T.Nyam-Ochir, Head of Primary and General Education Department of Ministry of Education and Science of Mongolia

1. MANAGEMENT PRACTICE OF MONGOLIA
IN RESPONSE TO
SCHOOL AND KINDERGARTEN CLOSURE
T. NYAM-OCHIR,
HEAD OF PRIMARY AND GENERAL EDUCATION DEPARTMENT
MINISTRY OF EDUCATION AND SCIENCE OF MONGOLIA

2. Content
Distance education modalities that are being applied
Activities aimed at supporting teachers
Educational assessment
Challenges and obstacles

3. НЭГ. ЕРӨНХИЙ МЭДЭЭЛЭЛ
One of the public health measures taken to limit the spread of
COVID-19 worldwide is temporary and permanent close of kindergarten and
educational institutions which has lead to unprecedent challenges in education
sector.
In 2019-2020 academic year, Mongolia has shifted a total of 75
days (47%) of classroom training into distance learning and has organized the
delivery of tele-lessons and e-learning services to students.
The academic year 2020-2021, Mongolia has resumed the
educational services in combination of classroom and non-classroom format,
which began in stages, differently in urban and rural areas.
The classroom activities of all level of educational institutions have
been shifted once more to distance learning due to the first outbreak of
community transmission case of COVID-19 on 11th of November 2020.

4. METHODS OF DISTANCE LEARNING
TELE-LESSON
• Tele-lessons have been prepared and delivered to
teachers, students and parents in all subjects and
content of pre-primary, primary and general education.
• Tele-lessons are being broadcasted on a daily basis
according to a preset schedule through Mongolian
National Public Television and 18 commercial TV
stations within the framework of social responsibility.
• All lessons are dubbed by sign language.
• Some (primary) Tele-lessons are translated into Kazakh
and Tuvan for ethnic minorities.
• The entrance exam courses are prepared and delivered
for special needs education, health, non-formal and
lifelong learning and final year students.

5. METHODS OF DISTANCE LEARNING
TELE-LESSONS
• In addition to preparing and teaching tele-
lessons in accordance with the official
curriculum, we are developing the knowledge
and skills acquired in by the students with the
content and methodology correlated to
Mongolian culture, traditions, customs and life.
• It also supports the development of students'
knowledge and skills through content-related
topics, lessons, and interdisciplinary content.
• All subjects of all grade level were developed
and prepared in tele-lesson format as a
preventive measure for the disruption of classes
due to subsequent waves of COVID19.

6. Attendance and enrollment in tele-lessons for
February- May 2020
74.7 75
69.5
64
66
68
70
72
74
76
78
Attendance of tele lesson
/ 2019-2020 academic year/
Улсын дундаж Аймаг Сум
Attendance and enrollment in tele-lessons for
11 November – 11 December 2020
65.6
69.1
70.5
73.5 74.0
70.3
60.0
62.0
64.0
66.0
68.0
70.0
72.0
74.0
76.0
Attendance of tele lesson
/11 November – 11 December 2020/
February March April May Average
National average Province Town

7. METHODS OF DISTANCE LEARNING
• By the order of the Minister of Education and Science, a pilot
project on digital transformation has been launched in 90
secondary schools nationwide, and a memorandum of
understanding has been signed with 6 information technology
companies.
• The principle of granting the variable costs provided by the
state to private schools are based on the results of the
organization of lessons and training using distance learning.
• Some state-owned secondary schools are developing their
own learning management systems. In addition to tele-lessons,
students studying through learning management system
accounts for more than 10 percent of all students.
• All tele-lessons are placed on econtent.edu.mn, an official
website of the Ministry of Education and Science, making the
access and bandwidth costs free of charge for users
nationwide.
ONLINE LEARNING

8. Interactive lesson
METHODS OF DISTANCE LEARNING
The first batch of 26 lessons out of 104 exemplary
interactive contents that is designed to support the
existing tele-lessons with learner-centered approach
and enable children’s participation have been posted
on econtent.edu.mn.
The interactive lessons are designed to meet the
needs of ethnic minorities and children with special
needs, allowing parents to be involved and support
their children's learning.
The solution is aimed at enhancing learning
experience via highly visual multimedia elements and
foster creativity through interactive problem solving
modules.

9. ACCESS TO TECHNOLOGY
82.2
44.3
5.1 8.6
2
TV Mobile
Phone
Desktop Notebook None of
the above
50.2
40
1
22
Data (3G/4G
LTE)
Home internet
(Wi-Fi, LAN)
Other No access to
the Internet
USE OF THE INTERNET
5% No access to technology 22% No access to the Internet
• Children from herder families
• Children from low income households
• Children from low income households-37%
• Children from herder families-32%

10. 1. Facebook groups
2. Mobile phone
3. Home visit
Google Drive
Google Form
Google Meet
Zoom
OTHER MODALITIES OF DISTANCE EDUCATION

11. Social workers of Bayantes soum (town) of Zavhan aimag (province) are making a routine visit to remote herder
family children to provide them with learning materials and to assess the learning progress of tele-lessons.

13. ACTIVITIES AIMED
AT SUPPORTING
TEACHERS

14. Basic in-service teacher training has
been made available online ХАРИЛЦАН
АДИЛГҮЙ
БОДИТОЙ
НЭМЭГДСЭН
ӨӨРЧЛӨЛТ
БАГА
• Teachers' salaries, allowances and
bonuses are paid in full within the
approved budget.
• Teachers are regularly communicating
and following up with their students and
with their learning progress through the
use of all available tools and methods at
hand, while school management is in
charge of monitoring and evaluating
teachers performance. Progress reports
are given by each respective school on
weekly basis.
• Cost estimates and budget requirements
are being prepared for the necessary
equipment.
Basic in-service training will be
conducted online to 5971
teachers

15. EDUCATIONAL ASSESSMENT
Classroom training
1. Analyzing the results of the assessment
To use the assessment results of September as baseline
2. Take into account the results of classroom training;
Attendance, progress report, note-taking, homework completion, self-learning
activities, etc.
Distance learning /tele, online, others/
1. Take into account the note-taking of tele-lessons and
engagement
Participation in tele-lessons, note-taking, feedback etc.
2. Active participation and outcomes of e-learning /exam results/
organized by the school;
3. Take into account the active engagement in self-learning activities
and homework of students who do not have the technical capacity
to watch tele-lessons.
Active participation and engagement
1. Outcomes of activities organized by the school with the
participation of parents and students and other school-specific
activities;
2. Take into account the interest in learning and the creativity of
students who are in remote areas where there is no
infrastructure or network;

16. CHALLENGES AND OBSTACLES
1. Continuation of distance education modality in
secondary school pose disparity for children of
herder families, vulnerable families, and children
with disabilities and is likely to result in learning
loss;
2. Since the development of tele-lessons had to be
implemented within a limited timeframe and
certain constraints, the quality of the content is
likely to be questioned by parents and public.
3. Risk of increase in learning disparities that would
lead to school dropout.
4. Middle and high school students are more likely
to experience fear of falling behind academically,
fear of psychological distress, and anxiety.
5. Lack of standardized learning management
system, and the apparent gap in information
technology skills on all levels, may negatively
affect the quality of education;

17. One. Classroom training
In specific circumstance, geographical areas such as provincial centers and towns which has not been
affected by community transmission may resume the services of schools and KGs under strict safe school
protocols.
However, appropriate adjustments will be made to the number of daily classes, individual class run-time and
number of children allowed in one classroom.
Two. Hybrid learning
Classes in general education schools of aimag center and capital city will be organized in a blended learning
model.
Student will continue to study in the classroom environment within the limits set by the safe school protocols
and arrange for distance learning (tele and online) for the subjects which have not been covered in the
classroom. The exact schedule of classroom training, subjects and the number of classes will be determined
accordingly.
Three. Distance education
Maintain continuity of educational services and learning process, facilitate readiness for e-learning on all
levels of education, and to take firm steps to ensure that technology-based education services does not
exacerbate current educational and social inequalities.
Policy and strategy of education sector's response to
COVID-19

18. THANK YOU
FOR YOUR
ATTENTION