Abstract
Education for young children in rural Mongolia has been a problem due to the limited availability of formal education services, which are only accessible in town areas. Living in remote regions and not sending their young children to kindergarten at a young age, herder parents lack the knowledge and facilities to support their children's learning and development at home, potentially leading to future difficulties in their school learning. To address this issue and strengthen herder parents' involvement in their children's education, a participatory action research (PAR) approach was utilized wherein groups that are adversely affected by a social problem undertake collective research to understand and address it effectively. The PAR program lasted for seven months and was implemented in two rural areas of Mongolia. It included monthly in-person meetings and an online platform for sharing experiences of intentional play and activities developed by the herder parents.
TopBackground
According to data from the Ministry of Education, Culture, Science, and Sports (2020), around one-third of children in remote areas, particularly from herders' households, are unable to attend preschool education. This lack of access to preschool often leads to difficulties in adjusting to the kindergarten environment, contributing to a higher rate of school dropouts among these children (Save the Children, 2013). The national primary school dropout rate in Mongolia stands at 4%, with a significant 80.5% of the dropout children between the ages of 6 and 14 coming from herder communities (Ministry of Education, Culture, Science, and Sports, 2018). Early learning and development are strongly influenced by family involvement (Heckman, 2008; Slot, 2018), and herder parents typically play a crucial role in determining whether their children attend preschool or stay at home until starting primary school. Herder communities in remote areas of Mongolia have a distinct way of life that relies heavily on nature and lacks the stability of permanent settlement. Changes in the national educational system, specifically the extension of schooling from ten to twelve years in 2008, had a particular impact on herder families. The adjustment meant that young children now have to begin primary education at the age of six. To accommodate the unique herder way of life, the Mongolian government adopted alternative preschool programs initiated by Save the Children and UNICEF. These options include ger kindergartens, visiting teachers, and shift groups, which have shown positive results in increasing preschool access nationwide. However, the quality of these alternative programs, including teacher training, is often lacking, leading many herder parents to prefer sending their children to formal kindergartens in town (soum) where they believe their children will receive a better education. In rural Mongolia, a significant number of herder children do not attend preschool, despite the option of relocating to urban areas for improved educational opportunities and job prospects (Ministry of Education, Culture, and Science, 2012; Lkhagvadorj, Hauck, Dulamsuren, & Tsogtbaatar, 2013). To address this issue, research studies have proposed several steps for further action. Firstly, there should be a specific focus on families who choose to remain in remote countryside areas. These families require targeted support and interventions to enhance access to preschool education (United Nations, 2018; Stolpe, 2016). Secondly, a more in-depth qualitative study should be conducted to gain a comprehensive understanding of the herder community's situation concerning preschool education. This research would delve into the challenges and factors influencing their decisions regarding early education (World Bank, 2016). Thirdly, further research is necessary to explore the attitudes and perspectives of herders toward education. Understanding what aspects of education are valued by herder communities can assist in tailoring educational programs that align with their cultural and practical needs (Bumochir and Ahearn, 2016). By taking these steps, it is hoped that effective strategies can be developed to encourage more herder children to participate in preschool education and improve their overall learning outcomes.
Key Terms in this Chapter
Educated Person: ( bolovsroltoi hun ) – a person who obtained higher education and entered a profession, e.g., a doctor or a teacher. Working within that profession the individual achieves success, is viewed as successful, and is respected by others. This description belongs to the research context in rural Mongolia.
Soum: A rural administrative subdivision of an aimag . There are 331 soums in Mongolia.
Education System: In Mongolia, education is free, except for higher education and private institutions. In 2008, in order to be consistent with international education systems, the entry age to primary school was lowered from 8 to 6 years old. The full public education takes 12 years to complete (primary education lasts six years, secondary, three years, and upper-secondary, three years).
Herder: (Herdsman, Herdswoman, plural: Herdsmen/). People who herd livestock for a living. Nineteen percent of Mongolian households were registered as full-time herders in 2019. Functioning as a full-time herder means that one’s job is herding livestock and that one’s income relies solely on herding. The term herder is used in this study although it is synonym with nomad (nomads) which is also commonly used by outsiders.
Preschool Education: Early childhood education (ECE) in the Mongolian context, including kindergarten. Nursery schools are not considered formal programs. Kindergarten is the main institution that provides preschool education throughout the country.
Unpreschooled: A child who has never attended a preschool program—whether formal kindergarten or an alternative preschool program. This term is synonymous with nonpreschooled.
Aimag: An administrative district is equivalent to a province. There are 21 aimags in Mongolia.
Kindergarten And Preschool: The term preschool education is commonly used as synonymous with early childhood education in Mongolia. The only type of preschool education in Mongolia is called kindergarten ( tsetserleg ). Therefore, the terms preschool education and kindergarten are used interchangeably throughout the study.
Alternative Programs: Alternative forms of preschool services are implemented via three forms: mobile teachers (traveling teachers), mobile or ger kindergartens, and shift classes.
Ger: A traditional Mongolian accommodation consisting of a portable tent structure used by herders for shelter (also called yurt ). A ger has a collapsible circular wooden frame that is covered with felt and heated by a small stove.