MONGOLIA

National Curriculum for Basic Education in Mongolia

NERGUI 1.1 Brief Introduction/Background on the National Curriculum

1.1a Pertinent laws and policies bearing on the national curriculum for basic education:

• The State Policy on Education (1995); • The Law on Education (1995); • The Law on Primary and Secondary Education (1995); • The Basic Directions of the Education Sector Reform in 1997–2005 (The Main

Directives of the Government of Mongolia for Reform of the Education Sector in 1997–2005);

• The Policy and Basic Directions for Foreign Language Training at All Levels of Education (1997);

• The Basic Directions on the Primary and Secondary Education Training (1998); • The Assessment Regulation of the Student’s Knowledge, Ability and Skills in the • Complete-Secondary Education Schools (1997); • The State Examination Regulation for Basic Education (2000); • The Medium-Term Strategy for Mongolian Education Sector (2000); • Directions on the Textbooks for Primary and Secondary Education (2000); and • The National Program for Training of Teachers and Professional Re-training (2001).

I.1b The underlying philosophy and rationale of the national curriculum The national curriculum is a framework document for implementing education services

for basic education and learning and teaching, necessary for Mongolian children and adolescents to develop into citizens that are able to live in a humane, civil and democratic society. The national curriculum is based on the rationale of a system with the following components:

• Concept and assumptions on learners and society, and their needs; • Goals and objectives; • Content and subject matter; • Implementation methodology;

• Evaluation.

• Integrating the Principle of Learning THROUGHOUT Life into the Underlying Rationale and Philosophy of Basic Education

We recognize that it is necessary to create a learning environment with education content, methodology, learning and teaching guide materials and textbooks, which support the acquisition of those skills determined in the National Curriculum Goals (2.1.), which is, in turn, based upon not simply learning for education or learning for work, but learning to develop, work and live by self-discovery and developing one’s own personality. In other words, it is considered possible to solve this issue by putting forward the basic reason of why the principle of continuous learning throughout one’s life is not being implemented fully as the Strategic Objective for Reforming the Learning & Teaching Technology. Primary and secondary education standards shall be interdependent in content and will have performance, assessment and environment types. A task force has been established and, is working to develop within this year the environment standards.

I.1c Major goals and objectives of basic education The goals of primary and secondary education are to serve citizens by assisting them to

obtain general, technical and vocational primary and secondary levels of education, to acquire a profession and develop in the individual human being the capacity to discover his or her own talents and abilities, and to prepare for life. The objective of basic education is to develop in the students the following:

• Appreciation and culture of esthetics and ethics, awareness of civic duties, ability to freely express one’s thoughts, with integrity, develop communicative and connective ability, benevolent, patriotic, upholding the rule of law, to respect the progressive national customs and cultural values;

• General knowledge of human anatomy and body functioning, awareness of the duty to protect and develop one’s health, able to apply new information on healthy living, have a basic knowledge about family life, sexual education and culture;

• Speak the mother tongue and foreign language, acquire a basic knowledge of sciences, a specific knowledge of traditional and modern techniques and technology, to develop own talents and capabilities, to be able to live independently and solve any issues;

• Preparation for acquiring next-level education, having skills for independent learning, learning for life, and working in individual and service sectors;

• Knowledge for accessing the sources of modern information, processing data and creating solutions, and applying mathematical methods.

• Revisiting the Goals and Objectives of Basic Education Against the Background

of Current-day Demands and Realities

Needs for reform and development of the national curriculum • Trends for human-centered sustainable development. • Framework of Action on Education for All (Dakar Declaration). • New paradigm for Global Education Studies.

• New Constitution of Mongolia—reform of social system. • Real Society—new requirements of historic conditions, Education content reform—

taking into account the interests of each social group and citizens, Social needs and Citizens’ demand for quality living skills, which provide them with equal opportunity for learning and growth.

• Reform and development of the education system. • Reform of learning and teaching system, and development of learning and teaching

technology development, which require change in the educational goals and objectives by enriching them with new content in accordance with global and Mongolian social development, and need for reformulating the national curriculum.

The Vision of Education

The Vision of Education is to provide guarantees for sustainable development sources, national independence and security of Mongolia, through the culture of continuous enrichment of an educated civil society.

The Mission of Education

The Mission of Education is expressed by providing a context for satisfying the demand, which is determined by the new content of education.

Goals of the National Curriculum

• Issue-raising and problem-solving skills • Finding the causes, and deductive skills • Communication skills • Interdependence skills • Visioning skills.

These skills are to be acquired by the pupils in order to be self-accountable, self-learning, utilizing the opportunities to the greatest possible extent, carry out business activities for living, to live together in community, express oneself freely, and values for knowledge, skills, experiences and approaches.

I.1d Vision of a student completing a primary-level, an elementary-Level and a secondary-level education

The content of primary-level education aims to provide pupils with the following knowledge, skills and abilities:

• Ability to speak in the mother tongue for expressing ideas, reading and writing skills; • Sufficient numeric skills and their practice; • Knowledge about surroundings, phenomena and objects; • Knowledge about aesthetics, traditional customs, cultural heritage, humanism and

hygiene; and • Esteem not only for his work but also for the work of others, to be sociable and

honest.

The content of basic-level education aims to provide learners with the following knowledge, skills and abilities:

• Basic knowledge of both mother and foreign languages as well as science, skills for further study and entry into the world of work based on learners’ talents and interests;

• Moral and esthetic qualities, civic consciousness, honesty, humanism, patriotism, respect for law and progressive national and international cultural values and customs; and

• Basic knowledge of family life, sex education and hygiene.

The content of upper (complete) secondary-level education is to provide the following knowledge, skills and abilities:

• Basic knowledge about natural sciences, the society and humanism; • Fluent reading, speaking and writing skills in the mother language, sufficient

knowledge of foreign language; • Professional orientation, skills for self-study and independent living; and • Physical development, skills for healthy living, family planning, patriotism and

respect for the law.

Visioning or Imaging the Growth and Development of Students in the New Millennium as they go through the Various Levels of Basic Education

The National Curriculum reform should be determined by the framework to work for reforming and improving the educational standards. Therefore, in reforming the education standards the methodology to be followed, requirements to be reflected in the content, and structure of the content are as follows: Regarding the Methodology

a. Based on the progressive traditions, successes and strengths; b. Developed partnership with the public; c. Considered in successive connection with other levels of education; d. The following issues have to be considered in intra-connectivity and interconnection:

• Not only deepen the educational content, but also allow for distinguishing and evaluating the performance level

• To be process-oriented instead of being end-results oriented only; and • To acquire not only subject-matter knowledge but also skills knowledge.

e. Harmonize with the strategies for learning and teaching technology reform, such as • Learning and Teaching system to be reformed as a whole and transition to the new

situation; • Academic content of learning and teaching to be progressive at the level of general

scientific studies and provide integrity of specific sciences, and develop the pragmatic side of learning and teaching by implementing the new methodology for learning and teaching;

• Learning and Teaching content to be made basic; • Deductive units to be increased; • New assessment system to be developed;

• Printing and publishing system to be developed in order to effect continuous improvement in quality and access to textbooks;

• New information, communication and technology to be introduced; • Common foreign languages educational level to be enhanced; • Learning and Teaching management to be improved; and • Schools with child-friendly environment to be developed.

Regarding the Content

General requirements for standards:

• To be oriented for fulfilling the mission statement • To make the activities towards developing the natural human capabilities become the

guide for organizing; • To pay attention to the objectives of appropriate determination and which can be

tested in practical life; • To develop indicators which conform to the continuous improvement of policy for

competing at the international level; • To have an opportunity for assessing and selecting the interim and end results of

learning and teaching; • To be flexible and open in order to reflect and absorb the change in school structure

and content; and • To take into account the specific needs of education.

Regarding the Structure

a. Primary and secondary education standards shall implement the concentration principle, which conforms to the policy on learning and teaching content;

b. Standards shall have four components, which are consistent with the pupils’ age, psychological characteristics and educational level;

• Preschool standards • Primary education standards • Basic education standards • Complete secondary education standards.

c. All standards shall be multidisciplinary specialized education standards alternatives, and the basic education shall be consistent with its program alternative.

d. Each level shall formulate standards not by independent subjects but by specific learning and teaching content.

1.2 Changing structures and organization of learning content

1.2a Description of the prevailing organizational structures and mechanisms In developing the national curriculum the education goals, main directions and basic

rationale for the content, the school structure and features, the educational levels, the duration of lessons, etc., are determined by The State Policy on Education, Law on Education, The Law on Primary and Secondary Education adopted by the Mongolian State Great Hural (Parliament) of Mongolia and other relevant legislative acts.

In conforming with the above-mentioned legislative acts, the education sector reform, development and objectives for enhancing the national curriculum are reflected, adopted and implemented by the government (Cabinet) of Mongolia in the Government Program of Action and other relevant programmes.

On the basis of these decisions the Ministry of Education, Culture and Sciences (MECS) makes and regulates decisions connected with the national-level policy planning for developing the curriculum, and its implementation regulation, monitoring and evaluation on matters, including:

• Education standards; • Directions for education content; • Regulations for in-depth and specialized training; • The general framework of the national curriculum; • The modal timetable for subjects study; • The length and structure of the academic year; • The directions and relevant regulations on provision of educational instructional

materials; • Model regulation for evaluation; and • Regulation for state examinations.

The government agencies attached to the MECS (The State Supervision Office in charge of education/The State Inspectorate Board in charge of education, the State Education Fund, the Institute for Education Studies, Research and Methodology Centers) are responsible for implementing the decisions made by the ministry in connection with the national curriculum. They also develop and provide methodological instructions in connection with their implementation, as well as mainly implement the activities for developing the rationale for decisions to be made by the ministry.

At the local level the aimag (provincial) and capital city governors are responsible for their local areas’ education issues and the Citizen Representative Assemblies approve their decisions. The Social Development Policy Divisions of Governor’s Offices operate by providing administrative management for local education activities. Also, the Education and Culture Centers, functioning under the governors, provide professional management and perform advising-assistance role. These centers make relevant decision and instructions with regard to general directions in the curriculum. They do so by assessing local needs, requirements and specifics.

At the school level, the schools select the teaching and learning forms (ordinary, in-depth or specialized) by taking into account the learners’ demands and needs, and their actual capacity. In conformity with the model rules and regulations issued by the ministry, the

schools develop the first draft of the teaching and learning plan, the curriculum and the regulation for assessing the learners’ knowledge and ability by the Teaching Methodology Units and Sectors for implementation. They then discuss and prepare the draft decision at the Teachers’ Faculty Meeting (Teachers’ Council) after they are verified by the Governing Board for enforcement.

Reflected in reforming and improving the national curriculum, at any level, are the policy planning, the results/outcomes, new teaching and learning ideas and methods of the quality and effective programmes and projects implemented in this field (in the education study), with broad participation of many interest groups.

In order to develop citizens in a democratic society, the school curriculum should take into account the individual interests, demands and needs. It should be flexible, with varied teaching and learning contents, closely connected with practice in life, and to be open to new information flow. A very flexible school curriculum includes the “prescribed core content” (“the teaching and learning compulsory content”), which conforms with the primary, basic and complete secondary education standards, and from the “school-based curriculum” (“the teaching and learning flexible content”), which conforms with learners’ and society’s continuously changing interests, demands and needs.

In line with this, a direction was taken to maintain the academic duration (in terms of hours) to be 4:1 for acquiring these contents, and education content was loosened to a certain extent. The ratio of these two parts in total content was 91 percent and 9 percent, but changed into 87 percent and 13 percent. Also, up to 20 percent of the prescribed core content was given to the schools and teachers for balancing with the actual situation of the local area and the school. A total 33–45 percent of content, in fact, was given to the schools and teachers at their disposal.

In the activities of the school-based content and in order to create an environment for application of this content, an opportunity was opened to broaden participation of the general public by implementing projects and programmes. At present this type of activity has a most important role in the revision of teaching and learning content and methodology.

In order to improve the level of knowledge usage, the teaching and learning content was described as uniting a system of subject-matter connected with a particular science (declarative knowledge) and work process (procedural knowledge) on the one hand, and of system of action-oriented capabilities (skills) on the other hand. The teaching and learning results were calculated by the way the learners acquire the education content’s one side—the declarative knowledge and its second side—procedural knowledge, and how the knowledge are applied to solve issues. Thus, by giving more importance to the procedural knowledge by developing it as learners’ ability and trends, it was determined that one basic condition would be created for applying that knowledge for solving the issues or, in other words, to develop the pragmatic side of the teaching and learning process.

1.2b An overview of the existing curriculum design for basic education

In Mongolia at present, the school enrolment is 92.2 percent for eight-year olds, 17.7 percent for seven-year-old children. The data on primary, basic and complete secondary education are provided in table 2.

The general framework for teaching and learning content is determined by differing factors at every level of preschool, primary, basic and complete secondary education (horizontal connection), and by distinct basic elements of the content, which develop the features of individual citizens, such as humanities, mathematics, natural sciences, social

sciences and labour-technical. Further, the framework establishes the successive linkages (vertical connection) between education levels integrating and desegregating each content into specific subjects according to the learners’ individual needs. The framework for teaching and learning content is based on the concentration principle and at each phase of teaching and learning process it is synthesized and broadened by the expression of in-depth content (see table 3). The teaching and learning content of every school curriculum consists of two parts, namely the compulsory and the flexible, which conform to the National Standard of the Content of Education. Its flexible content is divided into two subparts, namely, prescribed alternating and school selected.

The compulsory content consists of five content-parts, namely, humanities, mathematics, natural sciences, social sciences and techniques and technology, taking into account each level of preschool, primary, basic and complete secondary education. Each part is determined by specific subject contents. At primary grades 8–10, at lower secondary 11–13 and at upper secondary grades, 13 subjects are taught.

In the primary grades of the general secondary school (1st–4th grades) the subjects taught are Mongolian language and writing (Cyrillic, Mongolian script), mathematics, music, fine arts, physical training, creative works and basic designing. The integrated natural and social studies, are subdivided into different parts, including environmental studies and Mongolian history.

Mongolia, because of its population positioning and density, infrastructure, local and territorial administration specifics, has a few separate schools providing primary, basic and complete secondary education, but has many schools with mixed structure providing all levels of education. There are a total of 683 schools and out of this, 351 are complete secondary schools, 219 are secondary schools and 113 are primary schools. Most of the primary schools are included within the secondary or complete secondary schools.

Therefore, since there is no difficulty encountered, from the organization side, some of primary and basic education contents, for example, environmental studies and Mongolian history subjects, are taught in two levels.

In the 5th–8th grades of the general secondary school, the previously taught subjects continue, and music after 5th grade and fine arts after 6th grade become selective subjects. Also, foreign languages (i.e., Russian and English) are newly taught in the 5th grade, and mathematics and creative work designing are each subdivided into algebra and geometry, labour and technical drawing respectively. At this stage, natural studies beginning from the 6th grade are separated into physics and chemistry. Also in the 8th grade, history of human civilization is introduced. As a continuation of fine arts and creative labour, the title design and technical drawing in association with the labour from the 7th grade, the subjects of technology and drawing are taught.

In the 9th and 10th grades of the general secondary school, the subjects, such as Mongolian language (poetic and transactional writing) and literature, foreign languages, physical (training) education continue to be studied, as well as new ones like informatics, citizen and society. Algebra, geometry, basics of mathematical analysis, biology, geography, physics, chemistry and technical drawing are studied at a broader level in comparison with basic education levels.

In 1998 the education content of the primary and secondary education has been developed and approved for the first time as a separate norm-setting technical document, and it has been officially enforced in the last three years. The primary and secondary education content standards have been developed and applied in the form of assessment standard instructions and in the form of environmental standard data.

The primary and secondary education standards have been standardized, including teaching and learning curriculum and outcomes at every education level. Their implementation contents, like direction, are required at every level. However, the subject titles have not been standardized.

The education content standards, the two sides of content, mainly the subject matter and subject study expressed, are determined by the outcomes. The framework of education content standards and the contents have been determined in conformity with the policy and content of the primary and secondary education.

The academic year curriculum and teaching and learning plan (syllabus) of the general secondary schools (see tables 4 and 5) have been enforced in conformity with the policy on primary and secondary education and content standards.

In the Academic year curriculum (total hours of instruction by grade and subject), the fundamental subjects determined by the prescribed core content with standards, and prescribed alternative subjects and school-regulated subjects determined by the school-based content, the academic hours are distributed among the classes. Any part of the content can be inserted and taught in the syllabus, but should not exceed six hours per day. Thus, hourly rate for all parts is reflected in the budget, and a condition is created whereby the parents do not have to be charged for in-depth and specialized teaching and learning undertaken within the framework of the syllabus. This is one form of providing equal access to education to learners. In connection with the transition to five working days a week at the national level, the duration of a one-hour subject has been changed from 45 minutes to 40 minutes in 1998. The reason is that there are 2 shifts of classes in all public schools, because of insufficient number of seats in the classroom.

The duration of the academic year has been established to be 34 weeks in the junior grades, 35 weeks in the secondary grades and 36 weeks in the senior grades. The academic year consists of 4 terms (quarters) and all grades have 9 study weeks during the 1st and 2nd quarters; primary and medium grades—8 study weeks— and senior grades—9 study weeks in the 3rd quarter, and junior grades—8 study weeks, and medium and senior grades—9 study weeks in the 4th quarter (see table 4).

Integrating/Incorporating the Four Pillars of Learning Expounded in The Delors Report (learning to know, learning to do, learning to be and learning to live together) into the Learning Outcomes of the Basic Education Curriculum along with the following:

• The knowledge and concepts to be learned/acquired by students (learning to know); • The practical application skills and work-related experiences and competencies to be

similarly developed among students (learning to do); • The mental (thinking, reasoning, etc.) faculties, emotional skills and qualities, the

creative/ aesthetic sense, the spiritual well-being, or the self-knowledge, discovery and development to be encouraged among students (learning to be); and

• The attitudes and values to be imparted to students with some emphasis placed on those supportive of tolerance and peace, respect for others, social cohesion and harmony (learning to live together).

In the context of rapid growth of modern sciences and newly established and functioning economic system and social activities, there is need for additional requirements for the reform of the national curriculum and the learning and teaching methodology and technology. This means that it is necessary to develop the National Curriculum, which would fulfill the

implementation of the idea of the education throughout life based on the four pillars, reflected in the Delors Report, which aims at acquiring quality knowledge, continuous learning throughout life for living and working, to be able to live together in a democratic society.

In reforming the national curriculum based upon the above-mentioned four-pillar educational strategies, an objective is put forward for implementing the reform of primary and secondary education within the framework of multiple changes connected with the new requirements of social development in Mongolia. This is important in developing the scientific grounds of the national curriculum reform, such as the implementation of the learning and teaching theory and strong practical methodology.

We recognize that the basis for “learning to know” is based upon a twofold strategy, which has a paradox that pupils should not only acquire “a sufficient broad general knowledge,” but also have the opportunity “to work in depth on a small number of subjects.” In implementing these two principles of the paradox, which contains in itself the development mechanism, advance the idea that acquisition of systematic (declarative and procedural) knowledge by way of maintaining integrity of the basic principles of scientific methodology, would be able to increase the application level.

The national curriculum, in order to implement this basic principle of education, that is, “learning to know,” shall have requirements for creating conditions to acquire the following concepts and knowledge:

• Basic knowledge of natural sciences; • Basic knowledge of social sciences; • Fundamental knowledge of modern techniques and technology; • Appropriate level of knowledge of common foreign languages; • Knowledge about human and one’s own development; • Knowledge about human relationships; • Knowledge about one’s family, one’s own country and world history; • Knowledge about other nations’ customs and culture; • Knowledge about self-service and business; • Knowledge about health protection and healthy living; • Appropriate level of knowledge about reproduction and family life; • Knowledge about raising one’s own family and business life.

With regard to learning and teaching methodology, as result of proof and implementing the above assumption proposed to be introduced, the pupil will acquire not only occupational skills but also the competence to deal with varied situations and the ability to work in teams. Also, to develop an understanding of other persons and an appreciation of interdependence, mutual learning is required in order to perform with results-based quality, initiative and motivation. Therefore, a strategy will be followed whereby an enabling environment will be created by training for learning in team work skills and in practicing these skills. The national curriculum, in order to implement this basic principle of education, which is “learning to do,” shall reflect the following in order to develop and implement the learning and teaching content, approaches, forms, subject-matter and assessment system that include

• Skills for independent learning; • Skills for appropriate level of explaining natural and social phenomena; • Skills to reveal the reasons and impact of phenomena;

• Skills for solving issues by himself/herself or with the support of others; • Skills for collaborating with other persons; • Practice and skills for performing homework; • Practice and skills for performing common work and actions; • Professional orientation and first-level knowledge and practice of doing business; • Respect for one’s own and others’ labor; • Self-service and self-maintenance; • Skills for protecting and maintaining one’s health.

The National Curriculum, in order to implement this fundamental principle of education which is “learning to be,” shall reflect the following in implementing the learning and teaching content, methods forms, instruments and new methods of assessment:

• Perfect writing and speaking skills in the mother tongue • Ability to distinguish the advantages and disadvantages of various phenomena • Ability to develop one’s own gifts and skills • Ability to be accountable for one’s own and others’ decisions • Fair and benevolent nature • Ability to express one’s opinion freely and respect others’ opinions.

The National Curriculum, in order to implement this fundamental principle of education which is “learning to live together,” shall be advised to organize learning and teaching for developing the following abilities, approaches and values:

• Skills for applying common sources of modern technologies, and sound decision-making in processing that information;

• Skills in computer use • Respect for the rule of law; • Ability to respect elders and peers, and listen to them; • Ability to understand one’s civic rights and duties, and to exercise them; • Respect for national human civilization’s progressive customs; • Respect for cultural values of other nations and ethnic groups; • Ability to treat issues from the humane ethics and on scientific basis.

It will require long-term policy actions to implement the concepts reflected in the Delors report, and apart from reflecting the recommendations in the National Curriculum for Basic Education, specific modules will be developed and implemented at the national level, which reflect strategies for interrelating the basic principles of education, such as “learning from life,” “learning in the process of work” and “learning by academic studies.”

Promoting Interdisciplinarity in Basic Education Curriculum

Reconceptualizing subject-matter contents into interrelated themes or topic (as against dividing these into separate subjects or fields of studies) and highlighting their coherence and connectedness

Because the methodological basis of the national curriculum presently implemented in Mongolia is grounded upon methodologies of other branches of science, and because the present learning and teaching methods separate theoretical from practical knowledge, it has a

fundamental flaw in not being able to give opportunities for applying this knowledge in solving life and work issues. Therefore, in reforming the national curriculum as a whole, we consider maintaining the interconnection of subjects, by placing the learning and teaching methods from the specific to the general scientific methods. Based on this principle, in developing the national curriculum, we will select carefully the direction of learning methodologies from general to specific and from specific to general, and will take into consideration the pupils’ age, psychological and educational levels.

Another direction for strengthening the inter-connectedness of subjects is the use of specific models of webbing, connecting, threading, nesting and sequencing similar subject matters. The general nature and study methodology of specific scientific study methods at appropriate levels will also be employed.

Reorienting instructional methods and pedagogy towards interdisciplinary and more holistic approaches

In order to implement the new national curriculum, which fulfils the interconnectedness of subjects, it will be necessary to reform as a whole the training curriculum methodology for preparing the trainers, based on the strategy defined in the previous section (II.5.a.). The system for preparing teachers, who are capable of “converting” and able to teach not only 1–2 specialized subjects but also other subjects. Pupils’ individual levels of learning will be recognized by all teachers, although the teachers will teach their own subjects and majority of them will not be able to teach other students. More attention will be given to prepare teachers at the university level, in order to make the national curriculum elementary and pragmatic. It will also enable them to make technological changes, such as increasing the didactic units, and to support activities for pupils’ creativity that will equip them scientifically with leadership capabilities.

Special attention will be paid to creating an opportunity for students to learn continuously while working, and make team-working methods more diversified in school. Distance education and information communications and technology will be introduced.

Content methodology will be revised, and conditions created for providing choices of textbooks and learning and teaching reference materials as guide for learning activities and environment for independent thinking for pupils and teachers.

1.3 Designing and implementing local curricula

1.3a The adoption of the national curriculum in the formal school system The education standards are implemented at four levels of education (preschool, primary,

basic and complete secondary) in all public and private schools at the national level in Mongolia. Because the goals and objectives of these standards are placed as minimum requirements for knowledge and skills, the issue of providing education, which is above these standards is left to the school’s discretion. Therefore, private schools and kindergartens, and some of the public schools generally implement a curriculum, textbooks and assessment regulations, which are more in-depth or more than those required by the standards. These standards become the guidelines for the general framework of the curriculum for each school and kindergarten. The National Education Inspectorate Board oversees the implementation of these standards, the Ministry of Education, Culture and Sciences determines the policy and at the end of each academic year the graduating pupils give examinations on uniform basis on the three subjects of mathematics, Mongolian language and selected course. The examinations are conducted nationwide on the same day. It is a test of competence for the aimag

(provincial) district local administration to administer state examinations on a uniform basis on mathematics, Mongolian language and selective course to the basic education learners.

1.3b Existing infrastructure support for the national curriculum Since 1999, the government has given its attention to the infrastructure development to

support the implementation of the national curriculum in Mongolia, and started making certain investments (see table 6). Within the scope of the Asian Development Bank loan in support of Education Sector Development Program, well-equipped modern laboratories for chemistry, physics and biology were placed in more than 60 percent of all general education schools. When the budget expenditure for the general education schools in 1999 was studied, out of total expenses 46.8 percent went to salaries, 10.2 percent to social insurance, 2.7 percent to electricity, 21.8 percent to heating, 1.8 percent to water and 1.7 percent to current repair. However only 0.9 percent was spent on book procurement for school libraries and practical lessons.

During the last ten years the work on extension, renovation and repair of school buildings has come to a standstill, and the quality of buildings has been deteriorating and difficulties are faced in the normal functioning of the schools. The buildings of the general education schools can seat only 56.6 percent of the total number of pupils (in 2001 there are 494,544 pupils). Because of low capacity in schools, often limitations are put on the number of pupils who are promoted to study in the 9th grade. It is necessary to increase the capacity of school by 15 percent in the next four years, and it will require 38.7 billion tugrugs. It requires 12.4 billion tugrugs to repair a building in 409 countryside schools and 298 dormitories.

It is necessary to renovate 15 percent of the school benches in classrooms and this will require 1.6 billion tugrugs. Work has been undertaken to renovate support structures (facilities) for teaching and learning, and to repair school buildings and construct new buildings. However, a system of providing continuous and accessible structures, which is regulated by market demand and supply, has not been developed yet.

By the end of 2000, there was only one computer per 368 pupils in the general education schools. And in order to fulfill minimum needs for teaching and learning processes, it will require a total of 1860 computers and 520 printers in the next four years. If it would be able to implement this measure, then an opportunity would be created for senior grades to use a computer for one hour per week. The implementation of this measure will require 1.7 billion tugrugs.

1.3c The state of textbooks and instructional materials

In line with the social (political and economic) system charge, the old system of textbook publishing has disintegrated. As a result there was a lack of textbooks. In order to overcome this, 89.2 percent of total textbooks have been revised in the last four years by reflecting to a certain extent the reform in the education content and methodology. The textbook reform being undertaken within and the scope of creating a new system for textbook publishing has been given particular attention by the government and an appropriate investment has been made (see table 7).

Every public and private school has a library. However, the procurement of new books alone is not sufficient. The corresponding training and instructions and new information technology have not been introduced. At present the schools only distribute and register the textbooks. All textbooks are distributed free of charge to all pupils because of the economic hardships and low level of living standards of citizens during the transition period of Mongolian society system change. In the future, however, there is a plan to take a different

approach taking into consideration different levels of living standards. Textbooks will be sold to children from well-to do families. Different textbooks are beginning to be used in teaching and learning, and the Ministry of Education, Culture and Science permits their use, and the School Governing Board makes the selections.

1.3d The training of teachers in subject matter/topical content pedagogy updates, and the use of textbooks and other instructional materials

Primary school teachers are prepared for their teaching jobs in colleges, and secondary and complete secondary school teachers get their training in universities. Teachers are prepared in 1–2 types of profession/specialization. Colleges prepare teachers with diploma and bachelor’s degree, and universities with bachelor’s, master’s and diploma education. The education content for preparing the teachers is composed of four parts, namely the basic general subjects, basic professional subjects, selective specialization subjects and pedagogy and practice, with a total of 134 credits (see table 8).

There are a total of 19,223 teachers employed in the general complete schools, 97.4 percent of which are professional, and by academic year 2000–2001, a total of 62.3 percent of all teachers would have had a bachelor’s degree in education, and 1.3 percent diploma and special secondary education in pedagogy.

Also, 2.2 percent of teachers had advisory, 1.6 percent—senior and 23.2 percent— Methodist ranks. Out of the total number of teachers, 79.3 percent are in junior grades (this ratio is 33) and in medium and senior grades—20.

Due to the fact that teachers’ salaries are insufficient for their livelihood, general neglect and other interests have been observed, and according to the survey conducted in 2000, out of 264 teachers covered, 39 percent have replied that they will change their profession for a job with higher salary and good working conditions.

1.4 Evaluation of curricular reform

1.4a Institutional supervision and reporting systems adopted by schools, regional bodies and national ministries/departments of education

The Ministry of Education, Culture and Science determines a policy of supervision and evaluation over implementation at the national level of the educational content standards, which determines the quality of process and results of certain stages of implementation of the National Curriculum. The State Education Supervision Office (namely, the State Inspectorate Board—the government regulating agency) implements it. At the local level, inspectors of this office operate at the aimag and Capital City Governors’ Offices. An officer in charge of the education information and monitoring at the “Education, Cultural Center” of the respective aimag and capital city work in close cooperation with the Information Monitoring Evaluation Department of the Central Public Administration Body in charge of education.

The Ministry of Education, Culture and Science approves the “Model Registration for Assessing the knowledge, capabilities and skills of pupils in the General Education Schools” and establishes the rules on the “Primary and Secondary Education State Examinations.” The schools develop their drafts in conformity with this model regulation, which is discussed at the Teaching Methodology Unit and “Teacher’s Meeting.” The Governing Board approves and enforces it. During the teaching and learning process, the State Education Inspection

Board, inspectors of local education and with support of the former parents, school governing board and local administration organize the external supervision.

In accordance with the State Examination Regulations, enforcement of complete secondary education standards is organized by the State Inspection Board for Education. The enforcement of basic education and Culture Center is supported and enforced by the primary education standards by the schools themselves with the support of the above centers.

Inspection results are analyzed and the processed information is submitted to relevant organizations and individuals, and they use this information to effect changes in their policy and planning.

1.4b Achievement Indicators Enrolment

The enrolment rate of children eligible for basic education is shown in table 10 as seen from the results of the Population and Housing Census conducted in 2000 in Mongolia. It shows that out of every 1,000 children, 152 in the age group of 8-year olds; 67 in the age of 9; 66 in the age of 10; 82 in the age of 11; 116 in the age of 12; 152 in the age of 13; 199 in the age of 14; 272 in the age group of 15 are not able to study in schools. In other words, 9.1 percent, or 23,476 children in the age group of 8–11; 48.3 percent or 44,679 children in the age group of 12–15 are not able to enroll in schools.

It can be seen from the enrolment rate that 68,155 children out of the basic education age (ages 8 to 15) are not able to study in schools. Out of these children, 61.7 percent are boys, and this shows that gender parity has been lost. Moreover, the fact that 75.8 percent of the children not enrolled in schools are located in the countryside, shows that balance between urban and rural areas has been lost, too. Achievement Figures

The promotion rate in the 1st grade is 93.0 percent whereas in other grades the promotion rates are 96.4–98.3 percent.

The repetition rate in the 1st grade is 1.0; in the 2nd grade is 0.6 and in other grades 0.1–0.3 percent.

The dropout rate in the 1st grade is the highest at 6.0, whereas in other grades the dropout rates are 1.6–3.9 percent.

The gross enrolment rate of the preschool education for the academic year 2000–2001 is 32.1 percent. The main reason that the school dropout is the highest in the 1st grade in comparison with other grades and that there is higher school dropout in rural areas than in urban areas is because (1) the preparation for schooling is not satisfactory, (2) the condition of school dormitories is poor, (3) the living standards are low and (4) the workload of schools in urban areas have exceeded the limits.

Although there is growing trend in recent years for a decrease in school dropout rates (see table 11) the causes of school dropouts are changing because of the social and economic conditions. In the previous years the high cost of education, has been the main cause for the dropping out of school, but at present due to migration to urban areas, there has been an overload in the urban areas.

The fact that the proportion of wastage accounted for by dropouts is 74.8 percent proves that the main reason for the wastage is school dropout.

The rate of children enrolling from 1st grade to 5th grade is 83.6 percent. Based on data provided for the academic year 2000–2001, 750 out of every 1000 pupils will be able to acquire basic education on time.

The fact that the wastage ratio of basic education will become 1.17 shows that internal efficiency is increasing.

And that an average duration of study per graduate will become 8.03 also proves the above proposition.

Learning Achievement

It has not been possible to determine how the quality of learning in Mongolia compares with other countries, because until 1999 the monitoring of learning achievement study has never been conducted in accordance with international methodology. The above study, which was conducted in 1999 with the support of UNESCO project in the 4th and 8th grades, clarified what should be given attention in improving the quality of learning. The results of the above study showed that the quality of learning in 4th grade is at a satisfactory level, whereas at the 8th grade it was not so.

Results of the study on the learning achievement of the pupils at the 4th grade is shown in the following table:

Table 12.

Percentage of Correctly Done Assignments Mongolian Mathe- Learning language matics to Live

Total 74.1 60.0 69.5 Male 72.8 60.1 69.2 Female 75.1 59.9 69.7 Capital city 79.5 69.9 76.0 Provincial centers 77.6 62.1 73.5 Rural areas 69.7 54.2 64.0

From the above table it can be seen that the learning achievement of boys is lower than that of girls in Mongolian language by 2.3 percent, and more or less the same in mathematics and Learning to Live.

The learning achievement of children from rural areas is lower than those of capital city children in Mongolian language by 14.8 percent, and in mathematics by 22.0 percent.

Further, the 8th grade results prove that the learning achievement depend upon the enrollment in preschool education. For example, among children who have not been covered in schools, 47.7 percent performed their assignment whereas among those who went to kindergarten for 1–4 years 52.5–58.3 percent have done their assignments correctly.

When it was analyzed how the educational level of teachers influence the learning achievement, it was found that children whose teachers had a master’s level had performed

better than those whose teachers only had a bachelor’s degree. Also, studies show that the parents’ educational level directly affected the students’ learning achievement.

The learning achievement level of children going to school from their homes is 55.2 percent whereas those who live in dormitories are the lowest, or 42.2 percent, show that attention given to the latter was weak and the living conditions poor.

The learning achievement of children who lack adequate food is lower than those who have adequate food by 3.2 percent, and those who do not have enough clothing is lower by 6.8 percent.

The above study findings, which were meant to determine the quality and efficiency of learning, have shown that achievement is not only connected with the development of the national curriculum but also depend on the social and economic issues, such as improving the learning environment in schools, eliminating differences between urban and rural areas, and raising the living standards of citizens.

Table 13.

Percentage of Correctly Done Assignments Mathe- Mongolian matics language

Total 46.92 62.64 Male 47.01 60.65 Female 46.85 64.26 Capital city 57.29 69.78 Provincial centers 46.10 61.45 Rural areas 35.26 55.03

1.4c External or commissioned reviews regularly or periodically undertaken by special committees or task forces on the curriculum or education sector.

The Master Plan for Mongolian Education and Human Factors was done by the Mongolian Academy of Sciences, then revised by the Ministry of Education and Science and US Education Development Academy with technical assistance from the Japanese Special Fund (21 December 1993).

The Mongolian Education Sector Strategy for 2002–2005 was formulated by the Ministry of Science, Technology, Education and Culture with the support of the Asian Development Bank.

1.4d Research-based studies on the state and effectiveness of various aspects of the national curriculum and its implementation The following studies were conducted:

• Mongolian National Report on Education for All Assessment—2000, done by the Ministry of Science, Technology, Education and Culture with sponsor organizations, such as UNDP, UNESCO, UNICEF, UNFPA and the World Bank, in January 2000.

• Monitoring Learning Achievement, the MOSTEC with assistance from the UNESCO and UNICEF, in 2000.

• English Language Studies Cluster Survey. • Primary Education, UNICEF. • Analysis of Annual State Examinations Test.

• Book Sector Survey (for Textbooks), UNESCO.

Specific Strengths and Weak nesses of the National Curriculum and its Implementation

Its strengths The following strengths in the development of the national curriculum are to be noted

within the framework of creating a legal environment for the new education system, which conforms to new political and economic setup in the country, and the basic mechanisms of this system:

• Formulation of the education goals with new content at all management decision making has defined the general direction for developing the national curriculum.

• The policy regarding the content of primary and secondary education has been formulated, and the strategies for the reform of the learning and teaching system has been determined, and broad-based consultation for school teachers is underway.

• The contents of primary and secondary education is newly developed and are being enforced.

• In the reform of learning and teaching methodology, an opportunity has been opened and widened for introducing and acquiring modern methodology.

• Provision and quality of textbooks is improving and the new publishing system is being developed.

• Transition to the new system of learning achievement assessment, and new methodologies for evaluation and monitoring of education quality are being introduced.

• One-third of the learning and teaching content has been delegated to the local schools and teachers, and an opportunity has been offered to a certain extent for each class and group to choose and the contents has been made flexible.

• New requirements with regard to the globalization process and social development are reflected in the national curriculum, and a selective learning part has been created for all.

• Recruitment of teachers with higher and specialized pedagogical secondary education.

• A series of training has been conducted with a clear policy for professional re-training of teachers in the direction of learning and teaching technology reform, and making an intellectual investment in teachers.

• A new system for professional re-training of teachers is being developed. • In the pretext of the top-down reform, a school-based bottom-up restructuring has

been unfolded, and the motivation and initiative of school teachers has been growing. • There is a trend for the creation of child-friendly school environment. • Studies and pilot undertakings have been started for the study of concepts of modern

paradigm of educational studies. Increase of support and assistance from the donor countries, funds and international specialized agencies.

Its weaknesses • Enrolment in preschool education is inadequate. • School structures are not sustainable and not clear.

• Issue of mutual recognition of educational documentation with foreign countries is difficult.

• A system for the production, dissemination and use of textbooks is not fully developed.

• Quality of foreign language learning, particularly English, is low and preparation of teachers is weak.

• Technical capacity for introduction of subject of informatics at the basic education level is weak.

• System for preparing of teachers, particularly its content and methodology is not fully reformed.

• Growing difficulties with regard to maintenance of the quality and utilization of school buildings and dormitories.

• Material environment for learning provision and reform is slow because of difficult economic conditions.

• Equal opportunity for learning is not provided because of the disparity between urban and rural areas, difference in living standards, and gender disparity in pupils of middle and senior grades.

• Present financial mechanism is hindering the autonomous position of schools and teachers and the implementation of the National Curriculum.

• Nonpermanent nature of all management levels, particularly local authorities and schools, with most of them changing after every election.

• Efficient and effective utilization of international support and assistance process have not reached the required level.

• Pragmatic side of learning and teaching is weak.

Summary of the major recommendations for improving the national curriculum • Continuation of the philosophy and principles of the national curriculum and holistic

approach to the interconnection of basic issues, which determine the former. • Base upon the ideas of new paradigm for the educational studies. • Reflect and reform the primary and secondary education standards as required by the

actual social and historical conditions of the global and Mongolian society. • Participation of interest groups in the development of the National Curriculum to be

made a reality and new methods of cooperation to be applied.

Recent and Ongoing Curriculum Reform Initiatives

Status of implementation The National Curriculum reform has been laying down the basis for the new system of

learning and teaching by taking a holistic approach at all levels of education management and organization. In developing further this reform:

• Take at the crossroads of modern multi-disciplinary science of methodology, sociology, anthropology, psychology, deduction and management.

• Broaden the various studies and pilots for implementing the development strategies of the national curriculum.

• Consolidate and develop the strengths created in the development of the national curriculum.

• Reach the next situational level for sustainable development by way of effectively utilizing all the opportunities and overcoming the weaknesses.

Factors facilitating and/or constraining the implementation of curriculum reform initiatives

Facilitating Factors

• Open public policy, which recognizes the globalization process and the concept of sustainable development.

• Social psychology respecting the value of education. • Interest, demand and motivation by all for development of education. • International support, assistance and cooperation.

Constraining Factors

• Insufficient growth of economy. • Differential living standards and the big divide among social groups in the society. • Difference in regional development levels and unclear development policy. • Migration of population to central/urban areas. • Low level of educational research and studies, and efficient and effective structure

has not yet been established.

Summary and Conclusions: Assessment of the National Curriculum for Basic Education The currently enforced national curriculum has fulfilled its historic role, which reflected the social

and historic conditions of that time. It is our assessment that there is need for reform by using new ideas and new methodology as a whole in the national curriculum for basic education in accordance with the education system reform, which is tied in with the demands of citizens living in the new century.

Proposals (for workshops, training seminars, development of new Teaching modules and materials and other activities) for Advancing the New Framework of a Basic Education Curriculum

• To obtain technical assistance for inviting resource persons, specialized in education studies, and organizing a workshop in September 2001, in order to support the National Commission, which is working for the reform of primary and secondary education standards;

• To request financial assistance, technical advice and materials for developing learning modules and preparing training materials designed for teachers, as preparatory work for implementing of the new standards;

• To request reference materials for public advocacy of the idea for the new national curriculum, meant for parents and pupils, and for developing a glossary of terms; and

• To obtain assistance for specific and detailed information for comparative study of research materials on other countries that are also undertaking the reform of their national curriculum.