Pre-Primary Education in Mongolia : Access, Quality of Service Delivery, and Child Development Outcomes
Sustaining in recent years expenditure on early childhood education (ECE) at over a fifth of its education budget, Mongolia is a relatively high spender on pre-primary education. This report examines structural and process aspects of quality in Mon...
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| Format: | Report |
| Language: | English en_US |
| Published: |
World Bank, Washington, DC
2017
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| Online Access: | http://documents.worldbank.org/curated/en/481101490364915103/Pre-primary-education-in-Mongolia-access-quality-of-service-delivery-child-development-outcomes-March-2017 http://hdl.handle.net/10986/26402 |
| Summary: | Sustaining in recent years expenditure
on early childhood education (ECE) at over a fifth of its
education budget, Mongolia is a relatively high spender on
pre-primary education. This report examines structural and
process aspects of quality in Mongolian kindergartens, along
with early development outcomes among children enrolled in
these kindergartens, to assess the effectiveness and equity
of the country's public investments in ECE. The
analysis shows that while the last decade saw tremendous
progress in improving access to preschool overall, the most
disadvantaged and vulnerable are still excluded from the
system. Further, an assessment of child development outcomes
shows that even after significant exposure to formal
preschool services in the public sector, socioeconomic gaps
in outcomes remain large. At the same time, potential areas
where relatively low-cost investments could reap significant
gains remain unexploited. Key among these is use of home- or
community-based ECE interventions that could improve school
preparedness among children in rural areas not enrolled in
preschools. Another is the potential for an expanded role
for the private sector in urban areas. |
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