

Training and Methodology Center

Large territorySmall populationHigh povertyHigh literacyEx socialist

Mongoliaoverview

Land:1564000 sq.kmPopulation: 2.7 mlnGDP: $2.7 blnGDPper capita approx.1000$GDP Growth: 8.4%Poverty: approx.30%Literacy: 97.8%Unemployment rate: 3.2%Birth rate 2.3%

Educational system of Mongolia

STRUCTURE OF VOCATIONAL EDUCATION AND TRAINING

SYSTEM

FORMAL NON FORMAL

VOCATIONAL SCHOOLS AND

COLLEGES

TRAINING AT LABOUR MARKET

TRAINING AT WORK PLACE

NUMBER OF VOCATIONAL SCHOOLS AND COLLEGES

0 2 4 59 9 14

1832 34

36 3739 40

4042

010203040506070

2000 2002 2003 2004 2005 2006 2007 2008

private public

TYPES OF VOCATIONAL SCHOOLS AND COLLEGES

1

2

11

46

0 10 20 30 40 50

Secondary schoolscombined with vocational

training

Vocational schools atindustries

Branch or attached schoolsto higher education

institutions

Public and privatevocational schools and

colleges

NUMBER OF STUDENTS

18651

23236

31194

7987

12177

15051

1949321574 22024

23249 24284

29906

37867

0

5000

10000

15000

20000

25000

30000

35000

40000

1980 1985 1989 1995 2000 2001 2002 2003 2004 2005 2006 2007 2008

NUMBER OF TEACHERS

865

1091 11201160

1300

1451

1667

32 36 37 41 51 54 60

0

200

400

600

800

1000

1200

1400

1600

1800

2000 2003 2004 2005 2006 2007 2008

Teachers voc.shchool

ESD in Mongolia Education for sustainable development introduced in the educational policies and planning of our country, specially in the curricula of the secondary schools, universities which are the main implementing organs of those policiesexcept TVET

BARRIES TO SUSAINABILITY IN TVET

the lack of a shared national vision ‐the lack of adequate  resources  and trained personnel at all level in the TVET sector  ‐ the existing traditional TVET culture, pedagogy and training packages

Conclusions and proposed actions 

Develop a national approach and vision to implementing education for sustainability in TVET. The development of a coherent and integrated national vision, supported by appropriate legislation, should therefore be of the utmost priority. Encourage a culture of sustainability in TVETAnalyze TVET policy and culture to assess how to facilitate the transition towards a sustainability culture and how to identify any barriers. Training programs that may be necessary to promote this change of culture should be identified and implemented. 

ww.nmc.mnNational Methodology Center Mongolia at Ministry of

Education, Culture and Science

http://www.nmc.mn/