DOCSLIB.ORG

Tertiary Education in Mongolia

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Tertiary Education in Mongolia Public Disclosure Authorized TERTIARY EDUCATION IN MONGOLIA: Public Disclosure Authorized Meeting the Challenges of the Global Economy POLICY NOTE Public Disclosure Authorized September 2010 Human Development Sector Unit Mongolia Country Management Office East Asia and Pacific Region Public Disclosure Authorized Document of the World Bank REPORT NO. 52925 - MN Tertiary Education in Mongolia: Meeting the Challenges of the Global Economy POLICY NOTE September 2010 Human Development Sector Unit Mongolia Country Management Office East Asia and Pacific Region Document of the World Bank CURRENCY EQUIVALENTS Currency US$1.00 = MNT 1,168.20 (2007) US$1.00 = MNT 1,171.36 (2008) US$1.00 = MNT 1,358.19 (2009) FISCAL YEAR January 1- December 31 WEIGHTS AND MEASURES Metric System ACRONYMS AND ABBREVIATIONS ECDE Early Childhood Development and Education MSUE Mongolian State University of Education EGSPRS Economic Growth Support and Poverty Reduction Strategy MUST Mongolia University of Science and Technology ESMP2 Education Sector Master Plan 2 NER Net Enrolment Ratio GER Gross Enrolment Ratio NQF National Qualification Framework GDP Gross Domestic Product NUM National University of Mongolia HSU Health Sciences University of Mongolia NVETMC National Vocational Education and Training Methodology Center LSMS Living Standards Measurement Survey OECD Organization for Economic Cooperation and Development M&E Monitoring and Evaluation QA Quality Assurance MECS Ministry of Education, Culture, and Science STF State Training Fund MNCEA Mongolian National Council for Educational Accreditation TEI Tertiary Education Institution MOF Ministry of Finance TVE Technical and Vocational Education MSUA Mongolian State University of Agriculture Country Director: Klaus Rohland Sector Director: Emmanuel Jimenez Sector Manager: Eduardo Velez Bustillo Task Team Leader: Kin Bing Wu CONTENTS Executive Summary . .v 1. Challenges to Post-basic Education . 1 1.1. Educational Development since the Transition . 1 1.2. Key Policy Questions Surrounding Tertiary Education . 5 2. The Demand for Skills . 7 2.1 Rising Wage Premia for Skills . 7 2.2. Prospects for Job Growth. 10 2.3. Migrant workers . 12 2.4. Conclusion. 12 3. The Impact of Governance and Financing on Quality and Equity of Tertiary Education . 13 3.1. Governance . 13 3.2. Accreditation and Quality Assurance . 16 3.3. Finance . 17 3.4. Tuition Fees and Student Financial Assistance . 22 3.5. Strategies of the Updated Education Sector Master Plan . 26 4. Policy Options to Reform Tertiary Education . 27 4.1. Differentiate Roles of TEIs and Improve System Articulation to Facilitate Lifelong Learning . 27 4.2. Concentrate Resources to Fund Premier Universities through Competitive Funding . 29 4.3. Higher Education Commission and Quality Assurance . 32 4.4. Public Accountability and Consumer Protection . 35 4.5. Better Targeting of Financial Aid and Improvement of Basic Education . 37 5. Technical and Vocational Education and Training: An Alternative to Tertiary Education? . 39 5.1. The Structure and Outcomes of Mongolia’s TVET system . 39 5.2. Challenges to the Quality of Mongolia’s TVET System . 40 5.3. Options to Improve Quality and Relevance . 41 6. Conclusions . 47 References . 49 MONGOLIA HIGH EDUCATION POLICY NOTE i LIST OF TABLES Table 1: Growth of the Tertiary Education Sector, 1991-2009. 2 Table 2: Tertiary Graduates per 10,000 Population . 2 Table 3: Gross Enrollment Rates by Level, 1991, 1995, 2000 and 2007. 3 Table 4: Wage Premia of Various Levels of Education, 1998 and 2007 . 8 Table 5: Wage Premia for Different Levels of Educational Attainment, 1998 and 2007 by Age Group. 9 Table 6: Distribution of Wage Employees by Sector, 1998, 2002, and 2007 . 10 Table 7: Public Expenditure on Education, 1991, 2002 and 2007 . 18 Table 8: Sources of Funding of Tertiary Education Institutions, 2007 . 19 Table 9: International Comparison of Per Student Spending By Level of Education (US Dollars) . 21 Table 10: State Training Fund Recipients by Program Area . 22 Table 11: A Cross Country Comparison of Tuition Fees as Percentage of per capital Gross National Income . 22 Table 12: State Training Fund Allocation of Resources, 2007 . 24 Table 13: Proportion of College Costs Covered by Tuition/Financial Aid . 25 Table 14: Tripartite System of Tertiary Education in Selected OECD Countries . 28 Table 15: Ranking of the World”s Top Universities, 2007 . 30 Table 16: Spatial and Income Disparities in Educational Completion Rates. 38 Table 17: Basic Outcomes of TVET in Mongolia. 39 LIST OF FIGURES Figure 1: Enrollment Ratio by Age, 1998 and 2007 . 4 Figure 2: Age Earning Profiles of Workers between 25 and 55, 1998 and 2007 . 7 Figure 3: Characteristics of World Class Universities . 13 Figure 4 : The Widening of STF Eligibility Criteria. 24 ii MONGOLIA HIGH EDUCATION POLICY NOTE LIST OF BOXES Box 1: California’s System of Universities and Community Colleges . 29 Box 2: Competitive Funding as an Innovative Financing Tool . 32 Box 3: New Zealand’s Tertiary Education Commission. 34 Box 4: How Singapore is proposing to deal with the proliferation of private tertiary education institution to assure quality . 35 Box 5: Labor Market Observatories in Italy and Chile . 36 Box 6: Singapore’s Institute of Technical Education (ITE) Curriculum Development Model . 43 Box 7: Denmark’s TVET Teachers’ Qualification and Training . 44 Box 8: The Australian Qualification Framework (AQF) . 46 LIST OF ANNEXES Annex 1: Mongolia’s Educational Framework . 50 Annex 2: Years of Schooling of the Younger and Older Adult Population . 52 Annex 3: Tertiary Premia by Year, Age Group, Gender and Sector of Employment . 53 Annex 4: Aggregate Institutional and Enrollment Data . 57 Annex 5: Enrolment Data, by Degree Level and Type of Institution . 62 Annex 6: Enrolment by Subject and Degree Level . 63 Annex 7: Students Supported by Financial Assistance, by Degree Level and Institutional Type 68 Annex 8: Faculty Qualifications. 72 Annex 9: Recent Research Excellence Initiatives Worldwide. 73 MONGOLIA HIGH EDUCATION POLICY NOTE iii ACKNOWLEDGEMENTS The preparation of this policy note was led by Kin Bing Wu (Lead Education Specialist, EASHD). Prateek Tandon (Economist, EASHD) wrote the sections on tertiary education development, finance, and accreditation. Fook Yen Chong (Consultant) assessed the system of technical and vocational education and training. Chris Sakellariou (Consultant) analyzed the Living Standard Measurement Surveys to obtain trends of the labor market, and Roberta Bassett provided useful information on New Zealand’s Tertiary Education Commission. Ms. Tungalag Chuluun (Human Development Operations Officer) provided helpful advice on the substance and also provided quality assurance on the translation of this policy note into the Mongolian language. The policy note benefited from discussion on South Gobi development with Arshad Sayed (Country Manager, Mongolia, EACMF) and James Reichert (Senior Operations Officer, EASCS). The Team is grateful to the Minister of Education for framing the policy questions for tertiary education reform and for guiding the team in the direction of its research. We thank Mongolian officials and academics for sharing their insight and information on the country’s higher education system, particularly Mr. M. Baasanjav, Director of Tertiary Education Department, Mr. R. Bat-Erdene (Director of the Monitoring and Evaluation Department and former Director of the Tertiary Education Department); Ms. D. Khishigbuyan (Director of the Rural Education and Development Project PMU); Mr. O. Gankhuyag (Deputy Director, EFA-FTI); Mr. A. Tsolmon (Officer in the Monitoring and Evaluation Department); Mr. D. Bayar (Officer in the Tertiary Education Department); Mr. Ts. Erdentsetseg (Officer in the Education Evaluation Center); and Ms. D. Chuluuntsetseg (Senior Officer for External Relations and Program Accreditation of the National Accreditation Center) for their helpful advice and guidance. Byambatsogt Jugder (Consultant) shared with us his knowledge and insight, including the direction of revision of the Master Plan. We are also grateful to representatives from Ivanhoe Mines, LLC and the Mongolia Employers Federation for sharing their perspectives on the education and training system in the country. Peer reviewers for this note are Jamil Salmi (Lead Education Specialist, HDNED) and William Experton (Lead Education Specialist, AFTH2). iv MONGOLIA HIGH EDUCATION POLICY NOTE EXECUTIVE SUMMARY Since the transition from a planned economy to a market-based democracy in the early 1990s, Mongolian higher education has experienced a marked expansion. Between 1992 and 2007, the number of tertiary education institution (TEIs) has increased more than four-fold and enrollment more than six-fold, with the gross enrollment ratio growing from 14 to 47 percent. This rapid growth has been fueled by the increased demand for higher skills in the labor market and has led to rising education premia. These trends, in turn, have stimulated increased household demand for tertiary education. In the early 1990s, the liberalization of the economy and the legalization of private higher education made it possible to increase the supply of tertiary education. However, this expansion in supply has been met with the charging of tuition fees in public universities and the growth of private institutions. As a result, public expenditure on higher education has been contained to about 14 percent of total expenditure, compared with over 20 percent in China. Although this policy has met the need for an increased supply of tertiary education, it has failed to produce graduates.
Load more

Recommended publications
  • A Necessity in Light of COVID-19 Pandemic
    Higher Education Studies; Vol. 10, No. 3; 2020 ISSN 1925-4741 E-ISSN 1925-475X Published by Canadian Center of Science and Education Online and Remote Learning in Higher Education Institutes: A Necessity in light of COVID-19 Pandemic Dr. Wahab Ali1 1 Head of Education Department, Fiji Correspondence: Dr. Wahab Ali, Head of Education Department, Fiji. E-mail: [email protected] Received: April 21, 2020 Accepted: May 12, 2020 Online Published: May 18, 2020 doi:10.5539/hes.v10n3p16 URL: https://doi.org/10.5539/hes.v10n3p16 Abstract In light of the rising concerns about the spread of COVID-19 and calls to contain the Corona Virus, a growing number of tertiary institutions have shut down in regards to face-to-face classes globally. The Corona virus has revealed emerging vulnerabilities in education systems around the world. It is now clear that society needs flexible and resilient education systems as we face unpredictable futures. A meta-analysis methodology was adopted for this study and pertinent literature was visited to capture the essence of continued learning during these unprecedented times. Findings reveal that universities worldwide are moving more and more towards online learning or E- Learning. Findings also reveal that apart from resources, staff readiness, confidence, student accessibility and motivation play important function in ICT integrated learning. This exploratory paper proposes that staff members should use technology and technological gadgets to enhance learning especially during these exceptional times. Findings also propose online and remote learning as a necessity in times of lock downs and social distancing due to COVID-19 pandemic.
    [Show full text]
  • A Case Study of Higher Education in Mongolia: Institutional Isomorphism
    http://ijhe.sciedupress.com International Journal of Higher Education Vol. 9, No. 1; 2020 A Case Study of Higher Education in Mongolia: Institutional Isomorphism Dembereldorj Zoljargal1 1 Center for Foreign languages, Division of Humanities, School of Arts and Sciences, National University of Mongolia, Mongolia Correspondence: Dembereldorj Zoljargal, Center for Foreign languages, Division of Humanities, School of Arts and Sciences, National University of Mongolia, Ikh surguuliin gudamj-1 P.O.Box – 46A/523, 210646 Ulaanbaatar, Mongolia. E-mail: [email protected] Received: October 21, 2019 Accepted: November 22, 2019 Online Published: November 23, 2019 doi:10.5430/ijhe.v9n1p107 URL: https://doi.org/10.5430/ijhe.v9n1p107 Abstract Universities elsewhere have been changing its purposes, functions, roles, and pursuits in society. This study is a case study of Mongolian higher education in which institutional changes are taking place incrementally. The purpose of this study is to explore institutional isomorphism or homogenization of a case university in Mongolia in two different periods of which one is a university under the Soviet regime in the past, and the other is under the democracy in present. The research question was how a university in Mongolia has been changing isomorphically under the different environmental pressures. The study applied a single case study proposed by Yin (2003; 2009) to explore homogenization or isomorphic changes at one prestigious higher education institution in Mongolia. Interviews, reports, and other related documents were used for the analysis. The analytical procedure applied main elements of qualitative research methods. The findings are discussed in three major themes: coercive isomorphism of a university, isomorphic changes triggered by the faculty members: bottom-up process, and mimetic isomorphism modeling after American higher education.
    [Show full text]
  • Mongolian Higher Education in Transition. Planning and Responding
    Weidman, John C.; Bat-Erdene, Regsurengiin; Sukhbaatar, Javzan; Jargalmaa, Tsendjav; Davaa, Suren Mongolian higher education in transition. Planning and responding under conditions of rapid change formal überarbeitete Version der Originalveröffentlichung in: formally revised edition of the original source in: Tertium comparationis 4 (1998) 2, S. 75-90 Bitte verwenden Sie beim Zitieren folgende URN oder DOI / Please use the following URN or DOI for citation: urn:nbn:de:0111-pedocs-28841 10.25656/01:2884 http://nbn-resolving.org/urn:nbn:de:0111-pedocs-28841 http://dx.doi.org/10.25656/01:2884 in Kooperation mit / in cooperation with: http://www.waxmann.com Nutzungsbedingungen Terms of use Gewährt wird ein nicht exklusives, nicht übertragbares, persönliches und We grant a non-exclusive, non-transferable, individual and limited right to beschränktes Recht auf Nutzung dieses Dokuments. Dieses Dokument ist using this document. ausschließlich für den persönlichen, nicht-kommerziellen Gebrauch This document is solely intended for your personal, non-commercial use. Use bestimmt. Die Nutzung stellt keine Übertragung des Eigentumsrechts an of this document does not include any transfer of property rights and it is diesem Dokument dar und gilt vorbehaltlich der folgenden Einschränkungen: conditional to the following limitations: All of the copies of this documents must Auf sämtlichen Kopien dieses Dokuments müssen alle retain all copyright information and other information regarding legal Urheberrechtshinweise und sonstigen Hinweise auf gesetzlichen Schutz protection. You are not allowed to alter this document in any way, to copy it for beibehalten werden. Sie dürfen dieses Dokument nicht in irgendeiner Weise public or commercial purposes, to exhibit the document in public, to perform, abändern, noch dürfen Sie dieses Dokument für öffentliche oder distribute or otherwise use the document in public.
    [Show full text]
  • Mongolian Technology Education and Its Specifics
    MONGOLIAN TECHNOLOGY EDUCATION AND ITS SPECIFICS B.Davaasuren S.Tugs Sh.Saranchimeg O. Duger Mankind already had left the Industrial era of its development and stepped into the era of Information and Intellect. In other words, as by scientists, industrialization had become the precondition for the economy based on the intellect and knowledge. This is the real situation. It became clear that the new paradigm of the techno-economy which substitutes industrial development is making its appearance in XXI century. The —Knowledge based economy“ is accepted by the governments of the most countries and any study, investigation and developing activities are intensified by them. The following problems are the base of these activities. These are: - country where democracy is appreciated; - industry based on the science; - civil education directed to the development; - State politics applied to the eco-nature. The developed countries already had gained an intense of their development thanks to their economic concept, strategy, politics and programs based on knowledge as productive forces which were worked out and began to be implemented earlier than other countries. May be, such working out seems to be earlier for our Mongolia. But we can not avoid this problem because of globalization. Countries which put up capital for the investigation and invention of their population to develop people‘s education and ways of study for all their lifetime have chance to capitalize on the world market. The influence of globalization is making the spatial outlying meaningless. The internet affords Mongolian people an opportunity to enter into relations with all over the world in a second.
    [Show full text]
  • EMIS Mongolia.Pdf
    © UNICEF/UN0321665/Matas REVIEW OF EDUCATION MANAGEMENT INFORMATION SYSTEMS (EMIS) THAT TRACK INDIVIDUAL STUDENT DATA MONGOLIA July 2020 2 Review of EMIS that track individual student data: Mongolia Acknowledgements Ministry of Education, Culture, Science and Sports The Ministry of Education, Culture, Science and Sports The school level is where equitable access and the (MECSS) has shown a great interest in this research, quality of education service delivery must be measured. illustrated by the willingness of many staff to be So, it has been exceptionally meaningful to listen to interviewed and to provide open responses. There is the experiences of staff working at school or soum growing awareness amongst the interviewed MECSS level. These staff should continue to inform the staff of the potential of using more and better-quality development of EMIS, so that the system becomes data for decision-making. This was not only evident relevant not only at macro-level, but also to individual during interviews and small-group discussions, it was schools. also illustrated by the Vice-Minister who opened the validation workshop, emphasizing the importance of Lastly, a word of thanks goes out to the MECSS staff availability of reliable data to move the education sector and education stakeholders who were interviewed or forward. participated in the validation workshop. It was positive to observe how staff from the MECSS and other The time-availability and the openness of Director- organizations worked together in small groups, providing Generals, National Directors and other staff were valuable feedback to complete the findings and shape instrumental to inform the analyses and formulation the recommendations.
    [Show full text]
  • Internationalization and English As a Medium of Instruction in Mongolian Higher Education
    IAFOR Journal of Education Volume 7 – Issue 1 – Summer 2019 Internationalization and English as a Medium of Instruction in Mongolian Higher Education Sainbayar Gundsambuu Osaka University, Japan National University of Mongolia, Mongolia 71 IAFOR Journal of Education Volume 7 – Issue 1 – Summer 2019 Abstract In the growing global trend of internationalization, Mongolian universities plan to increase courses and programs in English in order to improve their competitiveness and ultimately to become internationally visible, at least in Asia. This study discusses the current process of internationalization at Mongolian universities and explores the rationales of implementing English as a Medium of Instruction (EMI) at Mongolian universities. The analysis focuses on how the top-down national-level policies to internationalize the higher education sector influence both national and private universities, and what drives universities to adopt EMI policies. This paper intends to answer these questions through document analysis and an online survey at two private universities in Mongolia. Forty faculty members participated in the survey. All data went through the qualitative document analysis, “describing, classifying and connecting” (Coffey & Atkinson, 1996) to portray a comprehensive picture of the internationalization of higher education and the concept of EMI in Mongolia. The findings revealed that the Mongolian government is the key player in internationalization at the national level by making policies, taking initiatives, and encouraging national universities. However, the process of internationalization is much slower at private universities. The two private universities in Mongolia implement EMI for the following four reasons, 1) increasing the employability of domestic graduates, 2) promotion of international collaboration, 3) generating more income, and 4) increasing domestic and international profile.
    [Show full text]
  • Innovative Information and Communication Technology in Education and Its Potential for Reducing Poverty in the Asia and Pacific Region
    ADB TA No. 6278-REG Contract No: COCS/60-026 RTI Project No 0210103 Innovative Information and Communication Technology in Education and Its Potential for Reducing Poverty in the Asia and Pacific Region Where Desert Meets Technology: Findings from ICT in Education Initiatives in Rural Schools in Mongolia December 2007 Appendix 8 of Final Report Carmen Strigel Lkhagvasuren Ariunaa Sukhbaatar Enkhjargal Technical Assistance Consultant’s Report Project Number: TA No. 6278-REG December 2007 Appendix 8 of Final Report Mongolia: Innovative Information and Communication Technology in Education and Its Potential for Reducing Poverty in the Asia and Pacific Region: “Where Desert Meets Technology: Findings from ICT in Education Initiatives in Rural Schools in Mongolia” (Financed by the Poverty Reduction Cooperation Fund, Asian Development Bank) Prepared by Carmen Strigel Lkhagvasuren Ariunaa Sukhbaatar Enkhjargal RTI International 3040 Cornwallis Road Research Triangle Park, NC 27709-2194 USA For Asian Development Bank ATTN: Jouko Sarvi Principal Education Specialist Capacity Development and Governance Division Regional and Sustainable Development Department 6 ADB Avenue, Mandaluyong City 1550 Metro Manila, Philippines This consultant’s report does not necessarily reflect the views of ADB or the Governments concerned, and ADB and the Governments cannot be held liable for its contents. RTI International is a trade name of Research Triangle Institute. iii CONTENTS Page I. EXECUTIVE SUMMARY .....................................................................................................1
    [Show full text]
  • Mongolia Human Development Report 2016
    MONGOLIA HUMAN DEVELOPMENT REPORT 2016 Building a Better Tomorrow: Including Youth in the Development of Mongolia The cover of Mongolia Human Development Report 2016, the sixth national Human Development Report of the country, reflects the core message of the report: including youth is essential to the future development of Mongolia. Behind the individuals on the cover, a ger, a traditional Mongolian tent dwelling, mirrors figure 7.1 in the report, which shows that human development–focused youth policy is built upon four thematic pillars. In the cover version, the foundation and walls of the ger are being supported by youth, who represent various groups in Mongolian society. A burst of 17 spectral prism colours shine out from the ger, reminding us of the 17 Sustainable Development Goals. The background orange is the colour associated with Sustainable Development Goal 9, which highlights the need to build resilient infrastructure, promote sustainable industrialization and foster innovation for the benefit of human development, which, in our case, refers to the human development of Mongolian youth. MONGOLIA HUMAN DEVELOPMENT REPORT 2016 Building a Better Tomorrow: Including Youth in the Development of Mongolia Ulaanbaatar, Mongolia 2016 ДАА 300 ННА 60 X-822 This report does not necessarily reflect the views of the United Nations Development Programme or the Government of Mongolia. It may be reproduced and circulated for non-profit purposes. Copyright © 2016 By the United Nations Development Programme in Mongolia UN House 14201, United Nations
    [Show full text]
  • From Decline to Recovery Post-Primary Education in Mongolia
    July 2014 Case Study Report Education FROM DECLINE TO RECOVERY Post-primary education in Mongolia Jakob Engel and Annalisa Prizzon with Gerelmaa Amgaabazar developmentprogress.org Overseas Development Institute Cover image: © Tenzing Paljor for The Asia 203 Blackfriars Road Foundation London SE1 8NJ The Institute is limited by guarantee Registered in England and Wales Registration no. 661818 Charity no. 228248 Contact us developmentprogress.org [email protected] T: +44 (0)20 7922 0300 Sign up for our e-newsletter developmentprogress.org/sign-our-newsletter Follow us on Twitter twitter.com/dev_progress Disclaimer The views presented in this paper are those of the author(s) and do not necessarily represent the views of ODI. © Overseas Development Institute 2014. Readers are encouraged to quote or reproduce material for non-commercial use. For online use, please link to the original resource on the Development Progress website. As copyright holder, ODI requests due acknowledgement and a copy of the publication. Contents Acknowledgements 5 Abbreviations 5 Abstract 6 1. Introduction 7 1.1 Collapse, recovery and ongoing challenges 8 1.2 About this case-study report 9 2. What progress has been achieved? 10 2.1 Economic growth, poverty and population dynamics 10 2.2 Access and enrolment rates 11 2.3 Equity in access to post-primary education 14 3. What are the factors driving change? 17 3.1 Strong demand and high value placed on post-primary education 18 3.2 Expanded provision through investment by the Government of Mongolia in education 19 3.3 Policy reform and reaching the unreached 23 3.4 External support through development partners 25 4.
    [Show full text]
  • Baseline Analysis on ICT in General Education of Mongolia
    Informatics in Education, 2014, Vol. 13, No. 1, 121–140 121 © 2014 Vilnius University Baseline Analysis on ICT in General Education of Mongolia Sambuu UYANGA Department of Information System. School of Mathematics and Computer Science National University of Mongolia e-mail: [email protected]; [email protected] Received: May 2013 Abstract. These days ICT has penetrated into almost all sectors of the economy and society of Mongolia. More and more effort and attention is being paid to integrating ICT into the educa- tion sector. The current education reforms have a big component related to ICT, which includes the development of a Master plan for ICT in the Education sector, addressing the issues of ICT policy, infrastructure, hardware, software, human resource development and capacity building, content development etc. This paper describes the current state of ICT in general education in Mongolia. The paper also tries to address strengths, weaknesses, opportunities, and threats in ICT education. Keywords: general education, ICT education, informatics, informatics curriculum, informatics teacher development. 1. Introduction Mongolia is located in Asia, bordering China and Russia. Mongolia has a territory of 1,564,116 sq.km. The population is 2,869,500 (NSO, 2012), GDP – real growth rate is 12.7% (2012 est.), population growth rate is 1.469% (2012 est.), education expenditure is 5.6% of GDP (2009), and the literacy rate is 97.4% (World Fact book, 2012). The political system of Mongolia is parliamentary, with elections held every four years for the 76 seats. There is a president, also elected for a four-year term.
    [Show full text]
  • Gender Equity in Access to Higher Education in Mongolia
    GENDER EQUITY IN ACCESS TO HIGHER EDUCATION IN MONGOLIA by Enkhjargal Adiya M.S, Moscow State Automobile and Road Construction Technical University, 1995 M.S, University of Kent, 2004 Submitted to the Graduate Faculty of School of Education in partial fulfillment of the requirements for the degree of Doctor of Philosophy University of Pittsburgh 2010 UNIVERSITY OF PITTSBURGH SCHOOL OF EDUCATION This dissertation was presented by Enkhjargal Adiya It was defended on July 15, 2010 and approved by Dr. Michael Gunzenhauser, Associate Professor, Administrative and Policy Studies Department Dr. Dennis Hart, Associate Director, Asian Studies Center Dr. John L. Yeager, Associate Professor, Administrative and Policy Studies Department Dissertation Advisor: Dr. John Weidman, Professor, Administrative and Policy Studies Department ii Copyright © by Enkhjargal Adiya 2010 iii GENDER EQUITY IN ACCESS TO HIGHER EDUCATION IN MONGOLIA Enkhjargal Adiya, PhD University of Pittsburgh, 2010 Mongolia is similar to several other Asian countries in experiencing significant growth in higher education enrollments, in part due to expansion of the private sector. In 2004-2005, 62 percent of Mongolian undergraduates were female, a pattern that has existed since the early 1990s. The study investigates reasons for the lower participation of male students than their female counterparts in Mongolian higher education. It intends to contribute to an understanding of why this gender imbalance persists in Mongolian higher education, especially since in all spheres of life, including politics and business, males predominate in leadership positions. This qualitative study examines what kind of reasons influence the reverse gender balance. Using an inductive model of qualitative analysis design, this investigation considers the human capital theory and socio-economic effects on college choice as a conceptual framework.
    [Show full text]
  • Evaluation Study Mongolia: Education Sector
    Evaluation Study Rapid Sector Assessment August 2008 Mongolia: Education Sector Operations Evaluation Department CURRENCY EQUIVALENTS (as of 15 August 2008) Currency Unit – Togrog (MNT) MNT1.00 = $0.00086 $1.00 = MNT1,152.94995 ABBREVIATIONS ADB – Asian Development Bank CAPE – country assistance program evaluation CSP – country strategy and program CMEA – Council of Mutual Economic Assistance EGSPRS – Economic Growth Support and Poverty Reduction Strategy ESDP – Education Sector Development Program ESS – Education Sector Strategy GER – gross enrollment ratio ICT – information and communication technology MDG – Millennium Development Goal MECS – Ministry of Education, Culture and Science MLSW – Ministry of Labor and Social Welfare MPRP – Mongolian People’s Revolutionary Party NDF – Nordic Development Fund OED – Operations Evaluation Department PIU – project implementation unit PPA – Poverty Partnership Agreement PPER – project performance evaluation report PPTA – project preparatory technical assistance RSA – rapid sector assessment SEDP – Second Education Development Project SEMP – Second Education Master Plan SWAp – sector wide approach TA – technical assistance TEDP – Third Education Development Project TEVT – technical education and vocational training TVE – technical and vocational education NOTE (i) In this report, "$" refers to US dollars. Key Words millennium development goals, transitional economy, adb, evaluation, asian development bank, mongolian projects programs evaluations , mongolian education system, educational sector strategy, rural-urban migration 3 Officer-in-Charge R, B. Adhikari, Operations Evaluation Division 2 Team leader J. Tubadeza, Senior Evaluation Officer, Office of the Director General, Operation Evaluation Department Team member I. Garganta, Operations Evaluation Assistant, Operations Evaluation Division 2 Operations Evaluation Department, SA-4 CONTENTS Page EXECUTIVE SUMMARY iii I. INTRODUCTION 1 A. Objective, Purpose, and Methodology 1 B. Sector Context 1 C.
    [Show full text]