Mongolian Journal of Educational Research
“Боловсролын судалгааны Монголын сэтгүүл” нь боловсрол судлалын чиглэлээр хийсэн эрдэм шинжилгээний судалгааг мэргэжлийн хийгээд сонирхсон олон нийтийн дунд хэлэлцүүлэх, танилцуулах замаар шинэ мэдлэг бүтээх, судалгааны үр дүнг практикт хэрэгжүүлэхэд дэмжлэг үзүүлэх, улмаар боловсрол судлалын шинжлэх ухааны хөгжилд хувь нэмэр оруулах зорилготой. Print ISSN: 2959-9164 eISSN: 2959-9172
Results of a study using the CBAM model on the challenges faced by teachers during curriculum implementation
In accordance with the action plan for the renewal of the pre-primary and general education curricula and textbooks, the development and pilot testing of the primary education curriculum and instructional materials were organized during the 2024–2025 academic year. This article presents the results of a study examining the concerns of primary school teachers during the pilot testing of the primary education curriculum, student handbooks, and workbooks, using the CBAM (Concerns-Based Adoption Model) framework. The study involved a total of 101 primary school teachers, 31 vice-principals of primary education from 24 schools in the capital city and rural areas and specialists from the Department of Education. The results of the study show that teachers' highest levels of concern are concentrated in the Stages of Concern related to Information (75.2%), Personal (75.9%), Management/Task (54.4%), and Collaboration (65.4%). This study demonstrated that using CBAM to introduce innovation, particularly to successfully implement innovation in the education sector, is effective for understanding the concerns of stakeholders, providing professional development support based on those concerns, and planning for diverse collaboration.
Copyright (c) 2025 Mongolian Journal of Educational Research
Impact Evaluation of a Competency-Based Supplementary Career Guidance Curriculum among Ninth-Grade Adolescents in Mongolia
The purpose of this study was to identify the factors influencing students’ career choice competence using the three-dimensional “Knowledge-Motivation-Action” model. Approximately 196 students participated in the study, and the outcomes of a 20-hour competency-based supplementary course were analyzed. The methodology included an initial survey, a mid-term experimental intervention, final evaluation methods, and statistical analyses. The results showed a strong correlation among the three dimensions of knowledge, motivation, and action, with increases in knowledge positively affecting motivation, indicating the effectiveness of a sequential and interconnected instructional design. Following the supplementary course, knowledge increased by 22%, skills by 13%, and motivation by 7%, demonstrating tangible improvement in students’ career choice competence. This approach, integrates students’ personal values, behaviors, and environmental factors, highlighting its potential for effectively developing competency-based career guidance education. The findings provide a practical foundation for improving the content of supplementary programs in secondary schools, strengthening teachers’ instructional methods, and supporting students’ career orientation development.
The Theoretical Model of the Mongolian Person’s Essence: A Study Based on Constructivist Grounded Theory Methodology
Background This study aims to address the fundamental question, ‘Who is the Mongolian person?’ by constructing a theoretically grounded model based on empirical data. While the concept of human nature has occupied a central place in cross-cultural research within philosophy, anthropology, and psychology, empirical studies that systematically examine the distinctive expression of Mongolian personhood remain scarce. Method Adopting a Constructivist Grounded Theory methodology, we conducted in-depth interviews with 30 participants across six age groups (15-17, 18-24, 25-34, 35-49, 50-64, 65+) and five residential contexts (bag, sum, aimag, capital, overseas). Data analysis followed an open, focused, axial, theoretical coding sequence. Findings Results revealed five core domains- Body (Embodiment), Heart- Mind (Emotional Essence), Intellect (Cognitive Mind), Language (Speech & Communication), and Symbolism (Cultural Representation)- which are cohered by a central organizing concept of Morality (Ethical Consciousness). These six components are integrated under the overarching core category of the “Mongolian Person”. This construct reflects a balance between tradition-rooted local identity and a globally reinforced self. Conclusion The study contributes a theoretical- methodological foundation for understanding Mongolian personhood, with implications for national policy, moral education, and cultural pedagogy. Future work should focus on quantitative validation to test and refine the proposed model.
Psychometric Properties of the Mongolian version of the Teacher’s Sense of Efficacy Scale
This study aims to evaluate the psychometric properties of the Mongolian version of the Teacher’s Sense of Efficacy Scale (TSES) which was developed by Tschannen-Moran, Hoy, and Hoy (2001). The translation process involved forward - backward translation to ensure linguistic and conceptual equivalence between English and Mongolian versions. The translated instrument was refined through multiple discussions among the researchers to establish a culturally and linguistically valid version in Mongolian. Data were collected online from 435 teachers, which were randomly divided into two subsamples. An exploratory factor analysis (EFA) was conducted on the first sample, and a confirmatory factor analysis (CFA) on the second sample to verify the factor structure. Results indicated that one item from the original 24-item version was excluded, resulting in a 23-item instrument comprising four latent factors. The CFA demonstrated acceptable model fit indices, providing strong evidence for the construct validity and reliability of the Mongolian adaptation of the TSES.
The impact of the Flipped learning method on students’ Academic Achievement
Amid ongoing reforms in the education sector, digital and online learning has become inextricably linked with higher education. The integration of technology into teaching and learning environments has not only enhanced academic outcomes but also driven innovation in instructional methods and pedagogical approaches. This study aims to investigate the effectiveness of the flipped learning method in improving students’ academic achievement. The research was conducted during the first semester of the 2024–2025 academic year in the "Introduction to Coding" course at the Mongolian National University of Education. A quasi-experimental design was employed, involving two control groups and two experimental groups. Pre-test and post-test assessments were administered, and the data were analyzed using SPSS software. A T-test analysis revealed a statistically significant difference (p < 0.05) in academic performance between the groups, indicating that the flipped learning method had a positive impact on student outcomes. The findings support the effectiveness of the flipped classroom approach in enhancing academic performance.
The Contributions and Selected Outcomes Influencing the Educational Environment under Performance-Based Financing
Government investment in education can implement many policies such as human, social, economic development and labor market. In recent years, not only countries but also Mongolia have been increasing their investment in education, which is a sign that they value the benefits of education. With this report, we aim to present, promote and spread the good practice of creating a learning environment to support children's development by analyzing the implementation of the 2022 and 2023 incentive budgets for kindergartens and secondary schools. Data on performance outcomes of results-based budgeting and changes in learning environments that support child development are based on official statistics and case studies.
The current digitalization state of general education school libraries in Mongolia
This research aims to determine whether digital services providing composed in general education schools. The findings indicate that only 10.32% of research participants utilize a digital library system, which is insufficient. Schools that have implemented a digital library system predominantly use open-source solutions. No statistical significance was observed in the user interfaces of digital library systems used in schools, suggesting that their UI designs are at a similar level. The primary challenges faced by schools without a digital library system include financial constraints, budget limitations, inadequate internet service, insufficient local area networking, and the difficulty of selecting a digital library system that meets international standards.
Diagnosing mathematical delays in lower secondary education (in the example of 10th grade students)
Ongoing research seeks to identify the challenges students face in learning mathematics, the underlying causes of their learning delays, and effective strategies to address these difficulties. This study examines the results of an initial diagnostic assessment aimed at identifying delays in mathematics among secondary school students in basic education. The assessment was conducted with 307 tenth-grade students to evaluate their proficiency across different mathematical domains. The findings indicate that students exhibited the least delay in algebra, a moderate delay in arithmetic, and the most significant delays in geometry, probability, and statistics. Notably, the substantial knowledge gap in geometry suggests a deep-rooted learning deficiency, while the results for probability and statistics were largely inadequate, with many students unable to respond. These findings align with the 2023 PISA international assessment and the 2021 National Secondary Education Assessment for Mathematics in Grades 2–12, further corroborating the observed trends in mathematical learning delays.
Stimulate interest in learning by improving student services aimed at developing reading skills
For a foreign student studying in the Inner Mongolia Autonomous Region, one of the main factors affecting the undergraduate course is the ability to read and understand a foreign language. Academic services for students are one of the many opportunities for students pursuing higher education abroad, not limited to Chinese language courses. In this article, we have mentioned how the organization responsible for foreign students can activate students' interest in learning by successfully organizing student-oriented academic services within the scope of their functions. Also, the reading and comprehension skills of foreign students studying in UMZU will be determined through questionnaires, and the organizations responsible for foreign students, teachers and students will work together to find out what problems students face in developing this ability. It can be seen from the results of the research that there is a possibility to develop skills.
Тэмдэглэлд суурилсан хичээлийн шинжилгээний аргаар их сургуулийн семинарын хичээлийг шинжилсэн үр дүн
Боловсролын чанарыг сайжруулах асуудал нь ээлжит хичээлийн чанарыг сайжруулахтай шууд холбогдоно. Манайд хичээлийн судалгааг их сургуулийн түвшинд хэрэгжүүлсэн туршлага бага байдаг. Иймд бид тэмдэглэлд суурилсан хичээлийн шинжилгээний арга зүй ашиглан их сургуулийн семинарын хичээлд шинжилгээ хийж, үр дүнг нь тооцох зорилго бүхий судалгаа хийлээ. Судалгаанд нэгдүгээр ангийн байгалийн ухааны семинарын хичээлийг сонгон авч, хичээлийн тэмдэглэл хийж, уг тэмдэглэлээс багшийн асуулт болон хэлэлцүүлэг явуулах арга зүйг сайжруулах талаар зөвлөлдөж, дараагийн хичээлд уг зөвлөгөөг тусган сайжруулсан. Хоёр дахь хичээлд дахин бичлэг хийж, тэмдэглэл болгон хөрвүүлж, өмнөх хичээлтэй харьцуулсан үр дүнг энэхүү өгүүллээр танилцуулна. Эхний болон хоёр дахь хичээлийн харьцуулсан шинжилгээнээс багшийн хэлсэн үгийн тоо буурсан, асуултын чанар сайжирсан, түлхүүр үгийн хуримтлагдсан давтамж ихэссэн зэрэг эерэг үзүүлэлтүүд гарсан байна. Энэхүү шинжилгээ нь тэмдэглэлд суурилсан хичээлийн шинжилгээний аргыг багш бэлтгэх сургалтад хэрэглэсэн, багш бэлтгэх сургуулийн семинарын хичээл дэх багш сурагчийн харилцаанд шинжилгээ хийж, багшийн арга зүйг сайжруулах боломж олгож байгаагаараа судалгааны болон практик ач холбогдолтой байна.
Results of Analyzing University Seminar Lessons Using Transcript-Based Lesson Analysis
Implementation of good governance in higher education institutions based on the ISO 21001:2018 standards of the quality management system
Nowadays almost every industry is facing a competition, and it has a strong impact on educational institutions as well. Education is not only the basic needs of everyone, but also the main force to lead the society to a better future, so the development of a country depends on the quality of education. In order to create high-quality, higher education institutions implement the principles of good governance, and pay attention on the needs of employers and students to increase their satisfaction and continue to make continues improvement. Management system standards issued by International Organization for Standardization (ISO) can be a quality tool that can improve the corporate governance. The purpose of this study is to determine the possibility of implementing good governance of higher education institutions based on the ISO 21001:2018 standards of the quality management system. Therefore, each educational institution can introduce international best practice standards, and develop good governance to provide high-quality educational services in order to improve its competitiveness.
Copyright (c) 2024 Mongolian Journal of Educational Research
Analyzing the purpose of education in mongolia from value- orientation system: On the example of the education laws of 2002 and 2023
Mongolians have long been based on their own unique national values, such as polity, history, culture, and education. An example of the loss of the nation’s value system in legal documents is the issue of goals in education law. Since the purpose of the education law is to determine the future development of the country, it is important to compare the goals and values of the new law with the goals of the previous law to determine the future development of the country. Therefore, in this study, the provisions defining the goals of the Law on Education (2002), the Law on Elementary and Secondary Education, and the General Law on Education, which was newly approved in 2023 and is currently in force, and the Law on Preschool and General Education were studied. Looking at the results of the comparative analysis of the provisions defining the purpose of the above laws, the categories included in the provisions of the law can be divided into two categories: values (roots) and declarations and principles. In the context of policy studies, values are calculated based on UNESCO’s sustainable development education methodology. According to the results of the comparative content analysis, the goals of the education laws (2002/2023) should reflect the common values and declarations of humanity, and there is a need to include national and fundamental values in the law.
Copyright (c) 2024 MONGOLIAN JOURNAL OF EDUCATIONAL RESEARCH
Human security and Sustainable development of education
Human security is a global issue. For example, the Covid-19 pandemic, the war in Ukraine, the Palestinian-Israeli gas pipeline conflict, climate change, the constant development of artificial intelligence, the P-Diddy sexual harassment and abuse scandals, etc. it has become a global citizenship or peacemaking, human security, and human rights issue rather than a national, inter-state, or regional issue. It is globally recognized that the role of education in achieving sustainable Development Goals is important and that education has a comprehensive impact on learning and development, innovation, critical and creative thinking, interdisciplinary learning, and life skills. Our country focuses on educational institutions, curriculum, environment, training, scientific research, and innovation in strategic industries, and through research and analysis on multifaceted issues such as economic growth, enhanced competitiveness, support technological development, protect labor market, productivity, reduction poverty and reduce negative social phenomena, the future graduate will attention is paid to preparing “World citizen with a Mongolian appearance” with skills to overcome global challenges and competition. Finally, sustainable development of education is essential for human security.
Some reflections upon concepts of educational philosophies
This paper explores the philosophical theories and paradigms of education, focusing on its goals, values, and policy implications in the context of globalization and cultural preservation. The study examines diverse educational philosophies, such as progressivism, perennialism, critical theory, and traditional Mongolian perspectives, highlighting their relevance to contemporary education. It emphasizes the integration of cultural identity and global competitiveness in Mongolian educational goals, proposing a framework that balances philosophical ideals with practical policy needs. By aligning educational philosophy with national development strategies, the paper advocates for a holistic approach to education that fosters critical thinking, ethical values, and lifelong learning.
The Philosophy of Endogenous Curriculum Development: Insights for Integrating Global Trends and Local Evidence
This paper explores an endogenous approach to curriculum development, emphasizing the importance of incorporating both global educational trends and local cultural contexts. It discusses the challenges and pitfalls associated with importing curricula from other nations, examines the sociocultural aspect in mathematics education, highlights the need for evidence-based curriculum development, and underscores the significance of continuous, locally rooted curriculum revisions. This approach aims to promote educational equity, cultural relevance, and sustainable reform.
Foreign language learning experiences and future of language education- Insights from Secondary School Learners in Ulaanbaatar
This paper explores the motivational dimensions behind Chinese and English language learning among secondary school learners in Ulaanbaatar, Mongolia, using Zoltán Dörnyei’s L2 Motivational Self-System (L2MSS) （Dörnyei, 2005). Focusing on “learning experiences” and “learning visions”, the study utilizes a modified L2MSS questionnaire to collect responses across five key dimensions: Travel Orientation (TRO), Fear of Assimilation (FOA), Curriculum (CU), International Posture (IPO), and Attitudes Toward Learning Foreign Language (ATLFL). The results indicate that Chinese learners exhibit varied motivations influenced by curriculum, cultural context, and career aspirations, whereas English learners show heightened motivation driven by global engagement. This study provides recommendations to further strengthen motivational engagement in foreign language learning.
Educating the Total Child Using the Tokkatsu Model
Today, increasingly, the need to develop social skills, emotional stability, collaboration, critical thinking, and the like in children has jumped to the forefront of educational reform, alongside traditional subject mastery. Various reasons are cited. It is said that noncognitive skills, not just cognitive (subject) skills, are important for both achievement and labor-market outcomes, and that the “evidence suggests that the labor-market payoffs to noncognitive skills have been increasing over time and the payoffs are particularly strong for individuals who possess both cognitive and non-cognitive skills” (Schanzenbach et al., 2016, p. i). Noncognitive skills, such as social and emotional learning (SEL), are increasingly described as crucial for future success in multiple fields, not just work. This leads to the assertion that “since noncognitive skills matter greatly and can be nurtured in schools, developing them should be an explicit goal of public education” and the overemphasis on cognitive not only impedes noncognitive development but “is also counterproductive” in developing cognitive skills since the two are interrelated (Garcia, 2014, p. 4). Such studies only strengthen the increasing awareness of the importance of developing skills which are not restricted to a narrow definition of subject mastery.
Educational Development through the Lens of Curriculum: A Holistic and Systemic Approach
As an expert in educational sciences and a Full Professor in the Department of Teaching at UQAM, I bring to this discussion my experience in curriculum development, bolstered by my role as co-holder of the UNESCO Chair in Curriculum Development and Senior Fellow at UNESCO’s International Bureau of Education. Inspired by IBE-UNESCO’s educational philosophy, I emphasize the curriculum as a central element in advancing educational development. In this presentation, I position the curriculum not merely as a framework for what students learn but as a dynamic and influential instrument for shaping societal growth and transformation. The holistic and systemic approach I propose in this presentation highlights the interconnected nature of curriculum elements, extending from individual well-being to the cultivation of interdisciplinary knowledge. This approach is explored through seven key themes, each incorporating insights from educational philosophy, pedagogy, and policy, revealing the transformative potential of a well-constructed curriculum. These seven themes reveal the curriculum’s role in shaping both individuals and society. It reflects societal values, supports well-being and personal growth, and requires a systemic approach to reform. Through integrated pedagogy, it develops both disciplinary and global competencies, while interdisciplinary perspectives allow students to address complex issues. Evaluation aligns learning with progress, and adaptability ensures relevance in a changing world. For each theme, I found it valuable to highlight two foundational references that deepen our understanding. Together, these dimensions create a curriculum that empowers learners and drives societal growth
Tradition and present of pedagogical knowledge of Mongolians
Since a long time ago, Mongolians have had a tradition of educating the young and next generations and preparing them for life. Apparently, the tradition has its philosophical foundation, which is traditional knowledge inheritance. Examining and utilizing traditional knowledge is significant to preserve environmental sustainability, adapt climate, protect biological diversity, preserve and utilize cultural heritage, create new medical treatment and medicine, reduce risk of natural disasters, which lead to sustainable economic growth. Traditional knowledge contains knowledge and methods and technology to use the knowledge. Traditional knowledge develops over a long period of time and is consistent with the local environment and characteristics, culture, and personality of ethnicities in the region, and concerns a sustainable future. The ways Mongolians interact with nature and carry out agricultural works are strongly associated with pedagogical knowledge. Present time, it is crucial to utilize experiences and achievement of traditional knowledge to advance science and technologies and solve challenging problems in today’s society. Traditional pedagogical knowledge has its principles and both pedagogical and psychological instruments. The instruments are to give oral instructions, assign games and tasks to complete while methods include moralizing, encouraging and blaming but not limited to. Traditional pedagogical activities educate learners to be “human being” and place greater emphasis on holistic development of learners, cultivating their intelligence, emotion and physical development. Furthermore, Mongolian traditional pedagogical knowledge and heritage has potential to grow pivotal virtues, skills and competencies in modern world including problem-solving skill, creative thinking, positive attitude towards ecology and morality so on. Besides, Mongolian educational philosophy needs to creatively integrate the heritage of traditional pedagogical knowledge, accumulated experiences of the socialist period, and modern trends of educational transformation. In addition to the above, it is crucial to consider three common directions, which include ensuring national security, preparing competitive human resources for the global market, and nurturing global Mongolian citizens.
Philosophical foundations of educational development in Mongolia
There has been growing needs to encourage competing thoughts, debates, cooperation and research works that support critical thoughts, ideas, concepts, approaches, doctrines, and philosophies on development of education in Mongolia. Nowadays, system inquiry is often regarded as systematic approach for educational development. System inquiry consists of three inter-related components including system theory, system philosophy, and system approach. System philosophy explains the universe from system view and employs system thinking as an approach to theoretical and real life problems. Itgel and his colleagues (2018, 2023, 2024) published serial articles, which put forward solutions to develop education in system approach. One of the main findings of these articles identified Mongolian education vision, values, learners’ profile employing qualitative and quantitative approach. Hence, the current article attempts to give a philosophical explanation to the above-mentioned findings. We Mongolians place greater emphasis on the beginning and root of anything as we attempt to identify its true meaning and nature. This can be easily observed in our language, culture and way of thinking. As it is traced back to the beginning of philosophy, we can find three concepts namely “ethos, eidos, praxis”. This study identified 47 possibilities for interactions of these three concepts. As it is conceptually mapped, “Mongolian education vision” can be coined as “ethos”, “Mongolian education values” can be coined as “eidos” and Mongolian learners’ profile can be coined as “praxis” as they are structured to contain one another. Although Mongolian education vision, values, and learners’ profile are identified having their own special characteristics, they are exactly consistent with the topological structure of the global education paradigm. Finally, the article offers three possibilities to expand the ideas of this study.
Боловсролын ирээдүйн чиг хандлага: Баримт бичгийн шинжилгээний зарим үр дүн
Боловсролын ирээдүйн чиг хандлагыг судлах зорилгоор зарим судалгааны тайлан, бодлогын баримт бичгийг сонгон судалсан үр дүнг энэхүү өгүүллээр танилцуулж байна. Сонгож баримт бичгийг шинжлэхдээ а) ирээдүйн боловсролыг судлах хэрэгцээ шаардлага, ирээдүйн иргэний дүр төрх б) ирээдүйн боловсролд баримтлах үзэл баримтлал, тогтолцоо в) боловсролын шинэчлэлийг хэрэгжүүлэхэд анхаарах зүйл гэсэн үзүүлэлтийг ашиглан агуулгын шинжилгээ (content analysis) хийсэн болно. Боловсролын ирээдүйтэй холбоотой нэр бүхий бүтээлүүдийг тодорхой үзүүлэлтийн дагуу судалж, боловсролын ирээдүйн хөгжлийн үзэл баримтлал, бодлого чиглэлийг тодорхойлж буй байдлыг илрүүлэх нь боловсрол судлаачдын хувьд төдийгүй цаашид Монгол Улсын боловсролын ирээдүйн чиг хандлагыг тодорхойлоход ач холбогдолтой байх тул бид энэхүү шинжилгээг хийсэн болно. Шинжилгээний үр дүнд боловсролын ирээдүйн чиг хандлагыг “Ирээдүйн нийгмийн иргэн, Боловсролын ирээдүйн хөгжлийн үзэл баримтлал, боловсролын тогтолцооны өөрчлөлт болон боловсролын бодлогын шинэчлэлийг хэрэгжүүлэхэд анхаарах асуудал” гэсэн хүрээнд тодорхойлох боломжтой байна. Энэ нь шинжилгээнд авсан баримт бичгүүдийн агуулгыг бүрэн хамрахгүй боловч боловсролын ирээдүйн чиг хандлагыг тодорхойлоход зайлшгүй авч үзэх асуудал мөн юм.
Copyright (c) 2022 MONGOLIAN JOURNAL OF EDUCATIONAL RESEARCH
Насанд хүрэгчидтэй ажилладаг багш нарын мэргэжлийн амин чанар: Заах арга зүйн хандлага, мэргэжилтний өөртөө итгэх байдал
Насан туршийн боловсролын салбарт ажиллаж буй багш нар насанд хүрэгчдэд боловсролын үйлчилгээг хүргэхэд чухал үүрэг гүйцэтгэж ирсэн боловч насанд хүрэгчдэд сургалт явуулдаг багш гэдэг мэргэжилтэн, мэргэжлийн бүлгийнх нь хувьд судлагдаагүй байна. Насанд хүрэгчидтэй ажилладаг багш нар өөрсдийгөө хэрхэн тодорхойлох нь мэргэжилтний хувьд хэн байх вэ, хэрхэн ажиллах вэ, нийгэмд ямар байр суурь эзлэх вэ гэдэг асуултын хариуг илэрхийлдэг мэргэжлийн толь учраас үүнийг судлах нь зайлшгүй чухал. Энэ судалгаанд насанд хүрэгчидтэй ажилладаг багш нарын заах арга зүйн хандлага болон мэргэжлийн чадвартаа итгэж буй байдал гэх талаас нь тэдний мэргэжлийн амин чанарыг тодруулахыг зорьсон. Судалгааны хүрээнд таван насан туршийн боловсролын төвийн 35 багштай ярилцсан. Насанд хүрэгчидтэй ажилладаг багш нар заах арга зүйн хандлага болоод мэргэжилтний хувьд өөртөө итгэх байдлын үүднээс 1) дамжуулагч хандлагатай, өөртөө итгэлтэй багш; 2) дамжуулагч хандлагатай, өөртөө итгэлгүй багш; 3) ургуулагч хандлагатай, өөртөө итгэлтэй багш гэсэн ялгаатай амин чанар бүрдүүлжээ. Үүнийг насанд хүрэгчидтэй ажилладаг багш нарын мэргэжлийг хөгжлийг дэмжихэд харгалзах хэрэгтэй.
Мэргэжлийн боловсрол, сургалтын байгууллагын суралцагчдын цахим сургалтын бэлэн байдлын судалгааны үр дүн
Технологийн хурдацтай хөгжил нь хүний амьдрах, суралцах, ажиллах арга барилыг бүхэлд нь хувирган өөрчилж байна. Энэхүү хувьсал нь амьдралын хамгийн энгийн зүйлээс эхлээд нарийн төвөгтэй инноваци хүртэл бүх хүрээг хамарч байгаа бөгөөд биднээс илүү уян хатан, хурдацтай дасан зохицохыг шаардаж байна. Дэлхий нийтээр уг хувьсан өөрчлөгдөж буй нийгмийг хүлээн зөвшөөрч байгаа хэдий ч түүнийг даган хувьсах хурд улс орон бүрд харилцан адилгүй, ялангуяа газар зүй, эдийн засаг, физик, хэл шинжлэлийн саад бэрхшээлээс үүдэлтэй тэгш бус байдал нь дижитал хуваагдлыг үүсгэж байгааг олон судлаачид баримтжуулсан. Мөн цахим сургалтын хүртээмж, хамрагдалт, тоног төхөөрөмжийн хүрэлцээ, интернетийн боломжийн талаар судалгаанууд цөөнгүй байгаа боловч, цахим сургалтын бэлэн байдал, түүнд нөлөөлж байгаа хүчин зүйлийн талаар судалгаа хомс байна. Иймд монголын дээд боловсролын салбарт батлагдсан SOLR (Student Online Learning Readiness) олон улсын судалгааны хэрэгсэл ашиглан МБС-ын салбарын цахим сургалтын бэлэн байдал, түүнд нөлөөлөх хүчин зүйлсийг судаллаа.
Ерөнхий боловсролын математикийн багш нарт зориулсан технологи, арга зүй, агуулгын мэдлэг (TPACK.xs) хэмжих хэрэгслийн тохирц, найдвар
Технологи, арга зүй, агуулгын мэдлэг (TPACK) нь технологид суурилсан багшийн хөгжлийн чухал загваруудын нэг юм. Тус судалгаа нь Монголын ерөнхий боловсролын технологи, арга зүй, агуулгын мэдлэгийг (TPACK.xs) хэмжих хэрэгслийн монгол хувилбарын найдвар, тохирцыг шалгах зорилготой юм. Энэ нь долоон хэсэг, 28 даалгавраас бүрдэнэ. Судалгаанд 450 математикийн багш хамрагдсан. Бүх хэсэг нь өндөр найдвартай байв (бүх Кронбах альфа коэффициент .86 ба түүнээс дээш). 28 даалгавартай TPACK.xs хэрэгсэл нь математикийн багш нарын TPACK-ийг үнэлэх найдвартай, хүчин төгөлдөр багаж гэж үзэх боломжтой болохыг үр дүн харуулж байна.
A study results of investing social impacts on budgeting at secondary education level in
Nowadays, Mongolia has been considering to the improvement of new knowledge-based industries, contributing to development of the social, economic, and educational sectors, and developing government policies on education. In order to prepare Mongolian citizens, many quality reforms have been developed and implemented in coordination with the financing mechanism to meet the educational goals. In our country, it needs the long-term and sustainable policies and financial management are important for the comprehensive and effective implementation of the budget process, such as development, planning, operation and control of the budget for the education sector, to allow for many internal and external factors for instance, geographical features, demographic structure, problems facing the education system. Therefore, there is a need and requirement to support the provision of qualified human resources to local educational institutions by training specialized financial management and human resources (public financiers, economists, researchers) in the field of education to implement sustainable and long-term financial policies at the national and local levels. General education has financed from the state budget, and the normative cost benchmarking indicators are updated several times, so the availability of information is limited. We are based on detailed information from the National statistical commission, 1212.mn and the Ministry of Finance and Investment Department. At this point, the education sector is including general education budget expenses and fundings which are measured by current state and local budget expenditure indicators, social effects are measured by some macroeconomic indicators, and their interrelationships are studied and evaluated based on the data and information of the last 11 years. This article presents the results of a study that describes the relationship between the general education budget and some macro indicators of society and economy.
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Higher education institution composition of the learning environment
In this study, the research team analyzed how the learning environment of universities was formulated in national and foreign documents and studies, and compared them with the information of 28 international universities, especially the conditions of the school environment where teachers are trained. We aim to define the requirements and clarify how many components of the environment can be classified into parts. Within the framework of this study, the researchers have compared and classified the environmental components of universities and combined them by correlation and contextually. Besides, the environment analysis of 28 international universities that train domestic and foreign teachers, the common requirements for the environment of universities with domestic teacher training programs, accreditation criteria, research results and education quality reports were considered. Furthermore, it is concluded that the environment is appropriate if it has 4 components: material environment, digital environment, psychological (practical), social responsibility, and service environment.
A Study on Teachers’ Job Satisfaction in Educational Institutions of All Levels
Many countries are implementing policies that provide favourable working conditions and professional development opportunities to encourage teachers. Those conditions and opportunities are essential for teachers to be satisfied with their work. Furthermore, teachers’ job satisfaction has an important effect on their professional stability and high performance. This study aims to determine the extent of teachers’ job satisfaction at all levels of educational institutions and whether there are differences between educational institutions. The data were collected through the online platform (www.esis.edu.mn) of the education sector. The 10,429 teachers (including university professors) of all levels of educational institutions participated in the survey. In addition, the data were processed using MS Excel and SPSS (Statistical Package for the Social Sciences) programs. As a result of this study, there was a statistically significant difference in teachers’ job satisfaction between educational institutions.
Parents Perception and Satisfaction Towards Inclusive Education for Children with Disabilities
The aim of the project was to identify parents' and guardians' understanding and satisfaction with how the issue of inclusive education is reflected in the educational policy, curriculum, methodology, learning environment, teacher development and cooperation of some schools. A total of 241 parents and guardians participated in the study. The perception of inclusive education among parents and guardians is higher in the capital than in the region. However, the level of satisfaction with the implementation of normative documents, adequacy of teaching materials, external and internal environment of the school, individual plans and training programs is below average. The article also reflects some results of the research conducted with parents within the framework of the project "Promoting learning by creating equal opportunities" commissioned by the Ministry of Education and Science.
Result of Pilot Research and Implementation to Improve the Quality of Management Information Systems in Higher Educational Institutions (MSUE)
Nowadays, ICT have become commonplace entities in all sectors of society, especially in education. Across the past 2014 years MNUE develops LMS for Teacher Training Program. The purpose of the present paper is to examine the current situation of the LMS at MNUE, assess the needs of the users, determine the solution of the problem and seeks to explore how programs will be offered and delivered in the university of the future. In this framework, the paper introduces the outcomes of the survey where participated 1611 users and developed by the spss program: 100 lecturers, 1495 students and 16 staffs of curriculum office. When we faces difficulties we try to solve the problems: take action, adjust and improve. Despite the advantages of implementing LMS at the MNUE, the author observes that server dynamics, the number of users to access at one moment and customer awareness need to be concerned.
The new concept for the classification of the fields of science
It’s become necessary to consider the general classifications of the scientific field in order to organize fundamental issues such as educational contents, methodology and evaluation. When it comes to the new concept of classification of the branches of the sciences, there are two main groups: formal sciences and empirical sciences. This does not clash with the traditional classifications of both Herbert Spencer nor Charles Sanders Pierce. It can be seen through studies that this is the most suitable classification when it comes to the basics of philosophy of sciences. Mathematics and all branches of computer sciences falls under formal sciences while other sciences fall under empirical sciences. From a perspective of metaphysical view on the existence of all beings, formal sciences study an abstract concept system, while empirical sciences study a concrete concept system. From a perspective of epistemology, formal sciences are based on mental learning and empirical sciences are based on sensory learning. From a perspective of logic, formal sciences do analytic procedure and concludes a deduction while empirical sciences do synthetic procedure and concludes induction. From a perspective of the theory of knowledge, the outcome of formal sciences creates a priori knowledge while the outcome of empirical sciences creates a posteriori knowledge.
Classification of the branches of the sciences
Шинжлэх ухааны салбаруудын ангиллын шинэ үзэл баримтлал