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.

“Since the establishment of the YDC in our city, my friends and colleagues often hang out here because it’s nearby our school and is a convenient place for us to productively spend our free time,” said L. Mukhtsooj, 20, a regular client at the Khovd YDC. “The staff here are also very welcoming to us.”

There are 15 YDCs throughout Mongolia, and each provides youth with a range of programmes aimed at building their life skills, providing knowledge about their rights and responsibilities, and offering them meaningful ways to realise their potential. These multi-purpose centres also offer a range of skills-development services, such as career planning and healthy leisure activities.

“There are many clubs that bring together youth based on their interests and hobbies. We have clubs for amateur photographers and book lovers, and a girls’ group with arts and fashion, to name but a few,” said Enkhbayar, coordinator of the Khovd YDC.

The YDCs are fun, safe places for young people to spend their free time and develop their social skills. The centres also target marginalised youth and young families, providing them with life skills education and other trainings.

“We try to offer comprehensive and holistic services for our clients,” said S. Khishigtogtokh, a social worker at the Khovd YDC. “There are support groups addressing vulnerable youth, such as youth in prisons or those with disabilities. 

In assisting young families, Khishigtogtokh said: “We try our best to reach every family member, providing counselling for young people and young couples, supporting their children in their school enrolment, and addressing their health and livelihoods, jointly with other public services”.

Mr O. Battur, 28, a local auto mechanic, his wife Tsetsegjargal, 26, and their four children have benefited from the services offered by the Khovd YDC. The couple attended family and relationships workshops - the first such training in which they had taken part. “I learned a great deal about family relations and parenting,” Battur said. “It’s been an interesting training for a man like me who knew nothing other than fixing cars.”

His wife Tsetsegjargal also attended a skills-development training organised by the Khovd YDC and became a certified kindergarten assistant. And while finding a job in such a remote town is a challenge, she is nonetheless positive about the future. “My dreams are now brighter. I want all my kids to finish school and be well-educated. I want to build a happy family,” she said.