Be Protected Survive, Learn

ANNUAL REPORT 2018, MONGOLIA SURVIVE, LEARN AND BE PROTECTED ANNUAL REPORT 2018, MONGOLIA WHO WE ARE AND THROUGH OUR WORK WE STRIVE TOWARDS ACHIEVING WHAT WE DO THREE BREAKTHROUGHS IN THE WAY THE WORLD TREATS OUR AMBITION OUR MISSION CHILDREN: CONTENTS We want a world Our mission is to inspire in which all children breakthroughs in the way SURVIVE survive, learn and are the world treats children and protected. to achieve immediate and No child dies from lasting change in their lives. preventable causes before their fifth birthday WHO WE ARE AND HUMANITARIAN 03 WHAT WE DO 40 ASSISTANCE Established in 1919, we are one of the world’s leading LEARN independent organisations for children. All children learn from a 04 EDUCATION 42 HEALTH From emergency relief to long-term development, Save quality basic education 3 the Children protects and promotes children’s rights. We save children’s lives, we fight for their rights, and we BE PROTECTED CHILD FINANCIAL help them fulfill their potential. Save the Children works 19 PROTECTION 46 STATEMENT to build a responsible society where children’s voices are Violence against children heard, their contribution is enabled and significance is is no longer tolerated CHILD PROTECTION OUR DONORS attached to their opinions in making decisions relevant to RESOURCE CENTER AND PARTNERS their lives. 30 50 OUR COMBINED INCOME FOR Save the Children has been working in Mongolia 2018 WAS 1,232,858 USD CHILD RIGHTS PUBLICATIONS since 1994. The Country Program was operated with 34 GOVERNANCE 52 management support from Save the Children UK from 1994-2009 and from Save the Children Japan since 2009. It WE REACHED OVER aims to create long-term sustainable changes in the lives of children while seeking substantial and systematic solutions CHILD POVERTY 48,300 38 to emerging challenges. Current thematic programs are: education, child protection, child rights governance, child CHILDREN DIRECTLY poverty, health and humanitarian assistance. Annual Report 2018, Mongolia EDUCATION SUPPORTING THE LEARNING OUTCOMES OF FIRST GRADERS The 3-year project aimed to strengthen schools’ capacity to nurture effective school readiness and learning experiences for first grade children in Mongolia. It was successfully completed in 2018. 4 5 The project raised awareness of the common issues encountered by six-year- old children during their transition to school among primary teachers, school administrators, parents and the wider community as well as policy makers. The outcomes of the project highlighted THE PROJECT FOCUSED ON BUILDING THE the significance of improving multi- party engagement and collaboration in CAPACITY OF TEACHERS, NON-TEACHING STAFF successfully addressing the problems faced AND PARENTS TO NURTURE AND ENHANCE SCHOOL by first graders. READINESS AND TRANSITIONAL COMPETENCIES OF FIRST GRADE CHILDREN, AND OF CONDUCTING ADVOCACY ACTIVITIES. Annual Report 20182018,, Mongolia WITHIN THE FIVE TRAINING EDUCATION MODULES OF THE PROJECT, VARIOUS ACTIVITIES AND INITIATIVES WERE IMPLEMENTED TO IMPROVE CHILDREN’S LEARNING EXPERIENCES WITHIN THE FAMILY AND SCHOOL ENVIRONMENTS. As a result of the project, teachers’ awareness and knowledge of children’s learning experiences were raised and they have adopted new adaptable training methodologies and curricula. Moreover, the school environment has become more child-friendly. Teachers 6 are also disseminating and sharing 7 their practices and experiences to non-target school teachers. Within the scope of the project, teachers, parents, non-teaching staff of the school, khoroos and family health centres have reached an integrated understanding of first graders’ learning experiences. Furthermore, participation by the stakeholders has become clearer and more focused, they have undertaken good initiatives and have demonstrated Parents’ awareness and knowledge of have improved, along with their practice and experience of best practices. improving children’s learning in the home environment as well as in school settings. Additionally, parents who trained are sharing their experience and practices with other parents through parents’ associations. With the support of the Ministry of Education, Culture, Science and Sports (MECSS), primary education specialists from 21 aimags and districts of Ulaanbaatar were trained and project outcomes that can be feasibly implemented at national level have been integrated into the educational system of Mongolia. Annual Report 20182018,, Mongolia EDUCATION HIGHLIGHTS OF 2018 Teachers’ adoption of new methodologies such as organizing trips to school prior to Research showed progress the new school year, improving learning in competency for collecting environments to make them more child- children’s personal information, friendly, and developing teaching materials in evaluating and managing the collaboration with parents, have contributed process of school transition. Most to preventing some of the problems and of the teachers are now able to limitations encountered by children during create an information database on their transition to school. the children and use it effectively in their teaching. The impact of the project was not only limited 8 9 to teachers, it also affected school directors/ Target schools have developed managers and other staff. This helped schools policies to support school to create children-friendly environments for readiness and learning experiences school readiness and to improve the learning of first graders to ensure experiences of first grade children. sustainability of the project’s methodologies, and amendments to school policy documents have created a favourable legal environment in target schools. Annual Report 20182018,, Mongolia Schools conducted assessments of their external and internal physical environment as a result of which they planned and carried EDUCATION out activities (such as developing maps of school surroundings and putting up signs) which have led to safer and heathier settings. Teachers are improving children’s learning environments with tailored training materials, brochures, Non-teaching staff such as school exhibitions, students’ work and librarians and school doctors information boards. are also contributing to creating psychologically friendly environments 10 to support first grade students’ 11 learning. Teachers are collaborating with local kindergartens, khoroos and family health centres to improve children’s school readiness and transition to school. Annual Report 2018, Mongolia EDUCATION As a result of the project, parents’ associations were established in 24 schools. Ninety-four percent of parents said that they knew about parents’ associations and Outputs of the project activities were engaged in their activities. were measured by the levels of Parents of children who did not attend (i) information sharing between Improved parent participation (and support formal pre-school education and have teachers and parent has become for training activities) are easing teachers’ strengthened their collaboration with more effective and frequent; (ii) workloads and contributing to the creation teachers, engaging actively and sharing Parents’ Associations activities of child-friendly school environments information. Compared to those from non- are more goal-oriented and and the introduction of new learning target schools, target schools’ parents and supportive towards teachers, methodologies. teachers have collaborated to build stronger school and children. and (iii) and closer relationships. 12 parents are effectively using 13 games and fun activities to Close collaboration with MECSS made it support their children’s learning possible to achieve these project outcomes. within the home environment. One of the most important outcomes was The results of the endline the addition of the ‘Preparation Program’ evaluation showed that parents textbook to the list of textbooks endorsed were using different sources by MECSS. As a result of this collaboration, of information, 90.7% of which some of the questions from the module were through the ‘Teacher- on ‘Methodology for collecting and using Parents Communication children’s personal information’ were Notebook’. Parents’ integrated into the Education Management participation and collaboration Information System. in activities were as stipulated in the training methodologies included in the notebook. Annual Report 2018, Mongolia PROMOTING EDUCATION INCLUSIVE The aim of the project is to increase access to quality education services for EDUCATION vulnerable children by strengthening inclusive education systems at regular 196 teachers of 8 mainstream schools schools as well as strengthening the will acquire knowledge and methodology structure and capacity of LECs in target for teaching children with special needs SAVE THE CHILDREN IN areas. in accordance with each individual child’s MONGOLIA STARTED A THREE- development. YEAR PROJECT “PROMOTING INCLUSIVE EDUCATION 46 staff in charge of the primary program FOR EVERY LAST CHILD IN of the 8 target LLECs will acquire MONGOLIA” FUNDED BY knowledge of children with special needs THE JAPANESE MINISTRY OF and methodology for teaching multi-grade 14 FOREIGN AFFAIRS. classes so that they can support prepared 15 children to transfer to regular schools. The project is being implemented Parents of target regular schools will in Bayanzurkh, Chingeltei and increase their knowledge of children with Songinokhairkhan districts of special needs, understand the importance Ulaanbaatar and Uvurkhangai and of inclusive education, share information

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