Quality and equity in the Mongolian education sector

被引：0

作者：

Steiner-Khamsi G. ^{[1
]}

Gerelmaa A. ^{[1
]}

机构：

[1] Teachers College, Columbia University, New York, NY 10027

来源：

PROSPECTS | 2008年 / 38卷 / 3期

关键词：

Gender and education; Mongolia; Nomadic education;

D O I：

10.1007/s11125-008-9079-5

中图分类号：

学科分类号：

摘要：

This case study identifies four targets groups that are specific to the achievement of the EFA Millennium Development Goals in Mongolia: boys, out-of-school children, vulnerable children and minorities, and children of herders. Boys from herder families in remote rural areas are at the greatest risk of drop-out or non-enrollment. The case study therefore focuses on problems with access to education for boys from nomadic herder families. The inverse gender gap in the Mongolian education sector is a well-explored topic in educational policy research. What is lacking, however, is a more comprehensive look at how, and why, the combination of gender, household income and location of school-urban, semi-urban, rural-affect access to education in Mongolia. © UNESCO IBE 2009.

引用

页码：409 / 414

页数：5

共 8 条

[1] Country Gender Assessment, (2005)
[2] Baseline Survey on Child Labour in the Informal Sector in Ulaanbaatar and Selected Aimag and Soum Centers of Mongolia, (2006)
[3] Educational Statistics Mongolia, School Years 1991/2-2004/5, (2005)
[4] Syllabus for School Year 2006/07 and School Year 2007/08. Decree 236 of 16 June 2006, (2006)
[5] Statistical Information for School Year 2005/06 (Data Base), (2006)
[6] Children on the Move. Rural-Urban Migration and Access to Education in Mongolia, (2005)
[7] Steiner-Khamsi G., Nguyen A., Seasonal and Permanent Migration in Mongolia: A Preliminary Assessment of the Impact on Access and Quality of Education (Education Sector Note), (2001)
[8] Mongolia. Public Financing of Education. Equity and Efficiency Implications, (2006)

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