UNICEF Mongolia - Teachers College Columbia University

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advisor teacher has diminished and therefore generated unease among teachers who invested financially
in their professional development. The self-finance regulaons as well as the close associaon between
professional development and promoon (see Table 7) need to be revisited.
The so-called basic training that, within a five-year period, will have reached out to every teacher in the
country is impressive and comprehensive. Unl now, the central level was only able to secure funding for
the 5 th year teachers. The City Department of Educaon not only succeeded in enrolling 5 th year teachers,
but also started to reach out to 1 st year teachers. Addional funding is needed to also enroll 1 st year and
10 th year teachers across the country.
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TEACHERS IN MONGOLIA: AN EMPIRICAL STUDY ON RECRUITMENT INTO TEACHING,
PROFESSIONAL DEVELOPMENT, AND RETENTION OF TEACHERS
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