Beginning this year, secondary school students are studying the new core curriculum. Can you elaborate on the purpose and vision of this reform?

Mongolia’s education sector is undergoing great change. We all know that our education system shifted toward a 12-year system from 2009. We’ve changed almost everything - from the curriculum, textbooks, the learning environment and assessment to teacher development and the management of school administrations - in a multi-year plan since the 2012-2013 academic year. Additionally, the Government of Mongolia refined its policy towards education in 2015, and with parliamentary approval we have begun to implement it. This policy focuses on each child’s unique characteristics, shifting from knowledge-based theoretical education towards child-development-based methodology and skills-building based on the students’ needs.

Secondary education reform is focused on discovering each child’s talents and giving teachers the means with which to provide children with life skills, communication and discovery education. Within the scope of secondary-level education, we’re prioritising independent learning, fundamental science education and life-skills learning. However, for high school education, the core curriculum is flexible, fused with future employment and/or further education.

In the 2013-2014 academic year, the primary school curriculum was adopted nationwide. The secondary education curriculum was piloted in the last academic year, and it was being officially introduced this year. The high school curriculum is being piloted.

It takes time to see the results of new things, but preliminary results show that children are becoming more open towards their teachers, more independent and more creative. Children will adopt a proactive attitude of participating in activities and a learning-by-doing approach.

How does this innovation tie in with Sustainable Development Education (ESD)?

In accordance with the “Ecological Education” national programme launched by the Government of Mongolia in 1997, the ESD guidelines encompass coexisting with nature, protecting and improving nature, learning healthy lifestyles and natural resource management, and appreciating natural beauty. When this was approved, the entire education system began having an ecology class from 1998. The General Education Standards approved in 2005 incorporated ESD concepts, but it was only in 2009 when the system shifted to 12 years that ESD lessons were included. When we conducted a baseline survey in the 2013-2014 academic year to measure the impact of this inclusion, the results showed that although natural science lessons had developed its content, the methodology of teachers and the application by students were insufficient. Irrespective of how sound the curriculum and the content appeared, effectiveness was low when it was delivered. This demonstrated to us the importance of first educating the teachers who transfer the knowledge.

Secondly, the survey revealed to us the importance of enhancing students’ textbooks. Using this lead, our ministry and the SDC are implementing a new project and partnering with some civil society organisations. The project has been greenlighted and we’re at the peak of operation.

Mongolians have a long tradition of protecting nature. By building on this legacy with ecologically positive attitudes and values for young generations, we can build a new culture. The fact that such a culture has economic significance is the main justification of ESD.

How are you collaborating with the MEGDT on this?

Our objectives and the final vision are the same. We’re working from two ends to reach one goal. With the MECS, we’re delivering ESD through formal education, whereas with the MEGDT, our target group is different. With them, we are reaching citizens and local organisations through informal education and contributing to green development and a green economy. Thus, both ministries are cooperating and are striving to cultivate green development attitudes within every Mongolian.

Thank you.

Access to drinking water for residents of the ger districts is limited to public kiosks (water distribution points), which are open only some hours per day and often run out of water. According to estimates, the water consumption of people living in ger districts is limited to 6-10 litres per day, per person. This is well below the minimum level of 15 litres per day, per person, prescribed by the World Health Organization.

Ninety-five percent of the people living in ger districts use simple pit latrines, which risks polluting underground water and soil. These unsanitary conditions combined with the lack of water represent a public health threat. 

Improving access to safe water, better sanitation and proper hygiene practices in Ulaanbaatar’s ger districts was the goal of SDC’s Ger WaSH (water, sanitation, hygiene) Project - a four year project implemented in the Songino Khairkhan district of Ulaanbaatar by Action Contre la Faim (ACF) in Mongolia.

Completed in 2015, the project had a number of impacts on proper sanitation and hygiene practices in the target areas, although challenges remain.

More than 20,000 children from 14 schools and kindergartens in the project’s target areas have now access to improved and rehabilitated toilets and sanitation facilities in their schools and kindergartens.

This accelerated good hygiene practices among schoolchildren and led to a reduction in waterborne diseases among the school-age population, including hepatitis A and dysentery. The number of Hepatitis A cases in the target schools dropped to 3 in 2014 from 121 in 2012, according to the National Statistics Office. Advocating hand-washing practices among children was a key factor in achieving this result.

Advocacy kits on proper hygiene practices were widely distributed, and were considered to be the only comprehensive tool on hygiene promotion for children in Mongolia. The kits were approved by the Ministry of Education and Science as a tool to be used at the national level with regards to the hygiene curriculum.

“Instilling proper hygiene practices among children was an investment in future healthy generations,” said ACF Advocacy Officer P. Ariunaa.

The project remodelled four water distribution kiosks, transforming them into multi-functional centres that included water distribution, public showers and hairdressing services, demonstrating that the kiosks were able to provide better hygiene services while earning additional revenue for further sustainability.

As a result of trainings and advocacy for local residents and staff at water distribution kiosks on water-quality testing and the improvement of water-distribution tools, there was a significant reduction in the bacteriological contamination of household water, confirmed in three consecutive samplings.

In addition, project collaboration with the private sector resulted in the production of 20,000 plastic water containers to transport water from kiosks. The containers were produced in Mongolia and distributed with subsidies in an attempt to provide an alternative to the commonly used chemical containers for drinking water transportation and storage. 

Two-hundred-and-fifty households in the target ger districts are also now using eco-toilets provided by the project as an alternative to pit latrines. These improved sanitation facilities – which do not endanger either human or environmental health - are affordable for local residents. At present, the eco-toilets remain the only consistently piloted option for improved environmental on-site sanitation in areas that are not connected to the waste-water system in Mongolia’s densely populated ger districts.

ACF Mongolia’s efforts to improve water and sanitation in Ulaanbaatar’s ger districts through demonstrations of solutions and viable alternatives, which has fed numerous studies and analytical reports, has resulted in policy actions, including imposing a condition on using improved latrines on new land allocations, and the introduction of cost-covering water rates in Ulaanbaatar.