UNICEF Mongolia - Teachers College Columbia University

CHAPTER 3: RECRUITMENT INTO TEACHING
3.4. RECRUITMENT INTO TEACHING IN MONGOLIA:
THE CASE OF MSUE
It is important to bear in mind that out of all pre-service teacher educaon instuons in Mongolia,
MSUE represents the most established and renowned university in the field of teacher educaon
studies. Thus, recruitment into teaching at MSUE would most likely be more effecve than in other
universies, both public and private.
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A few methodological comments on how we applied recruitment into teaching to MSUE may be in
order here. From the twelve departments of MSUE, we collected informaon on the following three
departments that represent the wide variety of teacher educaon programs in terms of popularity and
selecvity:
• Primary teacher educaon
• Secondary teacher educaon: Department of Foreign Languages
• Secondary teacher educaon: Department of Mongolian Language and Literature
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The following informaon was analyzed over the following five academic years from 2006/07 unl
2010/11:
• Number of students who took the teacher educaon admission test for the parcular
department
• Number of students who were accepted into the department
• Number of students who enrolled in the department
• Number of students who completed the degree program in four years
Two important types of informaon were unavailable: university/work transion rate and retenon rate
aer two or five years of professional service. EMIS provided informaon on the number of first year
teachers in the country, and based on that informaon, we were able to esmate how many of the MSUE
graduates chose to become teachers. It was impossible, however, to project how many of the newly
qualified teachers would remain at the teaching post two or five years aer their graduaon. Based on
our interviews in 28 schools, we assumed a high retenon rate, with very few leaving the profession
during the first few years of their work.
In the following secons, four indicators for recruitment into teaching were applied to assess the
quality and effecveness of the teacher educaon programs at MSUE: admission rate, enrollment rate,
compleon rate, and transion rate.
3.4.1. Admission Rate
The different test scores required for admission to the twelve academic departments vary widely. From
the three departments that were analyzed in this study, the Department of Foreign Languages has the
TEACHERS IN MONGOLIA: AN EMPIRICAL STUDY ON RECRUITMENT INTO TEACHING,
PROFESSIONAL DEVELOPMENT, AND RETENTION OF TEACHERS
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