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50091-001: Sustaining Access to and Quality of Education During Technical Assistance Consultant’s Report Project Number: 50091-001 October 2019 Mongolia: Sustaining Access to and Quality of Education During Economic Difficulties (Financed by the Japan Fund for Poverty Reduction) Prepared by the Independent Research institute of Mongolia (IRIM) Ulaanbaatar, Mongolia For the Ministry of Education, Culture, Science, and Sports This consultant’s report does not necessarily reflect the views of ADB or the Government concerned, and ADB and the Government cannot be held liable for its contents. For project preparatory technical assistance: All the views expressed herein may not be incorporated into the proposed project’s design. CURRENCY EQUIVALENTS (as of 9 October 2019) Currency Unit – togrog (MNT) MNT1.00 = $ 0.000375 $1.00 = MNT2,667.50 ABBREVIATIONS ADHD – Attention Deficit and Hyperactivity Disorder AFCYD – Authority for Family, Children and Youth ASD – Autism Spectrum Disorder CFM – Child Functioning Module CWD – Children with Disability CWSN – Children with Special Needs ICD – International Classification of Disease IRIM – Independent Research Institute of Mongolia LD – Learning Disability LLEC – Lifelong Education Center MECSS – Ministry of Education, Culture, Science and Sport MICS – Multiple Indicator Cluster Survey MNUE – Mongolian National University of Education NCLE – National Center for Lifelong Education NCMH – National Center of Mental Health NHRC – National Human Rights Commission of Mongolia NSO – National Statistic of Mongolia PWD – Person with Disability SDG – Sustainable Development Goals SHD – Songinokhairkhan District UB – Ulaanbaatar UNESCO – United Nations Educational, Scientific and Cultural Organization UNICEF – United Nations Children's Fund WG – Washington Group GLOSSARY aimag – province bagh – subdistrict ger – traditional tent khoroo – urban district soum – rural district NOTE In this report, "$" refers to United States dollars. Contents Abbreviations ................................................................................................................................................ 1 Content ......................................................................................................................................................... 2 1 List of Table and Figures ....................................................................................................................... 4 2 Inclusive Education-Definition .............................................................................................................. 7 3 Overview of children with disabilities and their education in Mongolia .............................................. 8 3.1.1 Current situation of children with disabilities at kindergarden ........................................... 8 3.1.2 Current situation of children with disabilities at regular schools ...................................... 10 3.1.3 Current situation of children with disabilities at special schools ....................................... 11 3.1.4 Current situation of children with disabilities at Lifelong Education Centers ................... 12 3.1.5 Current situation of children with disabilities in institutions ............................................. 13 3.1.6 Current situation of children with disabilities who have dropped out of school .............. 14 4 Methodology ....................................................................................................................................... 16 5 Result of the screening ....................................................................................................................... 18 5.1 Screening process ....................................................................................................................... 18 5.2 Contact stages ............................................................................................................................. 19 5.4 Main results ................................................................................................................................ 20 5.4.1 Age structure of children with functional ability difficulty ................................................. 21 5.4.1 Level of Functional Difficulties of Children ......................................................................... 22 6 Socio-Economic situation of households involved in the survey ........................................................ 26 6.1 Social situation of household ...................................................................................................... 26 6.1.1 Structure and status of household ...................................................................................... 26 6.1.2 Age structure of household members ................................................................................ 28 6.1.3 Status of household children .............................................................................................. 29 6.1.4 Social vulnerability of children aged 2-17 ........................................................................... 30 6.2 Economic situation of household ............................................................................................... 36 6.2.1 Wealth level of household .................................................................................................. 36 6.2.2 Household Housing ............................................................................................................. 37 6.2.3 Condition of household properties ..................................................................................... 40 6.2.4 Other properties of household ........................................................................................... 41 2 6.2.5 Household income and income source ............................................................................... 43 6.4 Mother/Guardian information.................................................................................................... 45 6.4.1 Functional capabilities of the mother/guardian ................................................................. 45 6.4.2 Descriptive of mothers/guardians ...................................................................................... 47 7 Other contributing factors to the child development ........................................................................ 50 7.1 Child way of behaving ................................................................................................................. 50 7.3 Child labour ................................................................................................................................. 53 8 General learning condition ................................................................................................................. 56 8.1 Characteristics of school attendance of children with functional difficulties ............................ 56 8.2 Condition of children who have diagnosed ................................................................................ 59 8.3 School dropouts and its causes ................................................................................................... 61 9 Inclusive School Environment ............................................................................................................. 63 9.1 Inclusive Culture Environment .................................................................................................... 64 9.1.1 Inclusive culture environment in the school ....................................................................... 67 9.1.2 Inclusive culture environment in kindergartens ................................................................. 71 9.2 Inclusive Policy Environment ...................................................................................................... 74 9.2.1 Analysis of the law and policy documents .......................................................................... 74 9.2.2 Regulation and decisions of the MECSS .............................................................................. 79 9.2.3 Educational institution’s policy environment index ........................................................... 82 9.3 Inclusive Physical Environment ................................................................................................... 84 9.3.1 Evaluation of school and kindergarten physical environment ........................................... 84 9.3.2 Evaluation of accessible environment ................................................................................ 86 9.4 Inclusive Practical Environment .................................................................................................. 98 10 Conclusion ..................................................................................................................................... 100 11 Recommendation .......................................................................................................................... 102 3 1 List of Table and Figures Table 1. Type and number of pre-schools organizations .............................................................................. 8 Table 2. Number of CWDs in special schools, during 2017-2018 ............................................................... 11 Table 3. LLEC’s education programs ........................................................................................................... 12 Table 4. Number of Institutionalized CWDs, NMHC, 2017 ........................................................................
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