UNICEF Mongolia - Teachers College Columbia University

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The opinions expressed in this publication are those of the contributors and do not necessarily reflect the policies or views of the Ministry of Education and Science and UNICEF. The designations employed in this publication and the presentation of the material do not imply on the part of the Ministry of Education and Science and UNICEF the expression of any opinion whatsoever concerning the legal status of any country or territory or of its authorities or the delimitation of its frontiers. Extracts from this publication may be freely reproduced with due acknowledgement using the following reference: Ministry of Education and Science and UNICEF, Teachers in Mongolia, Ulaanbaatar, 2012. Authors: Gita Steiner-Khamsi and Batkhuyag Batjargal with Otgonlkhagva Sarantsetseg and Khenmedekh Munkhtsetseg Editor for the English version: Kate McCrery All correspondence should be addressed to: UNICEF UN House UN Street 12, Sukhbaatar District Ulaanbaatar, Mongolia Tel: 976 11 312185 Fax: 976 11 327313 E-mail: ulaanbaatar@unicef.org Website: www.unicef.org/mongolia A photo on the cover page: ©MEA, G.Erdenetsetseg, Primary Teacher, School 38, Bayangol District, Ulaanbaatar with students
ACKNOWLEDGEMENTS The current trend of educaon provision worldwide emphasizes the crical role of teachers, parcularly in terms of access, quality and retenon. Many research reports conducted internaonally have shown that teacher quality has a major influence on the performance of school systems. Quality educaon has many prerequisites. It implies the existence of an equitable teacher-to-pupil rao, the provision of sufficient teaching materials, appropriate learning spaces and regular aendance. However, even where these are evident, the quality of educaon may connue to be adversely affected if teachers are not well trained and supported in their work and environment. While teacher preparaon and development are at the center of any efforts to raise quality in educaon systems, the quality of teaching and learning—including how children parcipate in their own learning—is at the core of Child Friendly Schooling. The Government of Mongolia, together with its educaon donors, is invesng considerable resources into enhancing the quality of educaon, including through teacher training. However, it appears that the effecveness of these programmes is oen localized and may require significant monitoring, evaluaon, documentaon and adjustment for scaling up. 1 2 3 4 5 6 Teaching-related reforms are an emerging priority; however, there is a limited number of quality, substanve studies on teachers that have been conducted in Mongolia. As a consequence, the UNICEF Mongolia Office, in collaboraon with the Ministry of Educaon, Culture and Science (former name), commissioned a study on recruitment into teaching, teacher development and retenon of teachers in Mongolia in 2011. We would like to kindly thank the research team led by Gita Steiner Khamsi, Professor, Teachers College, Columbia University in New York and Batjargal Batkhuyag, Execuve Director, Mongolian Educaon Alliance, Ulaanbaatar for their acve parcipaon in the realizaon of such an important goal. Their work has been a tremendous asset to our team and to the future of educaon in this country. We very much hope that the findings and recommendaons of this study will serve as a foundaon to develop an effecve strategic approach for making policy reforms for teacher educaon in Mongolia. UNICEF Mongolia Office September 2012 TEACHERS IN MONGOLIA: AN EMPIRICAL STUDY ON RECRUITMENT INTO TEACHING, PROFESSIONAL DEVELOPMENT, AND RETENTION OF TEACHERS 3
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UNICEF Mongolia - Teachers College Columbia University

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