HIGHER EDUCATION IN MONGOLIA

Higher Education in Mongolia

Higher Education in Mongolia

Introduction

Democratic Revolution in 1990, Mongolia has been brought a wide range of opportunities for the Mongolian higher education, such as increased access, institutional autonomy, academic freedom, the diversification of funding, etc.. Over the past 8 years, higher education students increased by three times and the level of higher education attended by over 2500 students per 100,000 inhabitants (Baasanjav, Munkhbaatar, Lkhamsuren, 2005). One of the new elements of higher education in Mongolia is a boom in the number of private higher education institutions, in which more than 20 percent of all students are learning. The adoption of a new law on higher education policy reform in education in 1995, as well as amendments to the Act extended the summer of academic freedom and autonomy of educational institutions. Significant progress has been made to advance the reform process in the field of university governance, academic programs and international cooperation through the establishment of the Consortium of Mongolian Universities in 1995 (Statistical Yearbook 2006).

The context of Problem

Access

Enrollment in the doctoral program is expanding slowly. During 2002-2005, enrollment increased by only 211 students.

Equity

There are significant differences between urban and rural areas. In the 2004-2005 school year 60,6% of the students were from urban areas.

Quality

Training continues to be too theoretical and focused on traditional subjects. Teaching needs to focus on critical and creative thinking, interaction with students, and as a team. The number of subjects and credit hours of elective courses in the Bachelor's program is not satisfactory. The system of accreditation should be strengthened, particularly for small private universities, as well as the recently created program (Hall, Thomas, 2003).

Relevance

Demand for skilled workers is increasing, and graduates lack the skills needed to obtain a formal job.

Financing

Public universities have little financial autonomy to manage results. Universities are responsible for their own financial plan, but the Government's policy of maintaining a stable learning without providing substantial financial support leads to financial problems in many schools. The only source of funding for state universities is the State Training Fund, which provides grants and loans for needy students.

Management / Leadership

Governing Boards of Universities have little power over policy. For state universities, for example, the Central Finance Administration still controls the management board of investment decisions and budget allocations (Statistical Yearbook 2006). There is a need for development of higher education management information system to higher education administration, registration, and information systems at the international level.

Background and History

Higher education in Mongolia has universities, colleges and institutes. Colleges mainly offer Undergraduate programs, while universities pay more attention to research and postgraduate training. Public higher education institutions are non-profit organizations, while private institutions may be either nonprofit or for profit (Baasanjav, Munkhbaatar, Lkhamsuren, 2005).

In the former communist regime, Mongolia, the whole education system is under full state control. The situation has changed in the late 1980's, with the collapse of the Soviet Eastern bloc, when colleges and universities have been gradually give more academic freedom and autonomy of educational institutions (Hara, ...