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Improving Primary Education Outcomes for the Most Vulnerable Children in Rural Mongolia (2012-2016)

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Improving Primary Education Outcomes for the Most Vulnerable Children in Rural Mongolia (2012-2016) IMPROVING PRIMARY EDUCATION OUTCOMES FOR THE MOST VULNERABLE CHILDREN IN RURAL MONGOLIA (2012-2016) Amitabh Dabla, PhD SAVE THE CHILDREN JAPAN, MONGOLIA PROGRAM JUNE 2013 IMPROVING PRIMARY EDUCATION OUTCOMES FOR THE MOST VULNERABLE CHILDREN IN RURAL MONGOLIA (2012-2016) LIST OF ABBREVIATIONS SCJ-M Save the Children Japan in Mongolia GoM Government of Mongolia JSDF Japan Social Development Fund GDP Gross domestic product MDGs Millennium Development Goals ECE Early childhood education MECS Ministry of Education, Culture and Science NFE Non-formal education ICT Information and communication technology M&E Monitoring & Evaluation FGD Focus group discussion ADB Asian Development Bank JICA Japan International Cooperation Agency MoU Memorandum of understanding CEC Community education council ECD Education and Culture Department 2 BASELINE SUMMARY REPORT INTRODUCTION The Mongolian education system was When nomadic herder children leave extended to 12 years in 2008, which home at the age of six, this separation now aligns Mongolia’s education system from their family negatively affects their with international standards. Therefore, psycho-emotional wellbeing. Furthermore, since the 2008-2009 school year, early most of these children enroll in primary childhood education (ECE) is for 2-5 year school without having attended formal old children followed by 12 years of primary ECE, thus increasing chance of them and secondary education. This structural having undetected learning difficulties and reform has led all schools in Mongolia to poor school performance. According to the lower the primary school entry age to 6 Ministry of Education and Science (MES), years of age (from the previous age of 8 in 2011, more than 38% of all ECE-aged years old). children in Mongolia (most of who reside These reforms have also brought about in rural areas) entered into primary school a new set of concerns and challenges for without having formal ECE. MES statistics nomadic families in rural Mongolia, who also indicate that 80.5% of all dropout make up nearly 30% of the country’s total cases of children (aged 6-14) occur in population. Dormitories attached to soum rural areas and that dropout and repetition center schools have consistently served rates are disproportionally high for primary as the only way of providing nomadic grade children. Compounding this situation children with access to education; yet now is the fact that the existing non-formal when it comes to meeting the educational education (NFE) program targets children needs of 6-8 year old children, thousands and individuals between 10-49 years of age, of nomadic herder families have to choose and is not set up to meet the educational either to needs of lower-primary age children. • Send their child to the school The Improving Primary Education dormitory at the age of 6, and be Outcomes for the Most Vulnerable Children completely or partially separated in Rural Mongolia project thus aims to from their child for 9 months a specifically target the most vulnerable year nomadic children aged 5-10, who face very specific challenges in adjusting to • Have the father herd animals while school and soum life an adjustment that the wife migrates to the soum plays a crucial role in the children’s overall center with their 6-8 year old child, development. Ultimately, the project so that the child can attend school complements and contributes to the efforts without staying a dormitory of the Mongolian government, the World • Send their child to live with relatives Bank, the UN and other development at the soum center to attend school partners’ initiatives and goals to improve • Delay their child’s school entry until disadvantaged rural children’s access to the child is 7-8 or older. quality education. 3 IMPROVING PRIMARY EDUCATION OUTCOMES FOR THE MOST VULNERABLE CHILDREN IN RURAL MONGOLIA (2012-2016) INTRODUCTION OF THE PROJECT Save the Children Japan in Mongolia • Strengthening school preparation (SCJ-M) has received a $2.5 million grant programs for new school entrants from the World Bank’s Japan Social (5-6 years of age) Development Fund (JSDF) to implement • Introducing extracurricular after- the Improving Primary Education Outcomes school programs in schools for for the Most Vulnerable Children in Rural vulnerable children (6-10 years of Mongolia project (June 2012 to 2016). age) living away from home The project, which will be implemented in 30 rural soums (districts) in four aimags • Pilot compensatory education (provinces) across the country, consists of programs for lower primary out of three interlinked components. school children (6-9 years of age) METHODOLOGY The baseline survey conducted for the • To enable the baseline survey project had the following goals, results to be compared with the • To provide a current overview of conditions of the project outcome the pre-operational conditions in and output indicators at the mid- the 30 target soums where the point and the end of the project project will be implemented • To gather data on the current The consultant visited Mongolia from situation of project’s outcome February 16 to March 14, 2013 and led indicators the SCJ-M project team and the field • To gather data on the current office teams in finalizing the baseline situation of the project’s output methodology, pilot testing the baseline indicators, which will emanate from instruments and conducting the baseline the project’s three components survey in six soums. After training each • To discuss potential issues of the three field office teams, the field concerning the project’s teams then went on to conduct the implementation & to provide baseline survey in the remaining 24 soums practical suggestions and of the project. recommendations • To train and build capacity of the SCJ-M field staff in conducting the baseline and the M&E of the project 4 BASELINE SUMMARY REPORT DATA COLLECTION METHODS • The Task Team Leader (Human The following data-collection methods Development Operations Officer), were employed for the baseline World Bank Mongolia • Head of Division, Primary and Pre- School Education, MES Document review • Child Development Specialist, The consultant reviewed all pertinent Primary and Pre-School Education, project and GoM documents. MES • Non Formal Education Specialist, National Center for Lifelong Government & School Data Learning Government and school data on the following topics was collected and Interviews compiled for the 30 target soums Face to face interviews were conducted • Demographic with the following in all the 30 project • Primary school students numbers soums. and living arrangements (grades 1-5) • Soum governors, deputy governor, pertinent soum government • Primary school students having officials formal, alternative or no ECE (grades 1-5) • In total 61 government officials were interviewed including 26 • Dropout and risk of dropout soums governors and 6 deputy numbers (ages 6-10) soum governors • Re-enrollment numbers (ages 6-10) • School director, primary education • Non-enrollment numbers (ages manager 6-10) • In total 25 school directors and 24 • Primary school registration lists for primary education managers were grades 1-4 interviewed Pertinent education data was also • For the seven soums that had a obtained from the four aimag Education second school in a distant bagh, and Culture Departments overseeing the phone interviews were conducted 30 project soums. SCJ-M collected all this with their school director, primary data during the course of the baseline. school manager. Meetings with Key Officials Focus Group Discussion (FGD) The consultant held meetings in Three sets of FGDs were conducted Ulaanbaatar with the following officials, with the following groups of people in the • The SCJ-M chief of party and the 30 project soums project team • Primary, kindergarten and 5 IMPROVING PRIMARY EDUCATION OUTCOMES FOR THE MOST VULNERABLE CHILDREN IN RURAL MONGOLIA (2012-2016) dormitory teachers; school social Three level of performance surveys workers and NFE specialists (in (including questions in the subjects of total 403 people participated in Math and Mongolian) for out of school these FGDs) children (ages 6-9 for component III of the • Community members including project) & for control students (in grades bagh governors, doctors, nurses, 1-3 in primary schools) were designed soum librarians, retirees and by the SCJ-M project team after getting general community members etc inputs from the four aimag Education (in total 331 people participated in and Culture Departments. However, these these FGDs) surveys were not administered, as potential • Parents and relatives of target target out of school children could not be children (in total 287 people located during the baseline. participated in these FGDs) Pilot Testing Checklists The consultant designed the interviews, Three checklists were administered to FGDs and checklists instruments (with determine the condition of the following questions) and the project team translated in all of the 30 project soums them. The consultant and the project • School dormitory M&E specialist then pilot tested all these instrument in the first two soums • School library the consultant visited (Burd soum in • Soum library Uvurkhangai and Khairkhan soum in The school dormitory and school library Arkhangai). Based on the pilot testing checklists were administered over the results, changes were made to the phone with the school director/primary baseline instruments. The final translated school manager for the bagh school in
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