UNICEF Mongolia - Teachers College Columbia University

CHAPTER 2: THE TEACHING WORKFORCE
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TEACHERS IN MONGOLIA: AN EMPIRICAL STUDY ON RECRUITMENT INTO TEACHING,
PROFESSIONAL DEVELOPMENT, AND RETENTION OF TEACHERS
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CHAPTER 2: THE TEACHING WORKFORCE
This chapter describes the teaching workforce in schools of Mongolia in terms of gender, teaching
experience, qualificaons, salary rank, and subject specializaon. In addion, the chapter shows the
composion of the school staff and reflects on the validity of the stascal informaon regarding teacher
availability or shortage, respecvely.
2.1. STAFF IN SCHOOLS
The educaon sector is comprised of 44,143 persons who work in primary and secondary schools.
Of those, roughly sixty percent are teachers. Several observaons on the composion of school staff,
presented in Table 6, deserve special menon here:
Table 6: Educaonal and Non-Educaonal Staff in Schools
Total Female % Female
Educaonal Staff
Principals 773 412 53.3
Educaon Managers 1,295 1,023 79.0
Social Workers 664 455 68.5
Full-Time Teachers 26,358 21,614 82.0
Primary School Teachers 9,059 8,664 95.6
Middle School Teachers 11,061 8,355 75.5
High School Teachers 6,238 4,595 73.7
Part-Time Teachers 887 605 68.2
Class Coordinators 109 79 72.5
Instruconal Support Staff 99 72 72.7
Sub-Total 30,185 24,260 80.4
Non-Educaonal Staff 13,958 8,832 63.3
All Staff: Educaonal and
Non-Educaonal Staff
Source: MECS 2011 (Stascal Abstract, Table 2.15).
44,143 33,092 75.0
• There is a large number of non-educaonal staff working in schools; close to one-third of
the school staff consists of service staff, guards, firepersons (persons in charge of the heang
system), cooks, accountants, dormitory teachers, librarians, physicians, and other professionals
who work full-me at the school. Starng with the raonalizaon reform in 1997, there has
been pressure on the educaon sector to reduce technical support staff. The two-to-one rao of
staff—that is, two educaonal staff members for every one non-educaonal staff member—has
remained remarkably constant despite external pressures to reduce non-educaonal staff.
• Regardless of school size, almost every one of the 751 primary and secondary schools in Mongolia
has a management team with at least five staff members, including a principal, an educaon
manager (in larger schools: 2 and more educaon managers), social worker, an accountant,
an inventory clerk and, if a school has a dormitory, also a dormitory administrator. In addion,