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Recommendation: Effective CSO collaboration should be promoted through increased and regular communications (forums, list serves, and shared Web sites and UB offices), and encouraged by donors through jointly funded forums and projects. Finding ORM 8 (based on overall assessment). Effective community-based organizations such as the ORM are relatively uncommon in Mongolia. Recommendation: The GoM, INGOs, and donors should channelize resources to CBOs and expand training programs for these and other local CSOs. 83
Annex 4. Social Accountability and Service Delivery: Community Involvement in Mongolian Schools 78 One of the more positive legacies of Mongolia’s socialist past is its high level of literacy, which remains at 98 percent despite a relatively high level of poverty. Primary school enrollment has also been sustained at a nearly universal rate. However, secondary school enrollment dropped dramatically in the mid-1990s, but recovered to more than 93 percent by academic year 2004–05 (United Nations Statistical Yearbook 2004). 79 Although public expenditure on education has been higher than in most transition countries, total spending has fallen and remains below the 1990 level of 12 percent of GDP, declining to 5.5 percent in 1995 before gradually increasing to 9 percent by 2002 (Dung et al. 2006). Stakeholders nevertheless indicate that education remains a high priority. In the opinion poll conducted in May 2005, nearly onequarter of the respondents said that education was their highest priority, although only 40 percent thought that public officials were providing sufficient access to education, and 23 percent indicated that they were able to ensure the quality of education (annex 7, Questions C and K). This case study on community involvement in kindergarten through secondary school is based largely on data collected at two public schools, one in Ulaanbaatar and the other in Uyanga soum, Uvorkhangai aimag, in central Mongolia. Interviews were held with stakeholders at the national and local levels, including representatives of the Ministry of Education, Culture and Science (MoECS), local government officials, parents, and leaders of education-related NGOs. Whereas the schools were chosen to provide both an urban and a rural perspective, the school in Ulaanbaatar was selected for its location along the “border” between the city center and the Ger District, which is composed largely of recent migrants. 80 Although it is difficult to draw general conclusions about the Mongolian education system from just two examples, the case study provides insights into issues related to social accountability in the education sector. Over the last decade, the MOECS’ reforms have varyingly supported and undermined civic engagement and social accountability in Mongolia’s education sector. Although reforms were intended to ensure local input into the management of public schools, it has been difficult to achieve the appropriate balance between community involvement through the school boards and stability in the management of public schools. As a result, effective participation of parents and the broader community in the education sector appears weak. The need for community involvement in schools is illustrated by concerns about mismanagement of funds and allegations of corruption in the private tutoring by public school teachers. LOCAL PARTICIPATION IN PUBLIC SERVICE DELIVERY: FROM SCHOOL BOARDS TO SCHOOL COUNCILS In 1995, the State Great Khural passed a new Law on Education that established local School Boards for preschool, primary, and secondary schools. Pursuant to Article 30 of the Law, the Boards were given a 78 Research for this case study was conducted primarily by Alison Dong, a graduate student at Teacher’s College, Columbia University and Bilge Byambaa, a consult with The Asia Foundation. with guidance from Charles Abelmann (Lead Program Coordinator, World Bank). 79 An OSF education program officer noted that GoM statistics tend not to include disabled children, mostly mentally but often physically disabled, who are not enrolled in school. 80 Gers are traditional tents commonly used in rural Mongolia and increasingly by migrants whose gers circle much of the perimeter of Ulaanbaatar. In the Ger district as well as the countryside, household incomes tend to be lower and social services, less accessible.
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Report No. 32584-MN The Enabling En
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Table of Contents Acronyms ........
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Boxes: Box 2.1.1 Proposed Changes t
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Preface This study on “The Enabli
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of civic engagement, namely, the ab
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Part I. Introduction 1.1 DEFINITION
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further and recognizes other types
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as resources. 13 The quantitative c
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parliamentary elections demonstrate
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As figure 2.1.2 clearly illustrates
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The Constitution also guarantees th
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ise of mass pro-democracy movements
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preferences of funders. This has le
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Recommendations: 1) The Ministry of
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PART III - Assessment of the Enabli
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and operations, or demand elections
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conferences and workshops, to more
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Capacity Building Program,” indep
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Efforts to transform the state broa
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2) Given the culture and norms that
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Figure 3.3.1 Frequency of CSO Reque
Page 44 and 45: Box 3.3.1 Women for Social Progress
Page 46 and 47: These bureaucratic delays highlight
Page 48 and 49: Other ways for CSOs to generate alt
Page 50 and 51: development initiatives become more
Page 52 and 53: Box 3.4.1 The Community Scorecard:
Page 54 and 55: Negotiation also ensures that legis
Page 56 and 57: Although the Environmental Impact A
Page 58 and 59: Part IV—Conclusion This study on
Page 60 and 61: 4.2 SUMMARY OF FINDINGS AND RECOMME
Page 72 and 73: Currently, the NCAV works in six se
Page 74 and 75: Mongolian Federation of Senior Citi
Page 76 and 77: are reluctant to assume full respon
Page 78 and 79: FINDINGS AND RECOMMENDATIONS: NATIO
Page 80 and 81: WSP-UV’s coordinator remains in c
Page 82 and 83: program officer, the methodology us
Page 84 and 85: critical role in promoting social a
Page 86 and 87: Annex 3: Social Accountability and
Page 88 and 89: khural chairs who served on the ORM
Page 90 and 91: is inadequate. Part of the problem
Page 92 and 93: plans, but there was no follow-up a
Page 96 and 97: wide mandate to manage and monitor
Page 98 and 99: Ulaanbaatar, asking them to identif
Page 100 and 101: Moreover, after a World Bank Superv
Page 102 and 103: Annex 5. Mongolian Media: Overview
Page 104 and 105: they would be unlikely to do so. CR
Page 106 and 107: discussion below), the director of
Page 108 and 109: Social and cultural considerations
Page 110 and 111: Findings and Recommendations: Mongo
Page 112 and 113: Annex 6. Survey of Civil Society Or
Page 114 and 115: How frequently has your organizatio
Page 116 and 117: Computer 95% up to 40 computers, 21
Page 118 and 119: No response 1% BB1. If you have req
Page 120 and 121: KK. Over the last year, how frequen
Page 122 and 123: C. What are the most important soci
Page 124 and 125: L. How much influence do citizens h
Page 126 and 127: U. Are most civil society organizat
Page 128 and 129: Annex 8. Stakeholders’ Map CSO NA
Page 130 and 131: CSO NAME Gandan Monastery Gandantse
Page 132 and 133: CSO NAME Liberal Women’s Brain Po
Page 134 and 135: CSO NAME Mongolian Information Netw
Page 136 and 137: CSO NAME Ongi River Movement (ORM)
Page 138 and 139: CSO NAME Press Institute Red Cross
Page 140 and 141: CSO NAME Women For Social Progress,
Page 142 and 143: AFFILIATION State Great Khural (Par
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AFFILIATION Mineral Resource and Pe
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AFFILIATION National Legal Center (
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AFFILIATION Mongolian Radio and TV
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AFFILIATION UNDP UNICEF CONTACT ANN
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AFFILIATION Mercy Corps CONTACT ANN
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Bibliography Ackerman, John M. 2004
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Finch, Christopher. 2002. “Mongol
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---. 2004. Rural Government Procure
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National University of Mongolia. 20
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UNDP. 2001. A Strategy for Poverty
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Zorig Foundation. 2004. “Monitori
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