Challenges and innovations in digitalization of education: Case study of Mongolia

• In Event: Highlighted Session: Educating for inclusion beyond the pandemic: Digitalization, distance education and the teaching profession in Central Asia

Proposal

This paper presents the results of extensive field research in Mongolia during 2021 and 2022 as part of the international research project ‘Distance education to improve quality and access in Kyrgyzstan, Mongolia and Tajikistan’. It represents a collaboration that builds on the strengths of local teachers and a nationwide non-profit organization that supports education in Mongolia’s many rural schools and communities. This presentation will focus on innovations and vulnerabilities in the national education system with a focus on three distinct rural areas.

This was studied through key informant interviews, focus group discussions, participant observation (of families) and individual interviews with government employees (4), education system administrations (4), teachers (12), parents (12), and students (12).

The study took place in three areas of the country, with purposive sampling based on differing geographic, socioeconomic and cultural conditions. The key characteristics of the study locations are:
1. Hovd Province is located in the western part of Mongolia around 1,400km from the capital city and the place of ethnic minorities, schools that have children from a range of ethnic groups like Khalh, Kazak, Tuva, Dorvud, and Ould
2. Umnogobi province is the most developed mining region in Mongolia and population migration into the area is very high. It is in the desert steppe region, located 700 km from the capital. With the mining company investment schools and an area that needs attention in terms of
children’s education and parental support.
3. Bayanzurkh district is one of the nine districts of Ulaanbaatar city and hosts many suburban schools.
In this way, the study incorporated a mix of urban and rural/remote regions, regions that are less culturally diverse with those that have higher diversity, and regions with a mix of economic development.

By comparing the findings from the different regions, it is possible to identify the circumstances in which different forms of educational challenges and innovations emerge. For example, the study found that the high level of in-migration to Tsogttsetsii soum (village) of Umnogobi province to work in mining companies leads to many parents having to leave their children in school dormitories or with relatives. Often, young children have to rely on their older siblings for continuing education through schools in villages nearby mining sites. Parents who work at mining sites try to fill the gap of not being able to be with their child by giving them money for their living costs and school needs. However, this was found to have very negative effects on childrens’ learning and discipline as the money is used for non-educational purposes such as alcohol and computer arcades. Material consumption by some students also creates inequality among young people.

Author

• Tungalagtuya Khuukhenduu, Nomadic Nature Conservation Mongolia