Study on Technical and Vocational Education sector

Study on Technical and Vocational Education sector 2019

1

The Ministry of Education, Culture, Science

and Sports

Asian development bank

STUDY REPORT OF TECHNICAL, VOCATIONAL

EDUCATION AND TRAINING SECTOR

Project name: TECHNICAL ASSISTANCE PROJECT

SUPPORTING EDUCATION SECTOR

DEVELOPMENT LAN OF MONGOLIA,

51103-001

Report content: Development tendency of TVET sector,

preliminary result, presentation and slides of

training, handouts distributed during meetings

Report prepared by B.Myangan /research expert/

April 2019


2

LIST OF ABBREVIATION

ADB Asian Development Bank

EE – Enterprises and Entity

MECSS–Ministry of Education, Culture, Science and Sports

EЫMP- Education Sector Master Plan

MIER – Mongolian Institution of Education Research

TDI – Teachers` Development Institute

MLSP – Ministry of Labour and Social Protection

VETPICD –Vocational Education and Training Policy Implementation and Coordination Department

RILSP – The Research Institute of Labour and Social Protection

GOLSWS – The General Office for Labour and Social Welfare Services

VET –Vocational Education and Training1

VT – Vocational Training

HSES – Household Socio-Economic Survey

TET – Technical Education and Training Техникийн боловсрол, сургалт

TVET – Technical, Vocational Education and Training2

GES – Graduate’s Employment Survey

NSO – National Statistical Office

OSH – Occupational Safety and Health

HMMO – Heavy Machine and Mechanism Operator

CBE – Competency-based Education

CBT – Competency-based training

ECD – Education and Culture Department

CG – Career guidance

GES – General Education Schools

MNUE – Mongolian National University of Education

VTIC – Vocational Training Industrial Center

CMU – Consortium of Mongolian Universities

ICT – Information and Communication Technology

IO – International Organization

NOCD –National Occupation Classification Definition

PBPL – Population below the poverty line

1 This terminology was used in the data included in this report as it is commonly used in Mongolia according to the Mongolian Law on Vocational Education and Training. 2 International terminology (Technical and Vocational Education and Training) which used in the global report and other country's report was used here.


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CONTENT LIST OF ABBREVIATION

LIST OF ABBREVIATION .........................................................................................................................2

CHAPTER ONE: ENVIRONMENT OF THE TVET SECTOR ..................................................................6

1. Social, demographic indicators .........................................................................................................8

1.1 Impact of the fundamental social indicators .................................. Error! Bookmark not defined.

1.2 Mongolian Labour market .............................................................................................................11

2. Summary of TVET sector development ..........................................................................................16

3. Conclusion .......................................................................................................................................31

1. Dynamic and other factors for the changes in the number of TVET institutions ............................37

2. Equality of TVET ............................................................................................................................46

3. External efficiency of TVET ...........................................................................................................48

4. Conclusion .......................................................................................................................................63

CHAPTER THREE: THE INTERNAL EFFICIENCY AND THE QUALITY OF TVET ...............66

1. The internal efficiency of TVET ..................................................................................................66

2. The quality of TVET .....................................................................................................................71

3. Conclusion ......................................................................................................................................82

CHAPTER FOUR: TVET TEACHERS AND OTHER HUMAN RESOURCE MANAGEMENT .85

4. TVET teachers management ........................................................................................................85

5. Other resource management of TVET schools ...........................................................................95

6. Conclusion ......................................................................................................................................96

CHAPTER FIVE: CAUSE AND FACTORS OF PROBLEMS ON SUBSECTOR ...........................99

1. Analysis of the problems, their cause and factor .............................................................................99

2. Potential solutions........................................................................................................................103

CHAPTER SIX: PRIORITY OF THE POLICY TREND, MEDIUM TERM EXPENCE RANGE

...................................................................................................................................................................106

1. Proposed policy priorities ..............................................................................................................106

2. Medium term expense range ......................................................................................................107

3. Results of policy simulation ........................................................................................................111

APPENDIX 1.2 ........................................................................................................................................115

APPENDIX 1.3 ........................................................................................................................................117

APPENDIX 1.4 ........................................................................................................................................118

APPENDIX 1.5 ........................................................................................................................................119

APPENDIX 1.6 ........................................................................................................................................121

APPENDIC=X 1.8 ...................................................................................................................................123

APPENDIXТ 1.9 ......................................................................................................................................124

APPENDIX 1.10 ......................................................................................................................................126


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APPENDIX 1.11 ......................................................................................................................................127

APPENDIX 1.12 ......................................................................................................................................127


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SUMMARY

The role of technical and vocational education in the development of the global economy has been

increasing every day.3 UNESCO's education sector, including technical, vocational education and training

(TVET), finds itself at crossroads. The End of the Education for all (EFA) movement and the adoption of

the Sustainable Development Goal (SDGs) at the United Nations Summit in September 2015 highlights the

need to reconsider the role of the education sector in a more globalized world, accentuated by interlinkages

between social, economic and environmental issues. The present situation affords an opportunity to reassert

the importance of themes such as the rights to education, equity in inclusive teaching, quality education and

lifelong learning.4

Education sector, in particular Technical and Vocational Education and Training (TVET) sector is one of

the industries which influence the development of country's socio-economic in many ways such as

preparing the graduates and labour force in line with the labour market need, in creating a realistic public,

private partnership mechanism, incorporating training standards with industrial development need, improve

industrial-practice workshop and laboratories in line with moderns needs and requirements, and introducing

training service based on the need of the society 5.

Mongolian TVET sector has been introduced to Competency-based education system to in 2008 and

operating to provide vocational education and training in line with the global standard since then. This

policy to develop the technical and professional education sector is aimed at strengthening the private and

public partnership, expand the support and cooperation of international donor organizations, meantime to

stabilize intersectoral coordination mechanism which directed to improve the development of labour force,

industrial and service quality.

First and foremost, it was essential to have evidence, proof-based sectoral studies and analysis done to

elaborate Long-term Education Sector Master Plan for 2020-2030 and therefore, tried to determine the

current situation of the “Technical and Vocational Education sector”, challenges and solutions to the issues,

strength and weakness.

Herein: Studies include strategic strata which suggested for the vocational education and training sector by

the World Bank, UNESCO, UNIVOC, proposals, recommendations and strategic documents on TVET

issues prepared by international consultants, statistical data of the industry, general recommendation part

of "The methodology to conduct analysis on education sector" by joint international education partner

organization, global methodology of organizations, recommendations from the working group, Mongolian

law on Technical and Vocational Education, Labour law, Law on Education, Law on Development Policy

Planning and other relevant legislative documents, necessary research, analysis report and resources were

used.

3 Law on "Technical and Vocational education and training." 4 UNESCO TVET Strategy 2016-2021, report of the UNESCO-UNEVOC virtual conference. 5 The National Program on the Development of Technical and Vocational Education 2016-2021


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CHAPTER ONE: ENVIRONMENT OF THE TVET SECTOR

1.1 Technical and Vocational education and training

Countries around the world define the Technical and Vocational Education and Training (TVET) sector in

various ways, but in terms of content, all have a common understanding that it is aimed at granting

professional skill, reducing poverty and unemployment, and contributing to the resolving the socio-

economic crisis of a country.

Participant countries of the International second Congress on Technical Vocational Education and Training

which took place in South Korea in 1999 harmonized and settled that it is appropriate to name activities

that grant education and skills which required to conduct professional work in industrial and service sectors

workplaces Technical and Vocational Education and Training as a whole (TVET).6

UNESCO -UNEVOC defined as following.

1. ‘Technical and vocational education and training' (TVET) are understood as comprising education,

training and skills development relating to a wide range of occupational fields, production, services and

livelihoods. TVET, as part of lifelong learning, can take place at secondary, post-secondary and tertiary

levels and includes work-based education and continuing training and professional development which

may lead to qualifications. TVET also consists of a wide range of skills development opportunities

attuned to national and local contexts. Learning to learn, the development of literacy and numeracy

skills, transversal skills and citizenship skills are integral components of TVET. (UNESCO-

UNEVOC7)8.

As defined in the Mongolian Law on TVET

2. The purpose of the vocational education and training is to provide vocational skills and knowledge, to

upgrade qualifications and to develop both work and communication culture in accordance with the

main principles of education, international common standard and trend based on citizens' talent, interest

and need to engage in labour and business. 9

Initially, the objective of TVET was to prepare labour force for specific workplaces. However, in the

twentieth century of technological revolution, science and technological innovation era significant changes

have been made to the purpose and the quality of education as the new knowledge domain and its directions

of use developing. Consequently, the TVET used to belong to the 1st level of education category in the

beginning but now expanded to an extensive system which crossed second and third level. Today, the

transition has already begun to shift from workers from the industrial era to the development of a

comprehensive system to prepare knowledgeable workers as globally entering the knowledge-based

economy. Therefore, TVET is part of the life-long learning system that continuously provides qualification

not only for traditional institutions of the vocational education and training but also various types of training

6 Policy summary study on VET quality assurance, 2019 7UNESCO-UNEVOC is one of the specialized organizations of the UNESCO and the International Centre for Technical and Vocational Education and Training was established as a result of a decision taken by the UNESCO General Conference in 1999 with the goal to provide support to develop the TVET of member countries. 8 The National Program on the Development of Technical and Vocational Education 2016-2021 9 Mongolia Law on Vocational Education and Training, 2002.


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such as curriculum of secondary and complete secondary school and for higher education, apprenticeship,

re-training and training that improve mobility.10

General information on Mongolian TVET sector

Within the academic year of 2018-2019, there are 86 formal education and training organizations, over 560

professional short-term training providers (informal) have been providing vocational education and skills

in the TVET sector. The legal training institutions are functioning with a total of 38526 students, 4624

workers, 2469 primary teachers, 103 directors and deputy directors, 80 heads of the training unit, 339

managerial level staff and 1633 other staff11. The regional division of VET is six including Ulaanbaatar,

Central, Khangai, Western, Easter, Gobi and each region has Regional Methodological Center (RMC)

which provide instructions and methodological support to teachers of relevant schools and overall

management direction. The types of vocational education and training institutions are Technical education

and training-Polytechnic college, Vocational education and training – Vocational training and industrial

centre, Vocational training – short term professional vocational training institutions.

10 TVET quality assurance policy review, 2019 11 Statistical data of, 2019


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1.2 Social, demographic indicators

1.2.1 Economic status of Mongolia

The year of 2017 has been a good year for Mongolia. The economy has been growing significantly, and the

inflation rate has been lower than expected; as a result, the deficit in the balance of budget and the payment

has reduced, the depth of the Government decreased slightly. It was anticipated that the economy would

continue to be on good condition in 2018. If the Government implements the program which makes an

adjustment to the economy with the support of development partners, it is possible that the economic

situation will continue to improve, the economic growth can be increased, positive changes may be made

in economic growth, budget and payment balance in upcoming years. Mongolian economic indicators

increased significantly in 2017, and it remained in the first quarter of 2018. The GDP growth dropped down

to 1.2 per cent in 2016 but increased at 5.1 per cent in 2017, and 6.1 per cent in the 1st quarter of 2018.12

If we look at the structure of the GDP, the mining sector remain dominant and tend to increase, also

wholesale and retail trade, construction, agriculture, processing industry take up significant parts.

Construction sector increased in 2017 comparing to 2010, but the agriculture sector has decreased.

The following table shows the Mongolian socio-economic fundamental indicators, their changes and

objectives that are released by the World Bank.

TABLE 1.1. MONGOLIAN SOCIO-ECONOMIC BASIC INDICATORS13

(The World Bank)

12 Монгол улсын Эдийн засгийн тойм, Дэлхийн банк, 2018 13 World bank

0

10

20

30

40

50

60

0

1000

2000

3000

4000

5000

6000

7000

8000

2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017

Real GDP rate and GDP annual growth rate

Real GDP rate /constant 2005 GDP in billion MNT/ GDP annual growth rate

Figure 1.1: Real GDP and its growth

Source: Mongol bank, 2019

12%

22%

9%

2%0%

3%19%

7%

1%

3%

2%

7%

1%1%

4%

4%

2%

0%

0% Хөдөө аж ахуй, ойн аж ахуй, загас барилт, ан агнуур

Уул уурхай, олборлолт

Боловсруулах үйлдвэрлэл

Цахилгаан, хий, уур, агааржуулалтын хангамж

Усан хангамж; бохир ус, хог, хаягдлын менежмент болон цэвэрлэх үйл ажиллагаа

Барилга

Бөөний болон жижиглэн худалдаа, машин, мотоциклийн засвар, үйлчилгээ

Тээвэр ба агуулахын үйл ажиллагаа

Зочид буудал, байр, сууц болон нийтийн хоолны үйлчилгээ

Мэдээлэл, холбоо

10.2

24.2

10.5

2.00.4

4.1

15.7

4.81.2

2.15.1

6.0

1.70.9

4.2

4.0

1.8

0.4

0.6

Хөдөө аж ахуй, ойн аж ахуй, загас барилт, ан агнуур

Уул уурхай, олборлолт

Боловсруулах үйлдвэрлэл

Цахилгаан, хий, уур, агааржуулалтын хангамж

Усан хангамж; бохир ус, хог, хаягдлын менежмент болон цэвэрлэх үйл

ажиллагааБарилга

Бөөний болон жижиглэн худалдаа, машин, мотоциклийн засвар, үйлчилгээ

Тээвэр ба агуулахын үйл ажиллагаа

Зочид буудал, байр, сууц болон нийтийн хоолны үйлчилгээ

Мэдээлэл, холбоо

Санхүүгийн болон даатгалын үйл ажиллагаа

2010 2017

Figure 1.2: Gross Domestic Product Production, comparison of 2010 and 2017

Source: Mongol bank, 2019

Agriculture, forestry, and fishery

Mining

Processing industry

Electricity, gas, ventilation supply

Water supply, sewage, waste

management and cleaning

activities

Construction

Wholesale and retail trade,

machinery and motorcycle

repairing service

Transportation and warehouse

service

Hotel, apartment and public meal

service

Information, technology

Agriculture, forestry, and fishery

Mining

Processing industry

Electricity, gas, ventilation supply

Water supply, sewage, waste

management and cleaning

activities

Construction

Wholesale and retail trade,

machinery and motorcycle

repairing service

Transportation and warehouse

service

Hotel, apartment and public meal

service

Information, technology

Finance and insurance activities


9

Indicators Unit 2014

Base year

2017 2030

Objective

Average annual economic growth speed % 7.8 5.1 6.6

Gross Domestic Product per capita USD 4,166 3,196.8 17,500

Human development index Grade 90 92 70

Life expectancy Year 69.57 69.1 78

Competitiveness index Grade 104 101 70

Percentage of the population pay social insurance

contribution out of the economically active

population

% 84.4 82.9 99

Numbers of foreign tourists Million

people

0.392 0.469 2.0

According to the estimation, concluded jointly by NSO and the World Bank, the poverty rate in Mongolia

reached 29.6 per cent in 2016 – an increase by 8.0 percentage points from the poverty rate of 21.6 per cent

in 2014. This shows that 907.5 thousand people out of a total of 3.0 million people in Mongolia were living

in poverty. In 2016, the poverty depth amounted to 7.7 per cent representing a growth of 2.5 percentage

points from 2014 level, and poverty severity amounted to 2.9 per cent, an increase by 1.0 percentage point

from 2014 level. Poverty outlook by regions shows the highest poverty in Eastern and the lowest in the

Central region14.

TABLE 1.2. Poverty indicators of the population 2010-2016 (HSES, NSO)

Poverty indicators Year

2010 2011 2012 2014 2016

Poverty line

(minimum consumption of the

person per month, by tugrik)

92 072 99 729 118 490 146 650 146 145

Poverty rate by per cent

State Average 38.8 33.7 27.4 21.6 29.6 Urban 33.2 28.7 23.3 18.8 27.1 Rural 49.0 43.2 35.4 26.4 34.9

Regions

Western 52.7 40.5 32.3 26.0 36.0 Khangai 51.9 49.1 38.5 25.3 33.6 Central 29.9 28.1 28.2 22.2 26.8 Eastern 42.3 40.0 33.4 31.4 43.9 Ulaanbaatar 31.2 25.8 19.9 16.4 24.8

14 World bank


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The poverty indicators show that economic growth has been noticed in recent years, but it also shows that

the Government of Mongolia needs to implement activities aimed at inclusive economic growth.

According to the Household Socio-Economic Survey which conducted by the National Statistical Office in

every two years, the percentage of the population living below the poverty line were 62.1% as the result of

the 2016-2017 survey and increased by 6.5 points compared to the results of the previous year. This could

influence the TVET sector:

- By increasing the number of students who have just selected occupation to receive the stipend but

without any intention,

- By decreasing the skills of graduates and training quality.

1.2.3 Mongolian demographic indicators

As of 2019, the total Mongolian population reached 3,238,479 (NSO, 2019). Of which number of female

population 1,646,631 (50,8%).

2716275 2760968 2811666 2867744 2930277 2995929 3057778 3119935 3177988

45.50%

56.20% 55.60% 62.10%

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

2400000

2500000

2600000

2700000

2800000

2900000

3000000

3100000

3200000

3300000

2009-2010 2010-2011 2011-2012 2012-2013 2013-2014 2014-2015 2015-2016 2016-2017 2017-2018

Нийт хүн ам

- Ядуурлын шугамаас доош амьжиргааны түвшин бүхий хүн амын эзлэх жин

2 per. Mov. Avg. (- Ядуурлын шугамаас доош амьжиргааны түвшин бүхий хүн амын эзлэх жин)

Source: (HSES- 2010, 2012,2014, 2016, 2019)

Figure 1.3: Percentage of population living below the poverty line

Figure 1.4: The total Mongolian population by gender, 2009-2018 (NSO, 2019)

Source: The National Statistical Office, 2019

2,716,275. 2,760,968. 2,811,666. 2,867,744. 2,930,277. 2,995,949. 3,057,778. 3,119,935. 3,177,899. 3,238,479.

1,388,135. 1,418,887. 1,446,943. 1,474,291. 1,504,434. 1,529,494. 1,554,166. 1,585,952. 1,615,529. 1,646,631.

2009 2010 2011 2012 2013 2014 2015 2016 2017 2018

Нийт Эмэгтэй

Total population

Percentage of population with livelihood below the poverty line

Percentage of population with livelihood below the poverty line

Total Female


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The number of the population aged above 15 or the VET age population out of the total population were

taken from the demographic structure 15-70+ which released by the NSO.

The percentage of VET population takes up 61% of the total population.

If the VET policy has directions that ensure equal opportunities for people, inclusive and allow citizens

lifelong learning, it can become an education service that reaches out for a majority portion of the

population.

1.3 Mongolian Labour Market

1.3.1 Main indicators of the labour market

Below table shows the employment status of the Mongolian population aged above 15 or the employable

age population.

Table 1.3. the employment status of the population aged above 15 or the employable age population, by

the state sum, 201815

Indicator Female Male Total

Total population 1,615,529 1,562,370 3,177,899

Population above the age of 15 1,051,276 1,175,320 2,226,596

Economically active population 730,591 628,046 1,358,637

Employees 669,643 583,380 1,253,023

Unemployed 60,948 44,666 105,614

Economically inactive population 320,685 547,274 867,959

Labour force participation rate 69.7 53.6 61

Employment rate 63.7 49.6 56.3

Unemployment rate 8.3 7.1 7.8

15 NSO, Statistical Database, www.1212.mn

2,716,275. 2,760,968. 2,811,666. 2,867,744. 2,930,277. 2,995,949. 3,057,778. 3,119,935. 3,177,899. 3,238,479.

1,9

66,0

94.

1,9

66,0

94.

1,9

66,0

94.

1,9

66,0

94.

1,9

66,0

94.

1,9

66,0

94.

1,9

66,0

94.

1,9

66,0

94.

1,9

66,0

94.

1,9

66,0

94.

2009, 72%

2010, 71%

2011, 70%

2012, 69%

2013, 67%

2014, 66%

2015, 64%

2016, 63%

2017, 62%

2018, 61%

54%

56%

58%

60%

62%

64%

66%

68%

70%

72%

74%

0.

500,000.

1,000,000.

1,500,000.

2,000,000.

2,500,000.

3,000,000.

3,500,000.

2009 2010 2011 2012 2013 2014 2015 2016 2017 2018

Нийт хүн ам 15-аас дээш насны хүн ам (70+) 15-аас дээш насны хүн амын нийт хүн амд эзлэх жин

Figure 1.5: Number of population for VET by percentage

Source: The National Statistical Office, 2019

Total population Population above 15

Percentage of population above 15 in total population


12

The economically active population (EAP) of that time were 1,358,637 which takes up the 70.1 per cent of

the population aged above 15, of which 56.3 per cent is employed, and 7.8 per cent were unemployed.

According to the employment barometer survey of 2018, total labour force participation rate decreased by

0.6 points, the employment rate increased by 1.3 points and the unemployment rate decreased by 1.2 points

compared to the same time of the previous year.

Above figure shows that labour force participation rate, employment rate and an unemployment rate of the

male population is comprehensively higher than the state average.

According to the Labour Force Survey of the NSO, the LFPRate is 61.2 per cent at the state average, 53.4

in the city, but comprehensively high in the rural area at 66.9 per cent. The main reason for the LFPR in

the town is over 10 points lower than the rural area is that due to the percentage of students studying in the

city is higher than the rural area.

1056.41103.6 1110.7 1151.2 1147.8

1238.3

94.7 94.7 95.9 92.7 127.8 119.1

8.96% 8.58% 8.63%8.05%

11.13%

9.62%

0.00%

2.00%

4.00%

6.00%

8.00%

10.00%

12.00%

0

200

400

600

800

1000

1200

1400

2012 он 2013 он 2014 он 2015 он 2016 он 2017 он

Ажиллагчид Ажилгүй иргэд Ажилгүйдлийн түвшин

Figure 1.6: Employment, labour force statistical indicators

Source: Labour Market barometer survey, 2018 (RILSP)

10.545.6

74.80.982.482.379.2

73.658.5

29.716.3

10.3

-4.4-31.1

-55.8-67.3

-71.7-75.9-77.2

-64.6-35.4

-21.8-14.9

-5.6

-100. -50. 0. 50. 100.

15-19

25-29

35-39

45-49

55-59

65-69

Эмэгтэй Эрэгтэй

53.669.7 61.2

49.9

63.956.5

7.05

8.257.7

Эмэгтэй Эрэгтэй Нийт

Ажилгүйдлийн түвшин

Хөдөлмөр эрхлэлтийн түвшин

Ажиллах хүчний оролцооны түвшин

Figure 1.7: Employment, labour force participation by sex

Source: NSO, Integrated statistical database, www.1212.mn

http://www.1212.mn/


13

In terms of working population by the occupations, the majority of the 345.3 (30.5%) thousand people

working in the agriculture, forestry, fishery and hunting sector. Also, 187.0 (16.5%) thousand people

working in trade and service sector, 180.4 (15.9%) thousand people are specialists, 109.3 (9.6%) thousands

are in manufacturing, construction, handcraft and other relevant jobs.

TABLE 1.4 Employees by the occupational classification, by sex, 201816

Occupational classification Total Male Female

Number Percent Number Percent Number

Percent

Percent

Total manager 1,132,843 100.0 592,686 100.0 540,157 100.0

Manager 68,406 6.0 39,733 6.7 28,673 5.3

Professionals 180,437 15.9 61,478 10.4 118,959 22.0

Technicians and associate professionals 26,833 2.4 11,818 2.0 15,015 2.8

Clerical support workers 3, 097 3.4 9,592 1.6 28,505 5.3

Service and sales workers 187,035 16.5 61,595 10.4 125,440 23.2

Skilled agriculture, forestry and fishery

workers

345,281 30.5 191,652 32.3 153,629 28.4

Manufacturing, construction, craft and

related trade workers

109,256 9.6 74,982 12.7 34,274 6.4

Plant and Machinery operators and

assemblers

93,765 8.3 90,785 15.3 2,980 0.6

Elementary occupations 79,271 7.0 46,706 7.9 32,565 6.0

Armed force occupations 4,462 0.4 4,345 0.7 117 0.0

As of the state average, almost all of the workers in the Plant and Machinery operators and assemblers and

Armed force occupations, 7 out of 10 in the Manufacturing, construction, craft and related trade workers, and 3 out of

2 managers were male, while 4 out of 5 in the Service and sales workers, 7 out of 10 in the Clerical support workers

and 3 out of 5 Professionals were female.

In terms of the employment status of employees, as of 2018 the number of paid employees 624,6 thousand,

number of employed in animal husbandry 332,3 thousand, the number of self-employed 231.4 thousand,

the number of unpaid family workers 46.3 and name of employers were 20.1 thousand respectively.

Table, 1.5 Employees population, aged 15 and above, by employment status, as of 2017, 2018 (NSO,

2018)17

Some indicators 2017 2018-IV

By employment status 1,238,333 1,256,356

Paid employee 616,823 624,637

Employer 12,160 20,150

Self-employed 247,721 231,452

Member of produces cooperative and partnership 875 1,093

Employed in animal husbandry** 322,823 332,332

Unpaid family workers 37,647 46,365

Others 284 327

Total 2,478,683 2,512,712

1.2.2 Labour market demand-supply matching

16 NSO, Labour Force Survey, 2018 17 NSO Labour Force Survey, 2018.


14

The Labour Market short term demand is identified by the Barometer survey, which conducts by the

Research Institute of Labour and Social Protection every year. The survey results of 2018 show how

vacancies in the labour market supplied. This difference evaluates the work and function of the labour

exchange centres on delivering information on jobs to the public and also allows us to see the shortage of

excess of vacancies.

Following figures show that differences between new vacancies created in 2014 and 2018 by the economic

sectors and the mediated jobs.

Figure 1.8: Labour market demand and supply, as of 2014

Source: Labour market Barometer survey, by the RILSP, 2018

8.4

7.2

16.2

1.0

0.9

27.8

7.6

3.1

3.5

0.6

1.0

0.2

0.2

0.7

2.3

4 1.8

0.5

26.4

1.2

0

6.53.6

7.7

0.5 0.7

9.7

3.41.2 1.6

0.2 0.7 0.1 0.1 0.51.7

31.1 0.2

10.8

0.9 00

5

10

15

20

25

30

ХА

А,

ой

н а

ж а

хуй

, за

гас б

ар

ил

т, а

н …

Уул

уур

ха

й,

ол

бо

рл

ол

т

Бо

ло

вср

уул

ах

үй

лд

вэр

Ца

хи

лга

ан,

хи

й,

уур

, а

гаа

рж

уул

ал

т

Ус х

анга

мж

, б

охи

р у

с

зай

луул

ах с

исте

м

Ба

ри

лга

Бө

өни

й б

ол

он

жи

жи

глэн х

уд

ал

да

а

Тээвэр

ба

агу

ул

ахы

н

үй

л а

жл

ла

гаа

Зо

чи

д б

ууд

ал

, б

ай

р,

ор

он с

ууц

бо

ло

н …

Мэд

ээл

эл

, хо

лб

оо

Са

нхүү б

ол

он

да

атг

ал

ын ү

йл

…

Үл

хө

дл

өх х

өр

өнги

йн

үй

л а

жи

лл

ага

а

Мэр

гэж

ли

йн ш

инж

лэх

уха

ан б

ол

он …

Уд

ир

дл

агы

н б

ол

он

дэм

жл

эг

үзү

үл

эх …

Тө

ри

йн у

ди

рд

ла

га

бо

ло

н б

атл

ан …

Бо

ло

вср

ол

Хүни

й э

рүүл

мэнд

ба

ни

йгм

ий

н …

Ур

ла

г, ү

звэр

, то

гло

ом

на

ад

ам

Үй

лчи

лгэ

эни

й б

уса

д

үй

л а

жи

лл

ага

а

Хүн х

өл

сл

өн

аж

ил

луул

да

г …

Ол

он у

лсы

н

ба

йгу

ул

ла

га,

суур

и …

2014 Ажлын байрны захиалга 2014 Ажилд зуучлагдсан иргэд

Agriculture

, fo

restr

y,

an

d

fishe

ry

Min

ing

Pro

ce

ssin

g in

dustr

y

Ele

ctr

icity, g

as,

ve

ntila

tion

sup

ply

Wate

r su

pply

, se

wag

e, w

aste

manag

em

en

t a

nd c

lea

nin

g

activitie

s

Constr

uction

Whole

sale

an

d r

eta

il tr

ad

e,

machin

ery

an

d m

oto

rcycle

rep

airin

g s

erv

ice

Tra

nsport

ation a

nd

ware

ho

use

se

rvic

e

Hote

l, a

part

ment

an

d p

ublic

meal se

rvic

e

Info

rmatio

n, te

chnolo

gy

Fin

ance, in

sura

nce a

ctivitie

s

Real esta

te s

erv

ice

Pro

fessio

nal scie

nce a

nd

tech

nic

al activitie

s

Man

ag

em

en

t a

nd s

up

po

rt

activitie

s,

Public

ma

nag

em

en

t a

nd

defe

nse a

ctivitie

s

Educa

tion

Hum

an h

ealth a

nd s

ocia

l

pro

tection a

ctivitie

s

Art

, e

nte

rtain

men

t

Oth

er

serv

ice a

ctivitie

s

Househ

old

activitie

s w

ith h

ire

d

em

plo

yee

Inte

rnatio

nal org

aniz

ations

and

do

no

r o

rganiz

atio

n

activitie

s

5.7 5.57.8

0.9 0.7

13.4

4.21.6 2.1

0.3 0.7 0.1 0.1 0.52.4 3.5

1.6 0.4

25.2

0.8 0.14.6

3.15.7

0.5 0.6

6.8

3.01.1 1.5

0.2 0.6 0 0.1 0.52 2.9

1.2 0.3

14.2

0.7 0.10

5

10

15

20

25

30

ХА

А,

ой

н а

ж а

хуй

, за

гас б

ар

ил

т, а

н …

Уул

уур

ха

й,

ол

бо

рл

ол

т

Бо

ло

вср

уул

ах

үй

лд

вэр

Ца

хи

лга

ан,

хи

й,

уур

, а

гаа

рж

уул

ал

т

Ус х

анга

мж

, б

охи

р у

с

зай

луул

ах с

исте

м

Ба

ри

лга

Бө

өни

й б

ол

он

жи

жи

глэн х

уд

ал

да

а

Тээвэр

ба

агу

ул

ахы

н

үй

л а

жл

ла

гаа

Зо

чи

д б

ууд

ал

, б

ай

р,

ор

он с

ууц

бо

ло

н …

Мэд

ээл

эл

, хо

лб

оо

Са

нхүү б

ол

он

да

атг

ал

ын ү

йл

…

Үл

хө

дл

өх х

өр

өнги

йн

үй

л а

жи

лл

ага

а

Мэр

гэж

ли

йн ш

инж

лэх

уха

ан б

ол

он …

Уд

ир

дл

агы

н б

ол

он

дэм

жл

эг

үзү

үл

эх ү

йл

…

Тө

ри

йн у

ди

рд

ла

га

бо

ло

н б

атл

ан …

Бо

ло

вср

ол

Хүни

й э

рүүл

мэнд

ба

ни

йгм

ий

н …

Ур

ла

г, ү

звэр

, то

гло

ом

на

ад

ам

Үй

лчи

лгэ

эни

й б

уса

д

үй

л а

жи

лл

ага

а

Хүн х

өл

сл

өн

аж

ил

луул

да

г ө

рхи

йн …

Ол

он у

лсы

н

ба

йгу

ул

ла

га,

суур

и …



Source: Barometer survey of the labour market by the RILSP, 2018

Agriculture

, fo

restr

y,

an

d

fishe

ry

Min

ing

Pro

ce

ssin

g in

dustr

y

Ele

ctr

icity, g

as,

ve

ntila

tion

sup

ply

Wate

r su

pply

, se

wag

e, w

aste

manag

em

en

t a

nd c

lea

nin

g

activitie

s

Constr

uction

Whole

sale

an

d r

eta

il tr

ad

e,

machin

ery

an

d m

oto

rcycle

rep

airin

g s

erv

ice

Tra

nsport

ation a

nd

ware

ho

use

se

rvic

e

Hote

l, a

part

ment

an

d p

ublic

meal se

rvic

e

Info

rmatio

n, te

chnolo

gy

Fin

ance, in

sura

nce a

ctivitie

s

Real esta

te s

erv

ice

Pro

fessio

nal scie

nce a

nd

tech

nic

al activitie

s

Man

ag

em

en

t a

nd s

up

po

rt

activitie

s,

Public

ma

nag

em

en

t a

nd

defe

nse a

ctivitie

s

Educa

tion

Hum

an h

ealth a

nd s

ocia

l

pro

tection a

ctivitie

s


15

It was observed from the above figures that supplied labour force in the new vacancies created in the

construction sector seemed to be not sufficient in every year. Also, vacancy demand remains high in the

service sector and processing industry sector, but job mediation service tends to not adequate to supply this

4.3 5.3 5.8

0.5 1.0

4.42.5

0.7 1.2 0.2 0.6 0.1 0.11.6 2.8 3.9

1.90.4

24.1

1.2 0.13.5 4.0 3.60.4 0.7

2.8 20.6 1 0.1 0.5 0.1 0

1.4 2.4 3.41.6

0.3

16.2

0.6 0.10

5

10

15

20

25

30

ХА

А,

ой

н а

ж а

хуй

, за

гас б

ар

ил

т, а

н …

Уул

уур

ха

й,

ол

бо

рл

ол

т

Бо

ло

вср

уул

ах ү

йл

двэр

Ца

хи

лга

ан,

хи

й,

уур

, а

гаа

рж

уул

ал

т

Ус х

анга

мж

, б

охи

р у

с

зай

луул

ах с

исте

м

Ба

ри

лга

Бө

өни

й б

ол

он

жи

жи

глэн х

уд

ал

да

а

Тээвэр

ба

агу

ул

ахы

н

үй

л а

жл

ла

гаа

Зо

чи

д б

ууд

ал

, б

ай

р,

ор

он с

ууц

бо

ло

н …

Мэд

ээл

эл

, хо

лб

оо

Са

нхүү б

ол

он

да

атг

ал

ын ү

йл

…

Үл

хө

дл

өх х

өр

өнги

йн

үй

л а

жи

лл

ага

а

Мэр

гэж

ли

йн ш

инж

лэх

уха

ан б

ол

он …

Уд

ир

дл

агы

н б

ол

он

дэм

жл

эг

үзү

үл

эх ү

йл

…

Тө

ри

йн у

ди

рд

ла

га

бо

ло

н б

атл

ан …

Бо

ло

вср

ол

Хүни

й э

рүүл

мэнд

ба

ни

йгм

ий

н …

Ур

ла

г, ү

звэр

, то

гло

ом

на

ад

ам

Үй

лчи

лгэ

эни

й б

уса

д

үй

л а

жи

лл

ага

а

Хүн х

өл

сл

өн

аж

ил

луул

да

г ө

рхи

йн …

Ол

он у

лсы

н

ба

йгу

ул

ла

га,

суур

и …




Agriculture

, fo

restr

y,

an

d

fishe

ry

Min

ing

Pro

ce

ssin

g in

dustr

y

Ele

ctr

icity, g

as,

ve

ntila

tion

sup

ply

Wate

r su

pply

, se

wag

e, w

aste

manag

em

en

t a

nd c

lea

nin

g

activitie

s

Constr

uction

Whole

sale

an

d r

eta

il tr

ad

e,

machin

ery

an

d m

oto

rcycle

rep

airin

g s

erv

ice

Tra

nsport

ation a

nd

ware

ho

use

se

rvic

e

Hote

l, a

part

ment

an

d p

ublic

meal se

rvic

e

Info

rmatio

n, te

chnolo

gy

Fin

ance, in

sura

nce a

ctivitie

s

Real esta

te s

erv

ice

Pro

fessio

nal scie

nce a

nd

tech

nic

al activitie

s

Man

ag

em

en

t a

nd s

up

po

rt

activitie

s,

Public

ma

nag

em

en

t a

nd

defe

nse a

ctivitie

s

Educa

tion

Hum

an h

ealth a

nd s

ocia

l

pro

tection a

ctivitie

s

Art

, e

nte

rtain

men

t

Oth

er

serv

ice a

ctivitie

s

Househ

old

activitie

s w

ith h

ire

d

em

plo

yee

Inte

rnatio

nal org

aniz

ations

and

do

no

r o

rganiz

atio

n

activitie

s

4.7 5.3 6.1

0.6 0.6

6.9

2.40.8

2.00.5 1.0

0 0.11.8 1.3

3.7 3.6

0.5

21.9

0.5 0.13.4 3.64.9

0.4 0.4

3.6 2.80.5 0.7 0.2 0.8 0 0.1

1.5 1.12.9

1.2 0.3

14.2

0.3 00

5

10

15

20

25

ХА

А,

ой

н а

ж а

хуй

, за

гас

ба

ри

лт,

ан а

гнуур

Уул

уур

ха

й,

ол

бо

рл

ол

т

Бо

ло

вср

уул

ах ү

йл

двэр

Ца

хи

лга

ан,

хи

й,

уур

, а

гаа

рж

уул

ал

т

Ус х

анга

мж

, б

охи

р у

с

зай

луул

ах с

исте

м

Ба

ри

лга

Бө

өни

й б

ол

он ж

иж

игл

эн

худ

ал

да

а

Тээвэр

ба

агу

ул

ахы

н

үй

л а

жл

ла

гаа

Зо

чи

д б

ууд

ал

, б

ай

р,

ор

он с

ууц

бо

ло

н …

Мэд

ээл

эл

, хо

лб

оо

Са

нхүү б

ол

он

да

атг

ал

ын ү

йл

…

Үл

хө

дл

өх х

өр

өнги

йн

үй

л а

жи

лл

ага

а

Мэр

гэж

ли

йн ш

инж

лэх

уха

ан б

ол

он …

Уд

ир

дл

агы

н б

ол

он

дэм

жл

эг

үзү

үл

эх ү

йл

…

Тө

ри

йн у

ди

рд

ла

га

бо

ло

н б

атл

ан …

Бо

ло

вср

ол

Хүни

й э

рүүл

мэнд

ба

ни

йгм

ий

н х

ам

гаа

лл

ын …

Ур

ла

г, ү

звэр

, то

гло

ом

на

ад

ам

Үй

лчи

лгэ

эни

й б

уса

д ү

йл

а

жи

лл

ага

а

Хүн х

өл

сл

өн

аж

ил

луул

да

г ө

рхи

йн …

Ол

он у

лсы

н

ба

йгу

ул

ла

га,

суур

и …




Job vacancies Number of citizens mediated to jobs

Agriculture

, fo

restr

y,

an

d

fishe

ry

Min

ing

Pro

ce

ssin

g in

dustr

y

Ele

ctr

icity,

gas,

ve

ntila

tion

sup

ply

Wate

r su

pply

, se

wag

e,

waste

man

agem

ent

an

d

cle

anin

g a

ctivitie

s

Constr

uction

Whole

sale

an

d r

eta

il tr

ad

e,

machin

ery

an

d m

oto

rcycle

rep

air

ing s

erv

ice

Tra

nsport

ation a

nd

ware

ho

use

se

rvic

e

Hote

l, a

part

ment

an

d p

ublic

meal se

rvic

e

Info

rmatio

n,

technolo

gy

Fin

ance, in

sura

nce

activitie

s

Real esta

te s

erv

ice

Pro

fessio

nal scie

nce a

nd

tech

nic

al activitie

s

Man

ag

em

en

t a

nd s

up

po

rt

activitie

s,

Public

ma

nag

em

en

t a

nd

defe

nse a

ctivitie

s

Educa

tion

Hum

an h

ealth a

nd s

ocia

l

pro

tection a

ctivitie

s

Art

, e

nte

rtain

men

t

Oth

er

serv

ice a

ctivitie

s

Househ

old

activitie

s w

ith

hir

ed e

mplo

ye

e

Inte

rnatio

nal org

aniz

ations

and

do

no

r o

rganiz

atio

n


16

demand. In 2017, needs in the wholesale, retail trade service also vehicle, motorcycle repairing sectors

provided.

As of 2017, unemployment among the graduates of the education sector was high but decreased by 22.3

points, and unemployment among the TVET graduates majored in tourism increased by 7.6 points in 2018.

Unemployment among all industrial areas fell by about 6 points in 2018 compared to 2017.

Also, in accordance with the list of occupations of NSCO (ҮАМАТ), the registered vacancies were mostly

in professionals, manufacturing, construction, handcraft- other related service workers, regular occupations

were higher every year comparing to other occupations. Since 2014, the number of vacancies has been

decreasing, but vacancies of above-mentioned occupations remain high in demand.

In terms of vacancies and citizens who mediated to jobs by the education level:

TABLE 1.5. Job vacancies and citizens who mediated to jobs by education level, by percentage

(LMBS, 2018)

№ Education level Vacancies

(thousand)

Numbers of citizens

mediated to jobs

(thousand)

1 Master, doctor 1.3 0.2

2 Diploma and bachelor 15.3 8.1

3 Technical and Vocational 9.8 2.1

4 Special vocational 8.2 1.9

5 Complete secondary 20.3 26.5

6 Secondary 6.1 2.8

7 Elementary 1.3 0.8

8 No education needed 2.1 0.8

Total 64.5 43.1

Citizens with technical and vocational (special vocational) were 4000 or took up 9.1 per cent of the total

number of citizens who mediated to jobs. Citizens with complete secondary education who mediate to jobs

were 61.4% which can be explained that either due to the total number of mediated jobs, vacancy demand

in the labour market that does not necessarily require special skills or the majority of the business owner of

the countries are small and medium enterprises.

Out of a total number of citizens who mediated to jobs, 26.5 thousands of citizens with complete secondary

education, which takes 61.5% per cent of the whole numbers of citizens with comprehensive secondary

education. Therefore, it shows that career choice, labour attitude and counselling activities need to be

provided from primary schools. Above table shows that 15.2 per cent of the vacancies requires technical

and vocational education and 12.8 per cent special professional education. 70.1 per cent of total demand

will be permanent vacancies.

1.4 Summary of TVET sector development

Legislative and policy environment of TVET

Countries around the world define the Technical and Vocational Education and Training (TVET) sector in

various ways, but in terms of content, all have a common understanding that it is aimed at granting

professional skill, reducing poverty and unemployment, and contributing to the resolving the socio-

economic crisis of a country. As one of the prestigious international organization defined the TVET sector:


17

1. ‘Technical and vocational education and training’ (TVET) is understood as comprising education,

training and skills development relating to a wide range of occupational fields, production, services and

livelihoods.

TVET, as part of lifelong learning, can take place at secondary, post-secondary and tertiary levels and

includes work-based learning and continuing training and professional development which may lead to

qualifications. TVET also includes a wide range of skills development opportunities attuned to national and

local contexts. Learning to learn, the development of literacy and numeracy skills, transversal skills and

citizenship skills are integral components of TVET (UNESCO-UNEVOC18)19.

2. The purpose of the vocational education and training is to provide vocational skills and education, to

upgrade qualifications and to develop both work and communication culture in accordance with the main

principles of education, international common standard and trend based on citizens’ talent, interest and need

to engage in labor and business20.

Education and training system of Mongolia

The current education system of Mongolia has developed an inclusive framework which can supply the

population's need for education and occupations in terms of quantitative perspective. During the socialist

regime until 1990, all level of education was free of charge, and Mongolia managed to provide elementary

and secondary education to all school-age population, the population is fully literate. All the preschool

education providers, elementary, secondary, technical, vocational, special elementary schools and

universities except for the kindergartens established by the cooperative property were created and financed

by the state budget. According to the labour force planning of the centralized planned economy, the

quotation and the numbers of the students to be enrolled in vocational schools were discussed and planned

carefully at the occupation and administrative unit and organized the apprenticeship programs in factories,

enterprises, institutions by the assignment of the party and the Government.

Below the table of education coverage by the number of students shows a comparison of indicators of last

years of the 1980s when the socialist industrialization accelerated21.

TABLE 1.6. Growth of Mongolian Education sector, 1980/81 – 2017/18 academic year

Education

level

Primary (elementary-

secondary) education

Technical and

vocational education*

Special vocational

elementary education

**

Higher education

bachelor or equal

program)

Academic

year

All students Growth

from the

previous

year, %

All

students

Growth

from the

previous

year, %

All

students

Growth

from the

previous

year, %

All

students

Growth

from the

previous

year, %

1980/81 372,618 - 18,651 - 17,391 - 17,152 -

1981/82 379,444 1.83 19,464 4.36 18,518 6.48 17,731 3.38

1982/83 387,997 2.25 19,409 -0.28 19,492 5.26 18,705 5.49

1983/84 397,991 2.58 19,458 0.25 20,063 2.93 19,692 5.28

1984/85 406,283 2.08 21,553 10.77 20,426 1.81 19,152 -2.74

1985/86 415,726 2.32 23,236 7.81 21,612 5.81 18,487 -3.47

18 UNESCO-UNEVOC is one of the specialized organizations of the UNESCO and the International Centre for Technical and Vocational Education and Training was established as a result of a decision taken by the UNESCO General Conference in 1999 with goal to provide support to develop the TVET of member countries. 19 The National Program on the Development of Technical and Vocational Education 2016-2021. 20 Mongolia Law on Vocational Education and Training, 2002. 21 Policy summary study on VET quality assurance, 2019


18

1986/87 424,110 2.02 25,036 7.75 21,714 0.47 17,358 -6.11

1987/88 430,540 1.52 28,269 12.91 22,336 2.86 16,482 -5.05

1988/89 438,152 1.77 30,574 8.15 21,248 -4.87 15,074 -8.54

1989/90 446,665 1.94 31,194 2.03 19,223 -9.53 14,101 -6.45

1990/91 440,986 -1.27 26,431 -15.27 17,609 -8.40 13,825 -1.96

1991/92 411,696 -6.64 17,961 -32.05 14,986 -14.90 13,223 -4.35

1992/93 384,069 -6.71 11,491 -36.02 8,116 -45.84 16,917 27.94

1993/94 370,302 -3.58 8,317 -27.62 5,566 -31.42 22,135 30.84

1994/95 381,204 2.94 7,555 -9.16 5,849 5.08 26,490 19.67

1995/96 403,847 5.94 7,987 5.72 5,584 -4.53 32,241 21.71

1996/97 418,293 3.58 11,308 41.58 3,730 -33.20 39,157 21.45

1997/98 435,061 4.01 12,320 8.95 4,426 18.66 44,864 14.57

1998/99 447,121 2.77 11,650 -5.44 4,094 -7.50 59,444 32.50

2008/09 532,058 -1.02 37,867 26.62 4,203 145,196 7.17

2009/10 522,066 -1.88 44,681 17.99 4,107 -2.28 147,586 1.65

2010/11 512,213 -1.81 46,071 3.11 4,045 -1.51 151,612 2.73

2011/12 505,409 -1.33 48,134 4.48 - - 154,876 2.15

2012/13 496,123 -1,84 45,225 -6.04 155,801 0,60

2013/14 497,022 0,18 42,798 -5.37 152,708 -1,99

2014/15 506,816 1,97 42,797 0 155,839 2,05

2015/16 535,055 5,57 42,675 -0.29 140,296 -9,97

2016/17 551,953 3,16 40,134 -5.95 133,223 -5,04

2017/18 572,752 3,77 35,831 -10.72 124 130,484 -2,06

2018/19 593,150 3,56 37,039 3.37 362 130,545 0,05 Explanation:*Technical and vocational schools were also teaching programs of complete secondary education for students who had incomplete

secondary education, and it was a version of today's Vocational Technical Industry Centers.

** Special vocational elementary schools were functioning to provide technical, technological education, and it can be understood as

they were versions of today's polytechnic colleges with technological education programs. The statistical data on students who

enrolled to acquire this type of education released together with the statistical data of students of technical, vocational education

and training institutions since 2010.

Source: The National Statistical Office data. They are based on the statistical data of MoECSS.


19

Changes registered until the beginning of the 1990s on the students of vocational education and training

institutions were basically the reflection of the labour force planning in the five years of a plan to develop

entrepreneurship of the country. However, since 1990, as the economy transited to the market economy and

citizens and organizations entitled to establish "non-state owned" training institutions with their own

initiative and properties. The changes in the number of students started to represent the citizen's choice.

The coverage of primary education decreased significantly in the early 1990s, in particular, school dropouts

of boys increased simultaneously. However, positive progress observed during the middle of the 1990s, the

state provided education to almost every person while 1/3rd of the population was living in a nomadic

lifestyle, and now the school coverage for elementary and secondary education reached over 90 per cent

and study period for youth is reached on average 14.3 per cent22. Even the school entry age lowered from

8 to 6, several implemented activities such as value for education, increased investment in the education

sector, availability of dormitory in schools of rural area, school tea break programs have influenced

positively to increase the school coverage. Also, private schools with international and advanced programs

were established. During 2006-2014, the primary education shifted from 10 to 12 years system gradually.23

The employment level of universities and TVET graduates have been intensely criticized by the public. As

a result of the Graduate's employment survey conducted by the Research Institute of Labour and Social

Protection,70.2 per cent of the university and TVET graduates from 2015-2016 have been employed. Of

22 Annalisa Prizzon, Gerelmaa (2014). From decline to recovery: Post primary education in Mongolia, Overseas Development Institute (ODI), London.

23 TVET quality assurance policy review, 2019

https://www.odi.org/experts/980-annalisa-prizzon


20

which 75.2 per cent of university graduates and 62.3 per cent of TVET graduates are employed. Out of the

employed graduates of TVET institutions 53.0 per cent work by their professions and of which majoring in

professions for the health sector is the highest equaling 90.4 per cent and this indicator is 79.8% for

graduates with energy sector professions, 71.0 per cent for education sector professions and 65.0 per cent

for the service sector professions24.

Summary of the historical development of VET

Following policy strategic documents on education development approved by the Parliament and the

Government since 1990. Herein:

- Education law – Approved in August 1991 by the National Meeting

- National Education Policy, Law on Education, Law on elementary and secondary education, Law

on Higher education – Approved by the Parliament in 1995

- Law on education (revised version), Law on Elementary and Secondary education (revised version),

Law on Higher education (revised version), Law on Vocational education and training – Approved

by the Parliament in 2002.

- Law on Vocational education, training (revised version) –approved by the Parliament in 2009

- Millennium Development Goals Based Comprehensive National Development Strategy Of

Mongolia-approved by the Parliament in 2008

- Mongolian Sustainable Development Vision 2030 – approved by the Parliament in 2016

- National Policy in Education (2014-2024) – approved by the Parliament

- Master plan on education and human development factors – approved by the Government in 1994.

- Strategy to develop Mongolian education sector 2000-2005– approved by the Government in 2000.

- Master plan to develop Mongolian education in 2006-2015 – approved by the Government in 2006.

- National program on Development on Vocational Education (2016-2021) – approved by the

Government in 2016.

Within the scope of this study, other relevant legislation which stated development tendency of TVET

development, universal principles and arrangements, Government action plan, National policy on education,

science and technology, concept and objectives of the Government programs on education development

reviewed besides documents mentioned above.

With the exploration of the 90 years of TVET development, it is one of the initial sectors, and experts have

been studying the establishment and history of the sector in Mongolian and international level in

conjunction with the industrial development25.

Establishment and development of Mongolian technical and vocational education and training divided into

the following stages.

The period from 1921-1963. During this time TVET was called "Technical and vocational education sector".

With the support of The Russian Federation development of the TVET sector accelerated and the base of

the technical and vocational education was established. These years divided n three stages in terms of

training types and content:

- During 1921-1930, the training type was in the form of apprenticeship with experienced professionals,

and the content aimed at providing practical knowledge on operating the workplaces, tools and

24 The Research Institute of Labour and Social Protection (2018). Graduate’s Employment Survey – 2018 25 The National Program on the Development of Technical and Vocational Education 2016-2021


21

equipment.26

- During 1930-1950s, workers trained in groups in various occupations for short-term in order to work

in factories and the training content focused on structure, function and maintaining of machinery, tools

and equipment. Due to the introduction of mechanization in the manufacturing, also on labour and

production arrangement, theoretical knowledge on safety operation together with practical exercises.

- During 1950-1960s, as the result of state measures on education development, citizens with incomplete

secondary education had an opportunity to be transferred to factories and acquire the occupation.

Consequently, factories started to train their workers in particular training organization called "training

combined" which have unique premises, tools and professional teachers.27The content of training

covers basic technological knowledge, technology process and its principle, basic knowledge on

industrial economy, professional skills, and organize theoretical and practical training by the training

program.

However, industrial training organizations did not belong to the educational system during this time, and

administration, management, learning timeframe and methodology were not under the integrated

management of sector or the state28. This attempt was the first form for Mongolia, which pushed to go under

integrated technical and vocational education system.

1964-1990 was the phase when technical and vocational schools have established. It states that:

1. to change the status of primary schools into labour polytechnic colleges in order to make schools closer

to life, also change the content of the primary schools to prepare pupils to enter the next level schools or

industrial practice to acquire career direction and professional skills,

2. to train girls and boys who graduated incomplete secondary schools to provide occupations, to create the

form of technical and vocational education schools in the conventional education system29. Also, the

training content, tariff, occupational standard, occupational list, occupational descriptions, training plan and

program to be developed and utilized.

Content of activities implemented during this phase was similar to the competency-based education system

today Mongolia is trying to introduce. However, primary schools did not the training environment, tools

equipment and professional teachers to organize the vocational training, also due to the impact of the

socialist regime, it did not reach the expected results and did not implement successfully. Development of

the Vocational education and training became unable to follow the accelerated development speed of the

industrial and service sector left behind each year. Also during this time, within the framework of

implementing the laws as mentioned above by the Minister's council of Republic of Mongolian resolution

№500 approved in 1963 and it approved:

- “Rule of 8 years of primary education, labour and polytechnic”,

- "Rule of 11 years of primary education, labour and polytechnic with the technical training program.

Also, a provision in the law specified to take measures to improve the qualification of skilled workers and

to prepare skilled workers in apprenticeship programs or courses along with technique-vocational school.

26 S. Tseepil. Establishment, development and reform of “Mongolian Technical-vocational and education”, Education sector doctoral

work, 1999. 27 S. Tseepil. Establishment, development and reform of “Mongolian Technical-vocational and education”, Education sector doctoral

work, 1999. 28 S. Tseepil. Establishment, development and reform of “Mongolian Technical-vocational and education”, Education sector doctoral

work, 1999. 29.Galbadrakh, Vocational education and training reform, Education study doctoral work, 2016


22

Technical and vocational education well supported by the state and implemented multiple policies

which were in line with the objectives to develop the industrialization. Objectives to develop the

industries enabled the decision to form training institutions and industrial enterprises. This process

represented the meaning of training-production, which contained today's dual training practice on

the job format.

During 1964-1970, technical-vocational schools were established many and legislatively ensured that this

type of school is an equal part of the education system. Also, the implementation of such measures led

to an integrated VET system of technical-vocational training-industrial practice. Integrating the

management, and creation of training and industrial facilities to prepare skilled workers, as well as the

allocation of budget accordingly and finance from the state budget, organization of the training in line with

United and science-based methodologies, provision of teachers training to improve their qualification.

In 1982, a general administrative unit of Technical-vocational education in the Ministry of People's

Education and the authority of this department expanded in 1984. The Education Law of the Republic of

Mongolia which approved in 1983 states that "Mongolian Education system will consist of pre-school

education, primary education, out of school education, technical-vocational education and higher

education" which showed that VET had become impartial part of Mongolian Education system(S. Tseepil,

1999). This attempt shows that establishment of a particular administrative unit of VET became a

justification for strengthening the VET system. In particular, modification of administration was aimed to

elaborate and implement an integrated national policy towards technical and vocational education. It also

aimed at strengthening the capacity of TVET schools, build teaching sources and creation of better

qualification system for teachers. Furthermore, provide methodological administration support to improve

training quality, to set state supervision, to raise the reputation of the sector as well as to develop its foreign

relation. However, graduates of 8th grades ranked by the examination scores to enter universities or

the technical vocational schools, the decision was depended on this examination score and teacher's

recommendation. This approach affected the reputation of the sector negatively and during the

reform of 2010.

During 1990-2000 Mongolia shifted to the market economy and experienced a crisis throughout the country.

As of 1994, the unemployment rate reached 14% (150,000), poverty level reached 10-50 depending on the

location and population age groups. New workplaces had created as the private property based economy

develops, but skilled workforce was lacking 30 . After such social changes, the number of vocational

education and training institutions decreased from 46 to 31, and as of 1994 the number of students decreased

five times comparing to 1998 and dropped to 7555 (MoED, 2016). After 1990, the law on education, Law

on elementary and secondary education elaborated and amended several times. During these amendments

issue of vocational education and training were included, but could not match the sectoral policy and the

legislation with requirements of market relations. The revised version of the Law on Education approved

in 1991, and the country joined the Asian Development Bank as a member. In 1993, a study on the

Mongolian education sector conducted with the support of ADB and the "Master plan of the education

sector and the human resource" elaborated as a result. This master plan sets objectives to transfer the TVET

to the new market system and change the structure (MoED, 2016). Within this plan:

30 “Summary of the final report of the Impact assessment on international loans and grants provided to the education of Mongolia,

MoED, 2016


23

- Set objectives of the plan have described the need of a market of the time, and of improving the

quality and availability of the vocational training in line with the market need, to develop life-

long education and training system. Also, to conduct vocational training not only with formal

education also with informal education form. This plan shows that planning was not behind of

Global development of TVET (It showed that planned from 1986 in the UK, and 1995 in

Australia)

- However, the creation of an implementation unit and human resources (not only teaching

resource but also independent TVET researchers, implementation unit of the system, labour

market researcher

- tc.) overlooked, also did not make any changes to the training methodology and the content.

Followed the skills-based training content that is but employment-based, which did meet the

labour market demand based system. It shows that the Mongolian system entirely based on

program based. Even today, this form exists in the education sector but lower than before.

However, understanding and involvement of teachers lacking.

- While the country was facing a crisis, the lack of financial resources for the development of

training environment and capacity building for teachers, renewing the technique, tools did not

allow to reform according to the training plan. On the other hand, people had a common

conception of "higher education" is good education which influenced the value of graduates

towards VET.

- Comparison of VET law and the Law on education approved in 1995 and revised 1998: The law

approved in 1995 allowed the VET sector to develop training-practice and industrial-training

orientation, also life-long learning. It opened possibilities for citizens, which created a base of

labour market demand driven TVET. However, the law which revised in 1998 included provision

such as "elementary and intermediate education" with more formal sound and this led to a

decrease the chance to create labour market demand driven TVET. In other words, the law did

not include any form of informal education or distance learning.

- In provision 5.2 of the Law on higher education specifies that universities may have schools,

colleges scientific institution, primary schools with the intensified program under its

subordination. Therefore, some universities started to establish TVET institutions. Without skills

and demand drove environment, tools and equipment, the vocational education and training

institution was more teaching academic content than the practical part.

However, this planning and training became the basis for the TVET reform after five years.

2000-2016: During 1998-2005 the main focus was to intensify the TVET reform and to develop the sectoral

plan and national program. During this time, the National Policy for the TVET framework elaborated within

the scope of the ADB funded "Education sector development one project" and the Government approved

in 1998. As the result of this work, the National program on Mongolian "Technical and Vocational

education and training was" approved, and s aimed at conducting a reform of TVET administration and

management, improving the technique, tools, equipment, buildings, also to make the training program more

inclusive and flexible. Furthermore, with technical support of ADB "Education sector strategy 2000-2005"

was approved.

Based on all these documents, the first independent Law on Vocational education and training with six

chapters and 28 provisions approved in May 2002. This law has minimized the state involvement in the

TVET function and created a legal environment to support the private sector. Also, the law defined the

status, quality and scope of TVET schools. The aim was to make an efficient socio-economy, ensure the

VET administration and financing mechanism in line with the market situation, to verify the status of


24

vocational education institutions, to regulate the stakeholders in the TVET administration, and finally to

create legislative environment for cooperation of industry, enterprises and social partners31).

Based on the abovementioned documents, ed that the policy and function of the vocational education

and training lacked the policy part to meet the needs of the labour market demand in the informal

economy and its implementation mechanism.

During the 2005-2016, significant changes made in the legislative and policy area of the TVET sector

reached a new development stage. In 2005, the Government of Mongolia had approved the "Mongolian

education sector master plan 2006-2015" within the technical support of ADB, and the plan included

objectives to improve the legislative environment, quality, availability and administrative management

aspects of the TVET sector.

Revision of t TVET law conducted in 2009, and it specifies that :

- The highest administration of the VET to be the National Council of VET and the composition of the

council to be non-staffed and consisting of equal representatives of the public and private sector. This

action created the legal environment to make the sector in line with the labour market needs.

- A legal environment to organize the vocational education and training within three categories as

Vocational Training, Vocational Education and Technical education.

- Vocational education and training fund created the basis for flexible funding of the TVET sector.

The Law on TVET had an amendment in 2012, and it includes:

- A provision on implementing qualification level or the qualification framework which became a legal

basis for a quality competency-based training and life-long learning system.

- It also specified that the TVET system would consist of National Council for TVET, the central state

administrative organization in charge of vocational education and training, regional methodological

centre and the training institutions. These changes have defined the unique need of the sector, basis for

the development of TVET teachers and introduction of competency-based training methodology.

- Requirements for TVET teachers have changed and allowed teachers with more than bachelor degree

to conduct the training and practical tasks.

- Developed the TVET institution accreditation criteria, which reflected the feature of TVET sector, met

the need and it became the basis for quality assurance of TVET.

By the law, the National Council for Vocational education and training and the Government

Implementation agency for Vocation education and training established in 2012. However, by the law on

Government structure, a decision was made to integrate the vocational education and training issues under

the unified management of the Minister of Labour by incorporating into employment policy (B.Galbadrakh,

2016).

The amendment made to the law in 2016 generally considered the implementation of the competency-

based training and is defined in conjunction with the function of the National Council of VET. Also,

it defined that human resource policy of the sector to be coordinated with the other ministries and

training institutions, and created a legal base to assure and implement the qualification framework

and occupational standards. The law specified to have an assessment centre in the Vocational

Education and training system to define the implementation of the VET standard by evaluation of a

professional institution which also created a legal basis the quality assurance and conducting an

independent evaluation of the TVET institutions.

31 B.Galbadrakh, Vocational education and training reform, Education study doctoral work, 2016


25

The historical changes in the names and terminology of the TVET sector are:

Years Names

During 1994 – 1998 - Technical vocational education

During 2000 – 2005 - Technical education and vocational training

During 2006 – 2012 - Vocational training and technical education

Since 2012 - Vocational education, training

It looks that the current terminology of the TVET sector did not lose the meaning of “technical”.

The current TVET sector of Mongolia showed in below graph32

32 Report on primary data of education, 2019


26

Current situation of the VET management and the planning

In provision 61.1 of the Law, the Vocational Education and Training system defined as:

"Vocational education and training system shall consist of the Council, the state central

administrative organization responsible for vocational education and training issue, and centres for

vocational education and training assessment and information, and regional methodological centres and

vocational education and training institution".

The specific objectives of the Mongolian Sustainable Development Vision 2030 on education and training

defined as "2.2.3. Knowledge-based society and skilful Mongolia" and it aimed at recognition of quality

and value of education acquired in Mongolia at the international level. The goal includes measures to

implement during 2016-2020 in terms of general education, such as providing career counselling for every

pupil who has completed secondary education. In terms of higher education measures such as the creation

of a system in line with international standard and based on training-study-industrial partnership, equal,

inclusive and quality education service as well following objectives set in terms of vocational education

and training:

Objective 3. Improve vocational education and training system conjunct with development priorities, and

equip the graduates with strong professional skills.

Phase I – (2016-2020): Strengthen the teaching capacity of the vocational education and training

system based on social partnership, expand its technical capacity, and increase the number of

students to 60 thousand.

Phase II – (2021-2025): Improve the vocational education and training system based on demand

and increase the number of students in this line of training.

Phase III – (2026-2030): Meet the public workforce demand fully from the national pool of skilled

and professionally trained persons. (Sustainable development Vision-Mongolia 2030).

It should note that these objectives are related content wise to the comprehensive policy of National

development strategy which defined based on Millennium Development Goals (approved in 2008), Laws

on Education as well as the objectives and provisions of the "National Education Policy" approved by the

Parliament in 2015.33

VET sector provides citizens who acquired professional knowledge and skills to the labour by formal and

informal education and training forms. Namely: provide career guidance, knowledge and skills through the

short term (14 days up to 1 year) informal, vocational training, and it involves II professional grades.

Complete secondary education, together with elementary professional knowledge and skills, provided

through vocational education and training. Technical knowledge and skills or advanced level knowledge

and skills provided through the technical vocational education.

VET sector belonged to the management of the Ministry of Labour and Social Protection since 2012.

According to Law on Vocational Education, the highest administration of the sector is the National Council

of Vocational Education it defined the tasks and duties which provides inter-sectoral coordination and

cooperation among the relevant ministries of the sector, private sector or representative organizations.

Vocational education and training policy implementation and coordination department of the Ministry is

working as the central state administrative institution for TVET matters and ensures central administration



27

over the function, policy, legislation, and implementation of the sector. The Assessment Center was

established in 2016 and carries out CBT assessment, quality assurance of the training institutions within its

primary mandates. The Regional Methodological Centers established in 2012 under the regional

development policy and the primary duty and function is to develop teachers and to implement CBT system.

Training institutions are organizing their main functions in line with the CCBT principles and detailed

information about the types of training institutions also reflected in the report.

The current TVET sector explains the implementation mechanism of the competency-based training system

as following.

Types, forms and status of TVET institutions (types, ownership types, location, professional

directions level etc.)

Provision 12.2 in the Mongolian Law on Vocational Education and Training states that the ‘training

institutions providing vocational and technical education shall have classifications such as vocational

education, technical education and vocational training depending on their mission'. TVET schools renew

the vocational education and training content and standard in line with the international standard and the

employer’s demand in cooperation with professional teachers and enterprises.34 VET sector organizes

activities by the three primary forms specified in the law. Herein:

34 Source. Khaliunaa.А., Presentation on vocational education and training policy and implementation 2019


28

Types of Vocational training Training institutions

Technical Education and training Polytechnic college

Vocational education and training Vocational training and industrial centre

Vocational Training Vocational training institution, training centres

Study time of these training, enrolling students and documentation for graduates are reflected in the below

table.

TABLE 1.3. Study time, documents for students and graduates

(Data from the VETPICD, 2019).

Training

institution Training Study period Students

Documents for

graduates

Polytechnic college

Technical

education

1.5 year

Three year

2.5 year, TVET graduates

One year graduates

A citizen with complete

secondary

Professional diploma

Vocational

education 2.5 year

Citizen with primary

education

Complete secondary,

professional

certificate

Vocational

training 1 year Adults

professional

certificate

VTIC

Vocational

education 2.5 year

Citizen with primary

education

Complete secondary,

professional

certificate

Vocational

training One year

A citizen with complete

secondary

Adults

professional

certificate

Training centre Vocational

training

Short term

training Adults

Competence

certificate

Comparison of the types of VET schools with education delivery showed that technical and vocational

education training provides formal education for 1-3 years, grant formal education certificate and diploma.

Vocational training institution or short-term vocational training centres provide informal education for 14

– 21 days, or up to 1 year, and grant competency certificate. Comparison of VET schools types, the study

period and the professional level prepared based on the order of the Minister of Education A/160 issued in

2016.

TABLE 1.4. TVET training types and professional level

Vocational education and training

institution

Vocational

Training Vocational education Technical education

Training type

Th

roug

h c

om

pet

ency

-

bas

ed t

rain

ing

Pro

fess

ion

al

Co

mp

eten

cy-b

ased

Pri

mar

y e

du

cati

on

tog

eth

er w

ith

vo

cati

on

al

elem

enta

ry

Co

mp

eten

cy-b

ased

Ele

men

tary

th

eore

tica

l

kn

ow

led

ge

and

sk

ills

tog

eth

er w

ith

pra

ctic

e


29

Requirements for enrolling

students

Unemployed and

employed adults,

other

Students with primary

education

Citizens with complete

and vocational education,

adults with certain level

knowledge and education

Study period Up to 1 year One year, 2.5-3 year 1,5 year, three year

Professional level I-II II-III III-IV V-VI

With investment support from international organizations, the theoretical and practical training of VET

planned in one classroom since 2012, and the most formal training organizations had an arrangement

accordingly. In other words, students have opportunities to practice theoretical knowledge (theory, practice

training rooms were integrated). According to the vocational and technical education level, training content

and the curriculum, the theoretical and practical classrooms have refurbished, and example classrooms

created. Same requirements have been set for the newly established schools as well.

Ownership type changes of TVET schools shown in the following figure, as a comparison since 2012.

The total growth in the number of VET schools showed that the number of state-owned schools is

comprehensively stable, but the numbers of non-state VET schools tend to be growing.

Status of VET schools functioning in the academic year of 2018-2019:

86

51

3543 43

52

18 16

83

0102030405060708090

100

Тусгай зөвшөөрөл

бүхий МБСБ

Төрийн өмчийн

Төрийн бус өмчийн

Хотод Хөдөөд МСҮТ Политехник коллеж

Их, дээд сургуулийн

харьяа

Сургалтын үйл

ажиллагаа явуулж буй

МБСБ

Figure 1.16. Types, numbers, ownership type of TVET schools by location

7178 79 76

8186 83 86

49 50 53 52 49 50 50 51

2228 26 24

3236 33 35

0

10

20

30

40

50

60

70

80

90

100

2011-2012 2012-2013 2013-2014 2014-2015 2015-2016 2016-2017 2017-2018 2018-2019

Бүгд Үүнээс: Төрийн өмчийн

Төрийн бус өмчийн 2 per. Mov. Avg. (Үүнээс: Төрийн өмчийн )

2 per. Mov. Avg. (Төрийн бус өмчийн)

Figure 1.15. Changes in the VET school ownership type and numbers

Source: (VETPICD Statistical data, 2019)

All

Privately owned

Of which state-owned

Of which state-owned

Of which privately owned

VET

institutions

with special

permission

State-

owned

Privately

owned

City Rural VTIC Polytechnic

college

Under

universities VET

institution

provide

training

activities


30

Number of teachers and staff of VET schools as of 2015-2018 (VETPICD statistical data, 2019):

Following graph shows growth and decrease of TVET students during the academic year of 2013-2019. As

of the half year statistical data of 2018-2019, there are 38,528 students have been studying in 83 technical

and vocational educations and training institutions.

About 50% of the total staff was permanent/principal teachers. The numbers of professional teachers

were higher than the numbers of general education teachers. It is depends on TVET features that

transformed to the training curriculum, CBT content and methodology, as well as professional skills

provided through practical training with 80% practical training.

Source: VETPICD Statistical data, 2019

4520

2504

621

179

1426

278

4714

2503

621

181

1425

277

4227

2230

559

164

1226

281

0

500

1000

1500

2000

2500

3000

3500

4000

4500

5000

нийт тоо үндсэн багш Ерөнхий эрдмийн багш

төрийн

Ерөнхий эрдмийн багш

төрийн бус

Мэргэжлийн багш төрийн

Мэргэжлийн багш төрийн

бус

2015-2016 2016-2017 2017-2018

Figure 1.17. Numbers of teachers and staff of VET schools

Source: VETPICD, statistical data, 2019

Figure 1.18. Number of TVET students by the ownership type

Total Main teachers General

education

teacher State-

owned

General education

teacher privately-

owned

Professional

education teacher

state-owned

Professional

education teacher

privately-owned

Learners Of which state-owned Privately-owned


31

Above indicators show that the highest growth of enrollment observed during 2013-2016 and a decrease

noticed during the academic year of 2016-2017. The main reasons for growth could be firstly due to a

stipend provided to the TVET students commencing from 2012, or secondly due to the high birth

rate during 1994-1995. For the years when decrease noticed, it could be due to termination of stipend

from 2015 and its evidence can be detected as the result of enrolment in the academic year 2019-2020.

Several students studying in TE, VE and VT as of the statistic of the second half of 2018-2019:

3. Conclusion

3.1. Strength and Weakness

In terms of socio-demographic indicators: In recent years (since 2000) the technical and vocational

education sector has been ranking as one of the highest factors influencing the country's economy and

development. The value of the sector has been significantly increasing every year, which can be proved

by the reports of international organizations. Countries throughout the world have been putting much

effort in order to increase employment and reduce unemployment through TVET sector. Within the scope

of coordinating the education policy and the labour market demand and supply, the TVET sector has been

organizing reform in training curriculum, content and methodology at all levels. Due to these global

changes, Mongolian TVET sector has been conducting research, surveys and elaborated policy

documents since 2004 and started the reform since 2010, which became a significant reform. This reform

is an essential indicator to prepare the skilled workers to be recognized at the national and international

level, as well as to change social phycology towards TVET sector.

On the other hand, 53% of the total population is people at the age of studying TVET schools and of which

73.3% are employed. In terms of policy and legislation:

- Independent law on VET approved (2002) led to the creation of a legal environment to make TVET

in compliance with the labour market needs, also minimized the state involvement in the TVET

function and created a legal environment to support the private sector.

- The highest administration of the VET is the National Council of VET and the composition of the

council to be non-staffed and consisting of equal representatives of the public and private sector.

Source. Statistical data of VETPICD 2019

Figure 1.19. Number of student's study in TVET schools by the training institution

38526

15077

6833

3322

28551

10857

3142898

0

5000

10000

15000

20000

25000

30000

35000

40000

45000

Бүгд Эмэгтэй Бүгд Эмэгтэй Бүгд Эмэгтэй Бүгд Эмэгтэй

Суралцагчид Техникийн боловсрол Мэргэжлийн боловсрол Мэргэжлийн сургалт

Total Female Total Female Total Female Total Female

Learners Technical education Vocational education Vocational training


32

- The regional methodological centres were established following the objective to develop the VET

sector in line with regional development objective, (RMCs) together with business incubator

centres (BIC).

- The creation of Vocational education and training policy implementation and coordination

department allowed to conduct TVET functions broader context and effectively with the

involvement of the private sector.

- Starting from 2012, RMCs conducted capacity building measures for teachers, also introduced

competency-based training content and methodology, which played an essential role for Mongolia

to transfer into a competency-based education system.

- Amendments made to the law on VET in 2009, 2012 and 2016 includes a provision to create

NCVET, VETPICD, the RMCs and training organizations which became the start of measures to

strengthen the quality of training and teachers.

- Developed the accreditation criteria for TVET institutions in line with the sectoral features, which

became the basis to increase the quality and availability of the VET sector. Currently, three

schools ensured the criteria and one school met the international criteria and received the

curriculum and institutional accreditation.

- By the Mongolian Government resolution 363 approved in 2nd of November 2013, Mongolia

joined as the 69th member country to participate in the “World Skills Competition” and by the

resolution 208 approved in 25th of May 2015, participated in the 43th “World Skills Competition”

organized in San Paolo city of Brazil during the 11-16th of November in 2015. Also, participated

in the 44th competition organized in Abu Dabi city in the UEA in October 2018 competed for six

occupations. Won a special place for wielding type. In 2019 the Mongolian team will participate

in the 45th "World Skills" competition organized in Kazan city in Russia which shows that

Mongolian TVET sector is noticed at the international level and developing a competitive country.

(А. Khaliunaa 2019)

Legislative reforms made in the TVET sector (VETPICD Statistical data 2019)

- Also, the concept of the draft law on VET was approved by the Ministry of Justice and Internal

Affairs in March 2018. The concept includes the following legislative arrangements:

- Creation of the National Qualification Framework and other relevant issues

- Categorized development of VET schools

Figure 1.20. Legislative reforms made in the TVET sector


33

- Introduction of the quality assurance system for VET school

- Improving VET financing

- Roles and responsibilities of parties entering the relation and monitoring.

A brief explanation of the VET sector legislative reforms:

In terms of TVET organizations: There 86 VET schools function in Mongolia and of which 83 schools

have been functioning in the academic year of 2018-2019. These schools include state-owned and non-

state-owned polytechnic colleges, vocational education and training schools which providing formal

education. However, 560 short-term training providers have been providing skills through non-formal

education35. Besides formal education, knowledge and skills provided through non-formal short-term

training which supports citizens to learn throughout their lives as well as prevent from unemployment and

poverty. However, quality and terms of training provided by this non-formal education, also the

capacity of the training providers should have reassessment. Also, it is necessary to define the

difference between the career counselling service and the vocational training and the training

providers. Due to uncertainty, the quality and availability of short-term training assessed weakly.

TVET institutions have been organizing the teaching process in line with the content and the methodology

of the competency-based training but enrollment, graduation, training period documentation for graduations

have not been transferred to the competency-based training system yet.

(We have been developing competency-based training curriculum in according to the competency-based

training principle which is 20% of total study should be theoretical, and 80% should be practice. 36

International practices show that schools pay special attention to grant competencies such as

"personal skills for problem-solving" and "accountability". It means, more attention to providing

such soft skills through vocational education and training, but more technical and technological

knowledge through technical education and training. The digital economy has been growing globally,

35 Data from the VETPICD, 2019 36 Example of a competency-based training curriculum which meets the above criteria.

Source. Collected from the VET sector legislative documents

Figure 1.21. VET sector legislative reform and historical milestone

Specified the provisions related

to TVET through the

amendments made to the Law

on Education

Independent law on

Vocational education and

training with 6 chapters

and 27 provision passed,

NCVET established

Amendments to the law on

VET, transferred under the

jurisdiction of Minister of

Labour

Transferred to a new

system of TVET under the

ADB, objectives to made

structural changes

National Program to

develop TVET, activity

direction for

implementation

Amendments to the TVET law,

cooperation of sectoral

organizations, employers in the

labour force policy legislative

environment created to

implement MNDPolicy

Amendments to the

TVET law, VET PICD

and intersectoral

agency established


34

and as the results skills such as an operating tool, electronics and mechatronics are in demand rather

than physical skills. Therefore, there is a need to create a policy which comes with this global trend,

as well as a need to reassess and make necessary changes in existing content, curriculum,

methodology, teaching methods and the ratio of theoretical and practical content.

3.2. Challenges

Following challenges identified based on the assessment of the current VET sector, as well as the socio-

economic indicators.

- Due to frequent changes of the Government, the management of TVET sector has been unstable. VET

funding not based on real need, and it has not distributed equality.

- Process of VET sector which transferring into competency-based training system is slow.

- Information on roles, responsibilities and tasks of VET stakeholders lacking and the implementation

of VET function and management system is weak.

- Researches and studies on the VET sector are lacking, and it causes difficulties to carry out the

comparison in line with the global trend under the international indicators. This lack of information

limits possibilities to receive support from international organizations such as UNESCO-UNIVOC,

International Labour Organization, World Economic Cooperation Organization, as well as to match

the sectoral development with the global trend.

- Data on job mediation for graduates shows that the provision of labour market information not

adequately delivered.

- Implemented measures in order to improve the quality of the VET sector, as well as the process of

cancelling permissions and certifications of training providers which influencing the reputation and

value of the sector negatively has been slow.

- The RILSP noted that demand for regular occupations which do not require any special qualification

and skills were high compared to other demanded occupations. Studies and practices of international

organizations show that on the one hand due to weak economy and the employers are not able to

occupy a bigger market, but on the other hand, public awareness raising activities to improve the image

of the sector has not organized continuously, there is a necessity to carry out analysis on enrolment

criteria as well as criteria on graduate's skills.

- Social partnership in the VET sector has legalized, but the role of employers in the development of

occupational standards and training curriculum is not clear. Also, the lack of knowledge among

employers has been contributing to the labour market mismatch.

- Employers demand graduates with high skills who meet their requirements but do not understand their

role and contribution is essential to the process of preparing qualified workers. Therefore, training

assessment system which meets employer's demand has not created yet.

3.3 Conclusion with international comparison

It has been ten years since the Mongolian TVET sector introduced a global approach to a competency-

based education system. In terms of the TVET sector at the global level, it has been 30 years since the

reform started in 1980 and 30 years of experience. Some countries have fully introduced this system and

accelerating the country's socio-economic development, and for some other countries, the introduction of

the system under process. General practice shows the following trend in the 21st century in the field of

TVET sector.


35

- Countries have been adopting policies in line with the objectives of Sustainable Development Goals

(SDGs) and the TVET sector play an essential role in this approach. Also, the implementation of the

SDGs 2030 focused on "Education, skills". Therefore policies are aimed at providing quality, equally

accessible education or life-long learning possibilities.

- UNESCO-UNEVOC encourages followings to the member countries:

• To work with the labour market information

• To regularly organize activities to raise the reputation of the VET sector.

• To implement accessible, quality, life-long and green TVET policies as well as aim at developing

VET within the higher education (above the 5th qualification level).

• Decent employment and entrepreneurship to increase the number of youth and adults with skills

for employment significantly (it includes equal involvement of vulnerable groups in VET and

gender equality)

• To grant the knowledge and skills required to implement sustainable development for all students.

Future trend of VET showed in following graph37.

Currently, Mongolia has adopted CBT reform at the policy level of the VET sector, but no significant result

has reached the implementation level, especially in preparing the units and divisions for reform. Herein:

- specialized research organization or experts by each economic sector have not created.

- The National Qualification Framework not created, as well as the policy on its governance,

management and implementation has not elaborated.

- The qualification framework which fits the country's features, and its structure not built, lack of studies.

- There is no specialized expert who can elaborate on the qualification framework.

- Human resources of policy implementing authorities, VETPICD and NCVET developed weakly.

- Independent researchers of the sector not prepared well enough; also studies and researches needed for

the sectoral reform have not conducted yet.

- Training curriculum and their contents are not in line with the labour market demand.

- Provision of technical and vocational education is functioning in theory-practice-industrial practice

order. In other words, a study visit conducts only after completing the theoretical part and followed by

modern practice. In terms of the duration of the study, continues through autumn, winter and spring

(from 1st of September until June) which shows that Mongolia still follows traditional training planning

37 Shamal Majumdar National Forum on VET reform, 2019


36

(same as the higher education sector) until now. This approach could influence the full introduction of

the CBT system.

The Ministry of Education and the Ministry of Labour should consider the VET sector as one of the

development basis and develop the sectoral issues with inter-sectoral coordination:

- need to provide knowledge or information on career choice from pupils from primary school, develop

service to support them, improve knowledge and value of VET

- need to accelerate measures to provide transparent information on occupations based on in-depth

studies and researches for enrollees.

- To elaborate a specific policy to involve employers actively in labour market demand survey every

year. Carry out surveys to define professional skills and future human resources on particular

occupations which will be demanded by employers (in upcoming 5-10 years), provide knowledge to

employers on informing about labour market need.

- Define labour market need by upcoming 5-10 years, by each occupation; also make sure the enrollment

in lines with the demand.

- Improve the quality of TVET school accreditation criteria. For example, there is a need to identify the

success stories of graduates rather than presenting the number of graduates who employed by their

occupation (In Norway, the amount of salary and the qualification level based bonus).


37

CHAPTER TWO: ENROLLMENT OF TVET SECTOR, EQUALITY AND EXTERNAL

EFFICIENCY

2.1 Dynamic and other factors for the changes in the number of TVET institutions

2.1.1 Number of students in the TVET institutions (by gender, ownership type, location,

level and occupational orientation)

Number of students in TVET institutions and school status38

TABLE 2.1 Changes in the number of students study in TVET institutions, 1980-2018

Year

Number of schools Number of students

TVS* SPES ** Technical

vocational*

Special

elementary** High (bachelor)

1980 37 25 22,109 18,734 23,214

1985 40 28 27,718 22,978 24,597

1990 44 31 29,067 18,478 17,338

1995 38 27 7,987 5,584 31,973

2000 36 12,177 4,224 77,281

2005 35 23,249 4,771 125,642

2010 63 46,071 4,045 151,612

2015 81 42,675 140,296

2018 86 37,039 130,545

Explanation: * TVS – Technical Vocational School, Since 1992, Vocational training and industrial centre

started integrating the data of Polytechnic colleges.

** TVES –Technical vocational elementary school or schools and students which has program equal to

technical education.

Source:MoECS (2001). Establishment and development of the Mongolian education sector , The National

Statistical Office, statistical data of MoECS and MLSP

From the beginning of 1990, all the economic sectors liberalized, the involvement of private industry

officially accepted. Several changes occurred in the structure, and the numbers of all level of the educational

institution as the result of the policy implemented to transfer some tasks of state organizations to the private

sector. Besides, the funding from the state budget for the schools and students became direct and indirect

forms. Also, additional finance coming from multiple channels such as foreign-invested projects, programs,

private investment, and a donation and assistance. Stipend, accommodation, meal provided for the students

have stopped at the beginning of 1990, but support continued as the tuition fee. However, the cash stipend

provided again from 200839. The stipend started at 23.0 thousand tugrugs which are about 50 per cent of

living cost of that time, and the amount was increased up to 45.040 thousand after several months, and 70.041

Thousand tugrugs in 2014. However, during 2016-2018 the stipend support cancelled without any reason,

but it was decided to provide again in 2019 with the amount of 100.0 thousand42 tugrugs. In the master plan

of Mongolian education sector which approved by the Government in 2006 set objective to increase the

38 TVET quality assurance policy review, 2019, 2019 39 The Government Resolution 294 Approved on 14th of November 2007 40 The Government Resolution 30 approved on 30th of January 2008 41 The Government Resolution 329 passed on 30th of September 2013


38

number of vocational education and training by 56 per cent comparing to 2005 level. When they started

distributing stipend in 2008, the number of students increased by 50 per cent in 2009 compared to 5007 and

almost met the objective mentioned above. One factor that influenced this growth was a significant increase

in the number of private vocational education and training centre since 200743.

Overall 38526 students are studying in the academic year of 2018-2019, of which 15097 were female

students. In terms of location, 19085 students in the city and 17954 students study in the rural area (NSO,

2019). Regarding the changes in the numbers of students during these intervals, the highest growth was in

2010-2013 at 48134 students. On the other hand, the lowest noticed during the academic year 2017-2018

at 35831 students. It means the number of students decreased by 23% compared to 2011 but increased by

3% compared to the previous year.

Comparison of VET students by the ownership types shows that 26445 students have studied during the

academic year of 2018-2019, of which 71% study in state-owned schools and 29% or 10564 students study

in the private schools. In terms of time intervals during the same time, the years when the number of students

studies in state-owned schools decreased, the numbers of students consider in private schools tend to

increase.


Figure 2.2. Number of students study in TVET schools by ownership type

Source: Statistical data of VETPICD, 2019

Figure 2.1 Number of TVET students, by gender and location

Source: VETPICD statistic data, 2019

Students Of which state-owned Privately-owned

TVET students Of which

female City

Rural


39

This growth might occur due to policy assistance and the variable costs to the VET sector, also stipends for

students (Private schools included widely in the VET sector reforms and policy assistance regarding CBT

content, methodology, assessment and adult learning provided to private sectors).

During the academic year of 2011-2012, the Law on Vocational Education and Training approved. This

approval increased the involvement of the private sector, training environment industrial base. As the results

of international projects and programs, the reputation of the TVET sector grew in society and most

importantly, the number of students significantly increased due to stipend provision.

2.1.2 Number of students in TVET institutions during the academic year of 2018-2019 by

the economic sectors

According to the statistical data of the VETPICD, 38526 students studied during the academic year of 2018-

2019. It includes the students study in state and non-state Polytechnic colleges, VEICs, vocational education,

industrial centre under universities. This statistical data does not include the numbers of students who study

in vocational training centres.

TABLE 2.2 numbers of students in Polytechnic college, Vocational education and industrial centres by

training programs, during the academic year of 2018-2019 (VETPICD, 2019)

№ Sector name

Total

number of

students

Technical Education

Program

Competency-based training program (Order of

the Minister of Labour A 197 approved in 2015)

Technical Education Vocational education Vocational training

Vocational diploma Vocational education

certificate

Vocational identity,

competency

certificate

Curriculu

m/occupati

on

Number of

students

Curriculu

m/occupati

on

Number of

students

Curriculum

/occupation

Number of

students

1 Industry 10,456 8 1,402 31 8,738 8 316

2 Construction 7,135 11 814 13 6,057 7 264

3 Transportation 4,281 7 921 14 3,328 2 32

4 Mining 2,519 8 457 14 1,905 3 157

5 Service 2,254 2 231 5 1,952 2 71

6 Health 2,033 9 1,863 2 170

7 Art, culture 2,019 12 404 22 1,615

8 Information

technology 1,751 4 164 10 1,587

9 Agriculture 1,546 4 277 12 1,269

10

Police, defense,

emergency

departments

1,052 19 237 5 815

11 Environment,

tourism 812 1 85 7 727

12 Finance, business

and trade 547 1 73 4 474

13 Energy 277 2 87 4 190

14 Education 155 1 55 1 100

15 Post,

communication 101 2 101


40

16 Urban

development 101 1 101

Total 37,039 69 6,778 161 28,551 27 1,655

Statistical data of

2018-2019

academic year

37,039 6,833 28,551 1,655

Occupations prepared by the TVET institutions vary every year depending on the labour market demand.

Enrollment of professions which are not demanded much in that year tends to be low or do not enrol at all,

and enrol more occupations highly demanded. Therefore, growth or decrease may occur in the professions.

The table shows that 18.4 per cent of total students study technical education, 77 per cent participates in

vocational education programs, and the remaining 4 per cent of students participate in professional training

to get competency certificate. Out of the total, 74 per cent of the students study free of tuition fee (tuition

fee for one student funded based on estimated variable cost amount), 5 per cent study with funding of

employers upon agreement, and remaining 20 per cent pay the tuition fee44.

Quantitative indicators of TVET students study during the academic year of 2018-2019.

Total number of students study during the academic year of 2018-2019, by economic sectors

44. TVET Quality assurance policy review, 2019

6

32

2

19

36

3

22

47

44

7

27

26

63

4

34

5

377

0 50 100 150 200 250 300 350 400

Боловсролын салбар

Соёл, урлагийн салбар

Цагдаа, батлан хамгаалах, онцгой байдлын салбар

Санхүү, бизнес, худалдааны салбар

Мэдээллийн технологийн салбар

Шуудан, харилцаа холбооны салбар

Байгаль орчин, аялал жуулчлалын салбар

Барилгын салбар

Тээврийн салбар

Эрчим хүчний салбар

Уул уурхайн салбар

Хөдөө аж ахуйн салбар

Аж үйлдвэрийн салбар

Хот байгуулалт, тохижуулалтын салбар

Үйлчилгээний салбар

Эрүүл мэндийн салбар

Дүн


Figure 2.3. Number of occupations prepared by TVET institutions, by economic sectors

Total

Health sector

Service sector

Urban development, reconstruction sector

Industrial sector

Agriculture sector

Mining sector

Energy sector

Transportation sector

Construction

Environment, tourist sector

Post, communication sector

Information technology sector

Finance, business trade sector

Police, defense, emergency sector

Culture, art sector

Education sector


41

The figure shows that industrial, transportation sectors prepared high numbers of workers and students also

choose to study these fields. There are 10401 students study in the industrial sector by 63 occupations, and

7131 students in the construction sector by 47 occupations. These numbers show the study is in line with

labour market demand. Also, 1738 students study in the information technology sector by 36 occupations,

15559 students in the agriculture sector by 26 occupations and 2519 students in the mining sector by 27

occupations.

Total number of students, by the types of education status, by gender

Technical education, training– 18.4% of total students study and the number of students study in the

field of health, industry, construction, and transportation sector are higher comparing to other industries.

155

20321064

5471738

101

8547135

42692772519

1559

10401101

2254

203337039

116

1032106

3851051

22

5311135

51732

310468

525151

1936

164614589

75

5110

7060

22

6216

12121230

5050

86

8139

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Боловсролын салбарСоёл, урлагийн салбар


Санхүү, бизнес, худалдааны салбарМэдээллийн технологийн салбар


Байгаль орчин, аялал жуулчлалын салбарБарилгын салбар

Тээврийн салбарЭрчим хүчний салбар


Хөдөө аж ахуйн салбарАж үйлдвэрийн салбар

Хот байгуулалт, тохижуулалтын салбарҮйлчилгээний салбар

Эрүүл мэндийн салбарДүн

Бүгд Эмэгтэй Хувь, %

Figure 2.4. Number of students study in TVET institutions, by gender and economic sectors

Source. VETPICD, 2019

Figure 2.5. Number of students study in Technical education,

training institutions, by economic sectors

55404

073

1640

85814

92187457277

14020

2311863

6833

38215

059

590

53164

2212512681

5650

2081508

3322

0% 20% 40% 60% 80% 100%


Цагдаа, батлан хамгаалах, онцгой …


Байгаль орчин, аялал жуулчлалын …





Дүн

Техникийн боловсрол Бүгд Техникийн боловсрол Эмэгтэй

Source. Statistical data of VETPICD, 2019

Total

Health sector

Service sector


Industrial sector

Agriculture sector

Mining sector

Energy sector


Construction






Culture, art sector

Education sector

Total

Female

Total

Service sector

Industrial sector

Mining sector





Education sector

Technical education, All Technical education, female


42

Vocational education, training – 77.08% of total students study and the vocational education and training

institutions prepare workers with elementary occupations regardless of economic sectors. Of which 40% of

the students study in the vocational education and training are in the industry and construction sectors.

Vocational training – 4.5% of the total students' study and the number of students study in the police,

defence, industry and construction sectors were higher than in other areas. This shows that adults are more

interested in studying in the vocational training centre for a short period.

1001628

2494741574

101769

60573316

1901905

12828683101

1952170

28551

78817

0326992

22478

935291

7179

3874497

511659138

10857

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%









Дүн

Мэргэжлийн боловсрол Бүгд Мэргэжлийн боловсрол Эмэгтэй

Figure 2.6. numbers of students study at the vocational education and training

institutions, economic sectors

Source. Data on VETPICD, 2019

0

0

815

0

0

0

0

264

32

0

157

0

316

0

71

0

1655

0

0

106

0

0

0

0

36

5

0

5

0

189

0

69

0

410

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

















Дүн

Мэргэжлийн сургалт Бүгд Мэргэжлийн сургалт Эмэгтэй

Figure 2.6. numbers of students study in vocational training centres, by economic sectors

Source. Data on VETPICD, 2019

Total

Service sector

Industrial sector

Mining sector





Education sector

Total

Health sector

Service sector


Industrial sector

Agriculture sector

Mining sector

Energy sector


Construction






Culture, art sector

Education sector

Total

Health sector

Service sector


Industrial sector

Agriculture sector

Mining sector

Energy sector


Construction






Culture, art sector

Education sector

Vocational education, All Vocational education, Female

Vocational training, Female Vocational training, All

Vocational training, Female


43

2.1.3 Percentage of the students in private TVET institutions within the numbers of the

students study in state TVET institutions (gender, ownership type, location, level and

professional directions)

Percentage of students study in private VET schools during the academic year of 2012-2013 were the lowest

27.7% out of total students, but in 2018-2019 reached 40.1% and increased by 12.3 points compared to

2012. But, the average increase during 2009 – 2018 was 36%.

2.1.4 Level of TVET graduates who enrolled in the next level education institutions (gender,

ownership type, location grade, types and professional directions)

Findings of the Graduate’s employment tracers study during the academic year of 2015-2016 shows45 (the

result of the second wave of the panel survey) 70.2 per cent are employed, 12.1 per cent are unemployed,

and 17.7 per cent was economically inactive in 2018. 75.2 per cent of the university graduates and 62.3 per

cent of the TVET graduates are employed. 32 per cent of the graduates were self-employed, and 24.2 per

cent employed at seasonal workplaces. Out of total graduates of TVET establishments, 53.0 per cent

engaged in professionally relevant jobs. Of which 90.4-65.0 per cent of the graduates employed in health

(90.4), energy (79.8), education (71.0), service (65.0) sector were working by their graduated professions

which were higher compared to other industries. Also, 14.1 per cent of the graduates of TVET institutions

is studying again including 80.4 per cent of them in Bachelor degree studies, 9.0 per cent in short-term

professional training institutions and 5.6 per cent – for technical education at TVET schools. The average

monthly salary/income of the graduates of TVET establishments is MNT 883.6 thousand in mining, MNT

753.3 thousand in transport, MNT 688.1 thousand in construction and MNT 635.8 thousand in environment

and tourism which were higher compared sectors.46

45 The Research Institute of Labour and social protection (2018). Graduate’s employment tracer study – 2018 46 TVET quality assurance policy review, 2019

Figure 2.7. Percentage of students study in private TVET institutions out of the total

number of students at the national level.


students grad PO Percentage of private schools students in total TVET institutions


44

According to the result of the Graduate’s employment tracer survey conducted in 2016, 2017 and 2018 that

following comparisons can be made in terms of further study of the graduates 2013, 2014 and 2017.

The number of students studies further for upgrading have been increasing lately, and percentage of students

study who aimed at entering the desired jobs have decreased. Also, one-third of the further study students

aimed at improving the education degree and level.

As of 2018, 11.9 per cent of the total graduates has been attending short-term professional training, primary

vocational and higher education training. In the last one year, 14.1 per cent of the graduates of TVET

institutions is studying again to improve the education degree, level, profession and skills. 80.4 per cent of

TVET graduates studies bachelor degree and 14.6 per cent of university graduates attending short-term

professional training.

14.2

53.6

14.6

0.5 1.1

80.4

1.79.0 5.6 3.3

0

10

20

30

40

50

60

70

80

90

ИДС-д бакалаврын зэргээр суралцаж

байгаа

Магистр, докторын зэргээр суралцаж

байгаа

Мэргэжлийн түр сургалтын

байгууллагад сурч байгаа

Техникийн боловсрол эзэмшихээр сурч

байгаа

Мэргэжлийн анхан шатны боловсрол эзэмшихээр сурч

байга

ИДС МБСБ

Figure2.9. Further study of graduates, comparison of numbers of Higher education and

TVET graduates in 2018

Source. RILSP,GES, 2018

Vocational

training

Study in VTIC to

obtain elementary

professional

education

Study to obtain

technical education Study universities to

obtain bachelor

degree

Study universities to

obtain master and

doctoral degree


obtain master and

doctoral degree


obtain bachelor

degree

Study in Vocational

training

Study to obtain

technical education

Study in VTIC to

obtain elementary

professional

education

Uni TVE

T

Figure 2.8. Education types of graduates who study further, comparison of 2013, 2014, and

2017, as of 2018

6.00.9

6.6

61.9

24.6

11.5

1.5 3.1

47.9

36

20.1

4.811.5

33.1 30.4

0.0

10.0

20.0

30.0

40.0

50.0

60.0

70.0

Мэргэжлийн түр сургалт

МСҮТ-д мэргэжлийн анхан шатны боловсрол

эзэмшихээр сурч байгаа

Техникийн боловсрол эзэмшихээр сурч

байгаа

ИДСК-д бакалаврын зэргээр суралцаж

байгаа

Магистр, докторын зэргээр суралцаж

байгаа

2013 2014 2017

Source. RILSP, GES, 2018


45

40.2 per cent of total graduates are advancing their qualifications, 28.4 per cent are advancing their

educational degrees, and 15.5 per cent are studying to master double professions. 43.3% of the graduates

of TVET institutions are improving their qualifications, 20.7 per cent are upgrading the degree of education,

and 20.7 per cent are studying for a second profession.

2.1.5 Level of TVET students who studied further to the next level of an educational

institution (gender, ownership type, location, scale, majors)

According to the survey conducted by the RILSP in 2018, 79.9 per cent of the graduates of TVET has

chosen an institution other than their previous educational establishments. 47.2 per cent of TVET graduates

are studying for a different profession, and the findings of the survey show it should be reviewed and

analyzed further.

9.0 per cent in short-term professional training institutions and 5.6 per cent – for technical education at

TVET.

Below graph shows the profession of TVET graduates which match the job of the current study

The survey determined the reasons for the graduates studying for completely different professions are

willing to have double professions, upgrade their educational degrees and incompatibility of their previous

professions with their interests and personality.

31.5 per cent of the graduates of TVET institutions are studying for double occupations, 29.2 % for

enhancement of their degrees of education and 11.8 per cent were due to incompatibility of their previous

professions with their personalities.

People are not interested in choosing TVET schools even when there are opportunities such as free of tuition

fee, stipend and invitation to study by the most demanded occupations which identified by the result of

labour market barometer survey. Furthermore, per cent of TVET graduates doing jobs directly related to

Figure 2.10. the profession of TVET graduates which match the job of the current study,

2018

Source. The RILSP, GES, 2018

Very different

Slightly similar

Very similar

Exactly the same

All


46

their occupations is so low (as mentioned in the "graduate tracer study-2018" of the Research Institute for

Labor and Social Protection, it was 30%), which indicates that economic efficiency of this sector is

insufficient47.

2.2 Equality of TVET

2.2.1 Gender equality, the participation rate of female students

During the academic year of 2009 – 2019, the percentage of female students in the total students were 41%

on average. During the academic year of 2018-2019, 39% were female students and the majority of them

majored in health (81%), service (86%), education (75%), business trade (60%) sectors.

Of which, the numbers of female students study in light industry, trade and service sectors were high.

2.2.3 Qualifications and level of male end female students

Following graph shows the majors of female students study in the academic year of 2018-2019 by economic

sectors.


1552032

1064547

1738101

854713542692772519

155910401

10122542033

37039

1161032

106385

105122

5311135

51732

310468

525151

19361646

14589

755110

7060

2262

1612

12123050

50868139

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

















Дүн

Бүгд Эмэгтэй Хувь, %Figure 2.12. Majors of students by the gender and economic sectors, 1st half of the

academic year of 2018-2019

Source. Statistical data of VETPICD, as of 2018 and 1st half of 2019

Total

Health sector

Service sector


Industrial sector

Agriculture sector

Mining sector

Energy sector


Construction






Culture, art sector

Education sector


47

Comparison of majors with the types of VET institutions:

- There are 6833 students study in technical education and training, of which 49% were female and

majority study in the health and industrial sector.

- There are 28551 students study in Vocational education and training, of which 38% were female, and

the majority of the study in service and industrial sectors.

- There are 1655 students study in vocational training, of which 25% were female, and the majority of

them majored in industrial sectors.

- There is a need in the society to increase the number of inclusive training facilities to allow citizens or

special need people, socially excluded people of a rural area and isolated sums to have access to VET

schools and receive information on career counselling, to upgrade and upskilling.

2.2.4 Percentage of female, male students and teachers of VET institutions

The percentage of female students, teachers during the academic year of 2009-2019 within in the total

numbers of students and teachers of VET schools. There were 62% of total teachers female, and 44% of

total students were female.

As Mongolian National Gender Commission informed (Presentation presented during the VET partnership

forum), as of 2019, 90 per cent of teachers working in the education sector are female. During the

presentation, it stressed that attention needs to pay on training content, methodology and environment for

male students rather than focusing on the involvement and percentage of female teachers and students while

the rate of the female is higher. Over 62% of TVET institutions are male, and over 60% were female

teachers.

2.2.5 The female-friendly training environment

Figure 2.14. Per cent of female students in the total students


2033 2143 2093 2236 2498 2327 2504 25102230 2469

1256 1331 1330 1461 1608 1497 1621 1574 1369 1564

62% 62% 64% 65% 64% 64% 65% 63% 61% 63%

47% 44% 45% 46% 45% 43% 41% 40% 39% 39%

0%

10%

20%

30%

40%

50%

60%

70%

0

500

1000

1500

2000

2500

3000

1 2 3 4 5 6 7 8 9 10

ü МБС-ын байгууллагын эмэгтэй сургагч, багшийн тоо (нийт багш)

Үүнээс: эмэгтэй багш

Эмэгтэй багшийн эзлэх жин

Нийт суралцагчдад эмэгтэй суралцагчийн эзлэх жин

Female students and teachers of TVET institutions (total teachers)

Of which female teachers

Percentage of female teachers

Percentage of female students in the total students


48

In many countries, some factors need to be considered to create a female-friendly environment for the

TVET sector, and gender equality of the TVET sector is one of the critical indicators for sector development

and growth. For Mongolian TVET sector:

- Need to conduct an additional study on female student participation rate to teach the professions which

male students regularly study (for example, welding, electrician, etc.).

- Need to survey to identify issues on girls school dropouts, pregnancy, and whether sanitary facilities

available for them, if there is any discrimination or sexual harassment etc.

2.3 External efficiency of TVET

2.3.1 Percentage of students in dual training

Since the TVET sector transferred into competency-based training system and reform has started in 2011,

following provision related to the types of vocational education were stipulated in Article 11 of Law on

VET. Currently, the primary type of the TVET institution's training is functioning in order of class training,

industrial training and practice as specified in the law.

In terms of training curriculum, students receive 3400 hours of 2.5 years of vocational education and

training, 1440 hours of 1-year training, 4200 hours in3 years TET, 2100 hours in 1.5 years and up to 240

hours of 1-year professional training in certain professions and graduate. There is no dual training or

training curriculum function with a certain amount of time per week spend in workplaces or classrooms

(from the submitted materials by the schools requested special permission).

TABLE 2.4 TRAINING CURRICULUM OF VET INSTITUTIONS, BY HOURS

(STATISTICS OF VETPICD, 2019)

VET INSTITUTIONS Study period Hour (average)

VOCATIONAL EDUCATION

AND TRAINING

2.5 years 3400

One year 1440

TECHNICAL EDUCATION

AND TRAINING

Three years 4200

1.5 year 2100

VOCATIONAL TRAINING Up to 1 year 240

Since the training content of VET transferred into CBT system, the training structure consists of theory

20%, practice 80%. It means there is need to do some study on the situation that the graduates of vocational

education and training schools study only 1080 hours of research or 2595 hours of fewer subjects than the

total 3675 hours of primary subjects which usually 9-12 grades of primary schools study. Also, to create

equality and sufficiency in VET, there is need to elaborate flexible policy for graduates such as developing

training curriculum or content for those graduates which helps them to enrol further study in

universities in the area of engineer technology. Alternatively, to change the enrollment criteria for

VET school graduates by fitting the time availability, or to follow the step-by-step study system. On

the other hand, the number of subject hours for students transfer from vocational education training

to technical education are correspond, but needs to study whether there are any additions and

changes in these transition content-wise.

Analysis of the curriculum of TE, VE and VT

1. For technical education and training content, schools follow the hours, content and assessment

methodology which designed for university enrolling students. In other words, the content of the

technical education, training has not been yet transferred to the CBT system, which is giving 100%

opportunities for students to enrol in the university directly. On the other hand, training results are not


49

precise, no criteria for the knowledge and the skills defined for those graduates who enter the labour

market after graduation. This leads to a mismatch of knowledge and skills in the labour market (same

as higher education).

2. For vocational education and training, curriculum and content of the 1 year and 2.5 years training

applying CBT system but assessment validation of graduates conflicting with the standard assessment

and the documentation of the Ministry of education. Therefore, the document provided for graduates is

not validated at the national level.

2.3.2 Percentage of students participate in workplace practice.

Currently, no training institution with dual training curriculum, including workplace practice, have

registered among the training institutions with permission to provide VET. Therefore, there is need to carry

out a detailed study on whether the training curriculum complies with the feature of workplace practice

content-wise.

2.3.3 Qualification value of VET in the labour market

In 2017, the Research Institute of Labour and Social Protection chose 8 professions prepared by the TVET

institutions and conducted a study on Employers requirements for employees.

Within this survey, 8 professions have selected from the professions in the academic year 2015-2016, the

most common professions among entrants in the academic year 2017-2018, based on the list of jobs or

professions demanded by the labour market.

Findings of the survey show that total of 110 entities with 34 thousand employees, including 11-16 entities

from each mining, construction, processing industry, health and service sectors hired the graduates of

vocational education and training institutions in last 3 years. Ninety-three per cent of the selected employers

provides training and practical sessions when hiring a new employee. All Employers that recruit

hairdressers, nurses and construction plumbers provide training and practical sessions.

Employers who participated in the survey have recruited over 525 graduates of TVET institutions in the

last 3 years. During the study, the employers were asked to evaluate 6-8 primary professional skills of these

new workers (1-very poor, 2-poor, 3-good, 4-very good) and they as assessed poor or 2.4 on average. In

particular, hairdressers' skills are very poor, as the Employers have evaluated.

Common indicators such as the numbers of years' operating in the sector, whether recruit when hiring a

new employee, or whether train the new staff were defined in general for 110 employers who participated

in the survey, but the core skills and knowledge required for each profession were limited and ranked by

each profession.Result of the survey showed personal attitude and competencies by each profession, and

the general preference for employers was working in a team, handling of workload, and independent

working etc.

The entities covered by the survey have recruited 525 graduates of TVET institutions for the last 3 years,

and the average score for skills of the graduates in these 8 professions was 2,4 (skills using 1-4 point system),

or the professional skills are no satisfactory.

Figure 2.15. Assessment of professional skills of TVET graduates evaluated by employers,

by 8 professions


50

8 per cent have assessed ‘very good', 37 per cent view that they are good, 41 per cent consider that they are

weak, and 14 per cent believe they are inferior. Average point is 2.4. The report describes a detailed

assessment of each profession.Looking at this assessment by each profession, the majority of the employers

who hired construction electrician evaluated as good, and the ones who hired hairdresser assessed as

unsatisfactory.

Lack of professional skills of TVET graduates showed that the quality of training practice is not

sufficient. The situation may happen due to several causes. Herein: teacher's qualification and

upgrade, training practice environment, the content of the training curriculum, availability of

practice materials. Therefore, further analysis should conduct to identify the causes.

As a result of the survey, 16 per cent of the employers assume that the graduates' theoretical knowledge is

satisfactory, while 58 per cent concludes it moderate and 26 per cent deems it unsatisfactory. The highest

evaluated was a nurse, and the lowest was a hairdresser. When the graduates' practical skills are assessed,

6 per cent of the Employers say that they meet the requirements, 44 per cent considers they meet in a

moderate level, and 51 per cent say that they do not meet the requirements. In other words, graduates'

practical skills do not meet the Employers' needs. In particular, heavy vehicle operators, hairdressers, and

welders cannot work meeting the relevant requirements.

2.3.4 Assessment of VET curriculum

Within the survey, TVET institution curricula assessed whether the graduates’ theoretical knowledge and

practical skills meet the Employers’ needs or requirements. As a result, 16 per cent of the Employers

assumes that the graduates' theoretical knowledge is satisfactory, while 58 per cent considers it moderate

and 26 per cent assumes it unsatisfactory. When it comes to each profession or job, 'good' is given to nurses,

and 'poor' given to hairdressers.

2.3

2.6

2.3

2.6

2.5

2.6

1.7

2.5

Plumber

Electrician

Welder

Tailor

Nurse

Cook

Hairdresser

HVO

Figure 2.15. Employers' assessment of theoretical knowledge of TVET graduates

By 8 professions


51

When the graduates' practical skills assessed, 6 per cent of the Employers say that they meet the

requirements, 44 per cent considers they meet in a moderate level, and 51 per cent say that they do not meet

the criteria. In other words, graduates' practical skills do not meet the Employers' needs. In particular, heavy

vehicle operators, hairdressers, and welders cannot work meeting the relevant requirements.

The assessment covered the Employers' satisfaction towards the curricula of TVET institutions where

students major in 8 selected jobs. The result shows that 9 per cent is satisfactory, 57 per cent is moderately

satisfactory, and 34 per cent is unsatisfactory. It shows that the curricula and teaching methods of TVET

institutions must be updated. Besides, many Employers emphasized that the TVET institution teachers’

training approach, skills and training equipment, practical session environment, students’ attitude

and activity may impact adversely on graduates’ skills development.

18%

15%

21%

8%

36%

15%

7%

9%

36%

77%

50%

67%

50%

70%

43%

73%

45%

8%

29%

25%

14%

15%

50%

18%

Plumber

Electrician

Welder

Tailor

Nurse

Cook

Hairdresser

HVO

Satisfactory Moderate Unsatisfactory

Source. The RILSP, Survey on employers requirements for employee, 2019

8%

13%

23%

55%

77%

36%

50%

47%

46%

21%

18%

46%

15%

64%

50%

40%

31%

79%

82%

0% 20% 40% 60% 80% 100% 120%

Барилгын сантехникч

Барилгын цахилгаанчин

Гагнуурчин

Оёмол бүтээгдэхүүний оёдолчин

Сувилагч

Тогооч

Үсчин

Хүнд машин механизмын оператор

Нийцдэг Дунд зэрэг Нийцдэггүй

Figure 2.15. Employers assessment on practical skills of TVET graduates,

By 8 professions


Heavy Vehicle operator

Hairdresser

Cook

Nurse

Tailor

Welder

Construction electrician

Plumber

Match Medium Do not matach


52

The Employers of cooks have better satisfaction towards the curricula, while those of nurses are contrary.

As the Employers said, this inferior evaluation may vary due to different training curriculum are changed

at the nursing schools. The RILSP stressed in the report that there was no single Employer who feels

satisfactory towards the curricula of TVET institutions where hairdressers, welders, and

construction plumbers prepared. However, this survey should be further analyzed more in details.

Because this survey did not study the other relevant factors such competency-based training

curriculum of employers, employer's involvement in the elaboration and assessment of training

curriculum and matching of employer's job description are not defined and analyzed which makes

it hard to conclude.

As the result of another survey studied the employment of TVET graduates 48 , 136 or 31.9% of the

enterprises and factories operating since 2016 have hired the graduates of TVET schools. In terms of

economic sectors, 31.1% of the construction companies 50% of the road and transportation companies and

26.4% of the agriculture companies have hired TVET graduates since 2016. However, 34 companies

participated in the survey were lacking human resources in the last 6 months. In terms of economic sectors,

30.3% of companies in the construction sector 29.6 % in road and transportation companies, 41.7% in

agriculture sectors were lacking labour force. (Yo, 2017).

The ADB funded project "Skills conducted a detailed survey on the employment of TVET graduates for

Employment".49 Findings of the survey show that 22.8% of the graduates paid employment and of which

38.7% were working by their graduated profession. 65 per cent of the employer who participated in the

survey were lacking labour force. This result shows that labour demand has not filled yet. 50

48 Yo (2017). Report on employment survey; ADB “Skills for employment project” 2nd mid-term report on “Establishment of a training system for VET managerial officers and teachers".

49 The baseline study report on graduate's tracer study, Employers satisfaction ADB, “Skill for Employment project”, 2018? 50 TVET Quality assurance policy review, 2019

Figure 2.15. Employer’s satisfaction on training curriculum of TVET institutions, by 8

profession


15%

8%

7%

23%

18%

64%

62%

71%

67%

40%

62%

57%

36%

36%

3%

29%

25%

53%

15%

43%

46%

0% 20% 40% 60% 80% 100% 120%

Барилгын сантехникч

Барилгын цахилгаанчин

Гагнуурчин

Оёмол бүтээгдэхүүний оёдолчин

Сувилагч

Тогооч

Үсчин

Хүнд машин механизмын оператор

Хангалуун Дунд зэрэг Хангалуун бус

Heavy Vehicle operator

Hairdresser

Cook

Nurse

Tailor

Welder

Construction electrician

Construction plumber

Satisfactory Medium Unsatisfactory


53

In the keynote speech of Mr. Shyamal Majumdar, Head of UNESCO-UNEVOC on “Improving the Quality

and Image of TVET”, the delivered on the 4-5th of April 2019 at the “Quality TVET Reform for Sustainable

Development”:

Following issues addressed in terms image of TVET at the global level. The image of TVET is not the only

issue of Mongolia; it is becoming one of the challenging problems throughout the world. Quality is the

most critical issue here. Quality and image are impartial, and they cannot measure by providing a stipend.

He addressed that TVET image will not improve if we do not reform the quality even there was money.

Image of TVET was high throughout the world during the 2011-2015, especially in countries with higher

economic development. However, in the last three years, the image of TVET decreased even in developed

countries comparing to previous years. This decrease may have affected by the rapid development of

technique and technology, and training curriculums are not able to cope with the change. Also, the cultural

impact might be affecting. For example, middle income or below the middle-income level citizens of

countries like Mongolia and India carry out hand-involved work, and they believe that people with white

collars have higher education. Such perception shows that people want their work to be valuable at the

society. Therefore, he reminded that the training curriculum has to digitalize.

2.3.5 Percentage of graduates employed after graduation, by professional majors, level, gender and

the number of employed years

Employment status of graduates

Within the scope of this survey, analyzed findings of graduates employment survey carried out by the

RILSP in 2016 on the graduates from the academic year of 2012-2013, also in 2017 the graduates from the

academic year of 2013-2014, in 2018 the graduates from the academic year of 2015-2016. The analysis

was conducted based on findings on the employment of graduates and work by the graduated professions

in 2018. However, there is need to perform an additional study on the job of the graduates of that

year (for example, 2018-2019) together with the educational institutions. Recent years, it was

observed that there are several successful cases in the sector that employers have hired skilled

graduates by getting involved in the assessment process. Also, this survey did not include data on the

employment of the graduate of this year, upgrading their qualification in vocational training.

Therefore, findings of the graduate's employment tracer study conducted by the RILSP is not

representing the whole employment graduates.

The general professional directions observed in higher and vocational educational institutions approved

under Ordinance 235 of 2010 "On the establishment of professional domains and indexation" of the

Minister of Education, Culture and Science used for the professional domains of graduates of universities

and institutes. The professions majored by the graduates bundled into 22 professional areas. The

"Classification and Definitions of professions and occupations 2008" was followed for the professional and

occupational data and the "Sectoral classification of all types of economic activities" approved under Order

#103 of the Minister of Finance passed in 2011 was followed for the data on the sectors of economic

activities. During the academic year of 2010-2011 (2014, 2016) 34.2% or 18.7 thousands of the total

graduates have graduated the TVET institutions, and their average age was 25. 38.1% or 23.4 thousands of

total graduates of 2012-2013 academic years were (in 2016) TVET institutions, and 56 per cent of the

female and 44 were male. The average age of the graduates of this academic year was between 23-27 years.

The average age of TVET graduates was 24 mainly because graduates of primary schools enrol TVET

institutions and study period is short for TVET institutions.


54

There were 38.5 per cent or 17.3 thousand graduated from vocational and technical education courses of

TVET institutions during the academic year of 2015-2016, and of which 49% per cent employed and the

average was 22 (in 2017, 2018). Information on the employment of graduates during these two intervals

was compared by 1. Employment, 2. Employment by the graduated profession. As of 2016, the employment

rate of graduates from the 2010-2011 academic year was at 48.0%, which has slightly decreased compared

to previous years and in 2018, at reached 62.0% and the increase noticed.

Below chart shows the result of graduates employment survey of 2018 by the employment of graduates in

comparison of 2017, 2018

Employment of TVET graduates in health and energy sectors were higher in both years comparing to the

other areas. In general, the employment of TVET graduates has increased in all industries. Percentage of

employees working in Information technology, agriculture, sector increase by about 15 per cent compared

to the previous year.

Figure2.17. Employment of TVET graduates by economic classification, by

percentage

The RILSP, GES, 2016, 2018

36.7

37.0

37.7

39.9

40.7

41.4

43.3

49.0

50.4

52.4

53.2

58.1

69.2

48.9

50.6

58.3

56.3

60.3

53.7

61.5

60.3

63.0

67.4

68.8

78.8

82.3

Байгаль орчин, аялал жуулчлалын …






Соёл урлагийн салбар







2018 он

2017 он

Total

Health sector

Service sector

Urban development, reconstruction

sector

Industrial sector

Agriculture sector

Mining sector

Energy sector


Construction






Culture, art sector

Education sector

43%

56% 55%48% 49%

62%

0%

10%

20%

30%

40%

50%

60%

70%

2013 он 2014 он 2015 он 2016 он 2017 он 2018 он

2013 он 2014 он 2015 он 2016 он 2017 он 2018 он

Figure 2.16. Percentage of TVET graduate’s employment

Source. The RILSP, GES, 2016, 2018


55

However, the below chart shows the employment of graduates by their graduated professions (2014-2015)

as of 2018.

Comparison of total employment of graduates and the employment by the graduated occupations51:

Also, while 13.8 per cent of the graduates of TVET who are employed are engaged in the wholesale and

retail sectors, 13.4 per cent in the construction sectors, 10.7 per cent in the processing industry, 9.8 per cent

are in mining and extraction, and 9.7 per cent are in hotel, housing and catering industries.

51 M.Altansukh, Presentation on Labour market and graduate's employment, 2019

Figure 2.19. Ratio and percentage of employment and employment by the

graduated profession

Graduates employed by the graduate's profession

53.0


39.3

45.3

45.5

46.0

47.1

47.8

53.0

54.8

56.4

56.7

65.0

71.0

79.8

90.4




Соёл урлагийн салбар



Дундаж








Figure 2.18. Employment of TVET graduates by the economic classification, and

percentage


Health sector

Energy sector

Education sector

Agriculture sector


Industrial sector

Average

Construction sector


Culture, art sector

Mining sector




56

Employment of graduates by their graduated profession is at 53%. There is a need to clarify about

the labour market vacancies, mediation and labour force shortage, and their impacts on employment

of TVET graduates should be made with the additional survey.

Labour market vacancy and mediation showed in below figure:52

Above comparison shows there is labour force shortage. Below figure shows the labour force shortage

according to the data of the RILSP53.

52 M.Altansukh, Presentation on Labour market and graduate’s employment, 2019 53 M.Altansukh, Presentation on Labour market and graduate’s employment, 2019

Figure 2.20. Labour market vacancies and mediation, by percentage


Job vacancies

Citizens

mediated to

jobs

Wholesale and retail

Construction

Processing industry

Human health and social welfare activities

Hotel, apartment, public meal

Wholesale and retail

Processing industry

Construction

Human health and social welfare activities

Hotel, apartment, public meal

Figure 2.21. Labour force demand by economic sectors, percentage, 2019

Source. The RILSP, 2019

Total

Construction Mining, quarrying

Processing industry

Wholesale, retail trade, vehicle, motorcycle repair service

Profession science and technical activities

Management and support activities

Human health and social activities

Hotel, accommodation, public meal services

Education

Agriculture, forestry, fishery and hunting

Transportation warehouse activities

Information communication

Real estate activities

Finance and insurance activities

Art and entertainment

Service and other activities


57

Data on unemployment and registered unemployed shows that 33.3% per cent of TVET graduates are

unemployed, but the number of graduates who enrolled at labour division was only 6,5% which leads to

the assumption that TVET graduates may not have been using the official mediation service through the

registration and mediation at the labour divisions. On the other hand, there are many examples that

graduates of TVET institutions directly employed by employers (Employers have selected some

graduates and offered a job after involved in the process of evaluating the graduation of TVET

graduates). Therefore, it is necessary to identify the impact of the social partners on the employment

of graduates. Also, the additional study needs to conducted on the directions TVET graduate's

employment, types of TVET institution, level, and gender.

2.3.5 Relevance between training and employment rate

When study about the training quality of TVET and relation to employment level can be done by the content

of the training curriculum and the types. If piloting survey is conducted, it should have considered the

average wage of graduates in relation to the workplace and should analyze the labour market indicators

carefully. Alternatively, it can be measured by the adequate level of employers towards the graduate's skills

and competencies.54

Compared the results of above two surveys on graduates employment, employment by the graduated

profession and the employer's demand for employees, the employment of TVET graduates were 53%, and

the assessment given by employers on training curriculum shows that quality of the training curriculum is

not satisfactory. However, questionnaire, processing and the results of these surveys are not reliable; it did

not study by the status (TE, VE, VT). Therefore within this survey, tired analyze the relevance of training

curriculum content.

The result of the content and the methodology of TVET training curriculum is training or the quality of

instruction. There is a necessity to conduct a study on how the quality of training is affecting the

employment of graduates — compared the documents which related to the quality and the result of training

such as content, methodology, occupational standard which are n force.

Technical education, training

Technical education, training is organized in 2 forms as 1.5 years (students who acquired 2.5 years of

vocational education can study), and 3 years (citizens who have complete secondary o or higher than

comprehensive secondary school).

For technical education and training, the order of Minister of Labour #A/262 on approving "Technical

education design" has been applied since transferred into CBT system in 2015. This order was renewed in

2019 and implementing a regulation of content and methodology of TET which approved by the order of

the Minister of Labour #A/134 regarding "Technical education, training plan, curriculum design and

requirements".

The Minister's order issued in 2015 on approving "Technical education design" did not have clear provision

on the ratio of theory and practice, the number of credit hours were nor clear, specified to have separate

plans, and no precise regulation on how to match the performance criteria provided by the training

54 Educational sector analysis methodological guidelines, UNESCO, 2014


58

curriculum with the assessment plan. Such unclear instruction may affect the quality of training negatively.

However, students of 2016-2017 (1.5 years or hierarchical training), 2018-2019 (3 years of practice) who

have studied during the force of above Minister's order will graduate this academic year. Therefore, the

results will not be ready yet measured by the satisfaction survey of employers.

Advantages of applying the revised regulation on "Technical education, training plan, curriculum design

and requirements" and its annexes which approved by the Minister's order in March 2019 are:

- Specifies that the training plan of hierarchical training provides technical education or 1.5 years to be

54-60 credit hours and training plan for 3 years to 90-96 credit hours. There is an aim to tie up the

technical education training content with the training content of higher education, as well as to

correspond the collected credit hours of graduates with a bachelor program.

- The ratio of theory and practice in the training is 50:50. The regulation also gives guidance on how to

provide technical and scientific knowledge and skills, advanced professional learning; also it aims at

ensuring all programs to be equal and accessible by setting selective lessons for all general, vocational

and developed parts of the training.

- It also has provisions related to the training environment, tools and equipment to organize technical

education, and general requirements set for the teachers and learners to provide technical education.

- Specific provisions give detailed instruction on the training curriculum, how to correspond the

methodology to develop teachers unit lesson plan with the teaching methods and methods, textbook,

manual and certain training curriculum.

- It also specified that within the scope the lesson objective, it should contain the negative impact on the

environment, harm, ways to reduce these impacts, concept on eco use which allowed to follow "Green

TVET" international principle in the future.

There is an aim to tie up the technical education training content with the training content of higher

education, which is essential for graduates of technical education to improve their qualification within a

short period.

On the one hand, the training content of technical education has not yet entered the competency-based

training content and methodology. Due to unclear criteria of the vocational and technical knowledge and

skills (same as the higher education curriculum) the quality of the may not have been improving. On the

other hand, there is a policy to train graduates of technical education up to the higher education

which is limiting the possibilities to acquire the skills at labour market level especially for graduates

who are ready to enter the labour market.Furthermore, we need to set the criteria for knowledge and

skills under the training curriculum of technical education and training. Also, need to ensure the consistency

of hierarchy training content from vocational to technical education rather than corresponding to the higher

education. In order to achieve an objective to send students study for 3 years directly to labour market,

program developer needs to pay more attention to reflecting essential knowledge and skills in training

content, make the curriculum and planning accordingly, which will meet the need of Labour market and

the employers.

There is some excellent example that resolved the consistency, continuity of vocational education and

technical education with higher education in very flexible ways among TVET institutions. For instance:

Competency units for profession "Industrial electrician" of mining and energy polytechnic college to

upgrade their study from vocational education to technical education set at 13. Upgrading opportunities are

shown in the table below:


59

2.5 years of Vocation education

and training

During the study of

Technical education for

1.5 years

3 years of technical knowledge

Will acquire competencies of 1-7 To acquire competencies

of 8-13

To receive all the competencies of

1-13

Graduates of this “Industrial electrician” 100% provided with workplaces after graduation. Also, they take

the first places in National Competitions and participate in the World Skill competition.

Vocational education, training

Total professions prepared by the vocational education and training develops competence based training

curriculum and implement55. As specified in the law on "Vocational education and training" consists of the

base part, vocational base part and difficult part. The base part of this training is related to the primary

education thereforу requires the most coordination, policy and planning of the VET sector. Since 2011,

within the plan to make all the professions transfer into a competency-based training system, several CBT

curriculum for several professions have developed with the support of international projects and using them

until now. Occupational standards for some professions are not issued yet. Therefore schools are teaching

the same occupations with different curriculum.

There are 57 occupational standards have been developed with the support of international project and

programs in 2017 and 2018 and use. In other words, training curriculums are prepared in line with the

occupational standard but not yet able to determine whether the curriculums met the labour market need.

There is a working group established to integrate the fundamental lessons of construction electrician, cook,

welder, auto vehicle repairman, a forest expert with the first lessons of that profession. Even the results of

labour market survey and graduate's employment survey show that quality of training is not meeting the

labour market demand, it is possible to make the conclusion that in 3 or 4 years later a positive result will

appear as the result of the above measure.

Vocational training

Vocational training provides short-term (up to 1 year) training for adults to give professional guidance. In

terms of training curriculum, vocational training follows the principle of competency-based training

curriculum design in their practice. Vocational training provides one or several competencies to citizen's

depending on their preferred skills, also provides the certificate. In terms of training curriculum, training

institution develops a training curriculum by the competency unit and verify. Training curriculum

development process of a training provider could also be affecting the fact that it is not meeting the need

of employers.

2.3.6 Labour market information and service delivery

It is essential to have labour market data up to date for VET planning. In particular, data on graduates, target

groups, training needs, the definition of the training environment, the skills shortage in the labour market,

demanded skills (both in formal and informal), future skills need, economic sector data related to economic

55“ Technical education, training plan, curriculum design and requirements” The Ministers of Labour, order A/197 approved on 19th of October 2015.


60

growth etc. This analysis allows to use the data for labour market trend, situation and VET planning56.For

VET institutions, the RILSP release data on labour market demand every year using the result of the

“Labour market barometer survey”.

By the Labour market barometer survey conducted in 2019

It is not possible to see the skills demand which is provided by the special education form the survey result.

Schools should be cooperating with the research institute on labour market data.

Training institutions need to work with a research institute in the following areas (issues)

- How is labour market data, who is collecting the data, are the collected data reliable

- Is the labour market survey questionnaire prepared differently by the VET types, content and

availability

- Did they collected data on demanded skills

- When and how often data updated

- Are data on training institutions and reports ready

From the research institution:

- What kind of information do VET policymakers have

- Are labour market data used in VET planning (develop a training curriculum and update, to start a new

training, to void the existing curriculum etc)

- What are the capacities of VET institutions to carry out labour market analysis

- Is there any coordination between organizations to issue VET policy, qualitative and quantitative data

etc.

2.3.7 Labour market matching


Figure 2.22. Labour market occupational demand in 2019

Source. RILSP, 2019

Higher

education

Vocational

education

Regular

occupations

-Bookkeeper

-Mechanic engineer

-Accountant

-Food technologist

-Medical doctor

-Pharmacist

Elementary school

teacher

-Repairperson

-Armature maker

-Cutter

-Tailor

-Welder

-Cook

-Carpenter

-Driver

-Electrician

-Waiter

-Manufacturing

assistant

-Construction,

assembling worker

-Technical assistant

-Guard


61

The skilled workers describe labour market matching with the VET sector demand in the labour market and

the quality of service that helps to supply the meet the need. In particular, career counselling service and

job mediation service. Career counselling service aimed at helping school dropouts or target groups to

choose their profession and VET programs. The job mediation service provides service to link to employers

in the labour market.57 Currently, the findings of the Graduates employment surveys for 2016, 2017, 2018

conducted by the RILSP show that the majority of employed graduates obtained information about job

vacancies from friend, parents and relatives.

This graph shows that graduates lacking information on where to get labour market information,

information on demanded jobs, registration at the labour division, meditate to, and how to be in informed

continuously. In general, getting information on job vacancies from the labour division or through the

organizations is not sufficient.

39% per cent of the graduates informed that they seek job vacancies and advertisements using internet

sources.


31

30.1

12.3

3.3

0

8

3.1

1.5

0

2.5

3.9

3.8

0.4

20.3

22.8

12.2

4.5

2

14.1

12.3

0.1

5.3

0.5

1.7

3.3

0.9

0 5 10 15 20 25 30 35

Эцэг эх, хамаатан садан

Найз, хамт суралцагчид

Сонин, ТВ гэх мэт хэвлэл мэдээллийн хэрэгсэл

Төрийн ХЭД байгууллага (ХТБ гэх мэт)

Хувийн хөдөлмөрийн бирж

Интернет (ажлын зар, байгууллагын вэб сайт)

Ажил олгогч

Хөдөлмөрийн яармаг, олон нийтийн арга хэмжээ

Боловсролын газар

Оюутныг дэмжих төв, оюутны зөвлөл

Дадлага хийж байсан газар

Ажлын байрыг өөрөө бий болгосон (ХХЭ)

Бусад

ИДС МБСБ

Figure 2.23. Status on how graduates got information about current employment


Figure 2.24. Job seeking of graduates


Other

Self-employed

Practice place

Student development center, student council

Education department

Job exhibition, public measure

Employer

Internet (job advertisement, organization’s

website)

Private labour exchange centers

State employment agency (LCE)

Media such as Newspaper, TV

Friends, colleagues

Parents, relatives

Uni TVET

All

Internet, job advertisement, organizations website

Register at the labour exchange centers and

receive service

Through friends and acquaintance

Via advertisement, Send CV, interview etc


62

16.3% of the graduates receiving service through the labour exchange centers. But graduates do not receive

enough information on labour market and do not register as a job seeker who may affect the decrease in

employment of VET graduates reduction. On the other hand, these situations show that we need to study

the reasons why graduates are not registered at the job mediation service.

2.3.8 Self-employment and business development service

Support to self-employment of VET graduates and the business development service is one of the labour

market measures designed for the VET graduates58. As the results of the graduate's employment survey by

the RILSP, in 2018 there were 38.8 per cent of the self-employed explained their being in business with a

purpose of earning higher income than waged employees, 13.2 per cent – as an opportunity to succeed and

develop, 10.8 per cent – having inherited a business and 9.3 per cent – because of difficulties of finding

jobs.

Graduates explained that income of paid employment is not enough for living and they preferred self-

employed or in business to earn a higher salary than employees with paid wages. The number of working

hours for VET graduates are longer than the graduates of university graduates who could be due to their

profession's characteristics. There are Small and Medium enterprises development department,

employment department and business incubator centres function under the VET RMC, but graduates do

not participate and develop business plan due to the limited scope of these organizations. There is a need

to conduct further study and elaborate a policy to support their private business, self-employment to

increase the income, which will improve the quality and availability of the VET sector.

2.3.8 Number of employed graduates and income level of citizens who left school by profession and

employment sector


11.5 41.5 3.5 9.9 7.74.9 1.0

15.34.8

10.1 35.9 4.2 8.8 5.89.8 4.1

11.010.4

0%

20%

40%

60%

80%

100%

Өв

зал

гам

жи

лса

н

би

знес

Цал

ин

хө

лст

эй

ажи

лтн

аас

ил

үү

ор

ло

го о

ло

х

АА

НБ

-д ц

агт

бар

игд

аж

ажи

лл

ах

сон

ир

хол

гүй

Аж

ил

д о

ро

х б

эрхш

ээл

тэй

б

айса

н

Би

знес

, аж

аху

й

эрхл

эх н

ь ху

вий

н з

ан

чан

ар …

Ор

ол

го

амьж

ир

гаан

д

хүр

элц

эхгү

й

бай

сан

Най

з н

өхө

д

хам

тран

аж

ил

лах

сан

ал

тавь

сан

Ам

жи

лт

гар

гах,

хө

гжи

х б

ол

ом

жто

й

учр

аас Бус

ад

ИДС ТМБСБ

Figure 2.25. Reasons for self-employed


Inh

eri

ted

busin

ess

To

make

mo

re in

co

me

tha

n the

paid

wo

rk

No

t

inte

reste

d in

tim

e lim

ited

wo

rk

Wa

s d

ifficu

lt

to g

et a

jo

b

Bu

sin

ess,

entr

epre

neu

r

sh

ip is w

ell

fit

to p

ers

on

al

qu

alit

y

Inco

me

was

not

eno

ugh

for

livin

g

Fri

en

ds a

nd

co

llea

gue

s

pro

po

sed

an

offe

r

Po

ssib

le t

o

succee

d a

nd

develo

p

Oth

er

Uni TVET


63

There is no study or information on currently employed graduates and income of the citizens who left their

school. However, the RILSP conducted Wage structure survey in 2013, 2015, 2017, and the study covered

wage of citizens with technical and vocational education.

To survey line with the other similar study conducted at the international level, RILSP have covered full-

time employees and in total 84338 employees during 3 times surveys.

Table 2.5 Changes in the wage and employment structure

(The RILSP, 2018)

Real wage Wage growth Number of employees

Changes in the

number of

employees

2013 2015 2017 2013-

2015

2015-

2017 2013 2015 2017

2013-

2015

2015-

2017

Total

sample

489.5

437.0

501.3

-10.7

14.7

100

100

100

-

-

Education

Elementary 356.3 324.2 364.0 -9.0 12.3 29.2 30.0 26.4 0.8 -2.8

Technical 430.5 395.6 438.7 -8.1 10.9 20.2 18.1 22.2 -2.1 2.0

Higher 589.6 516.3 599.2 -12.4 16.0 50.7 52.0 51.5 1.3 0.8

Gender

Male 519.6 451.8 537.7 -13.0 19.0 51.7 50.4 50.8 -1.3 -0.9

Female 457.3 422.0 463.9 7.7 9.9 48.3 49.6 49.2 1.3 0.9

In this particular survey, the base comparison group located in Ulaanbaatar citizens with compete or higher

education, work in the service sector locally owned enterprises, without any work experiences and female

employees. The wage of this group considered as base.

Above mentioned, employees with basic wage are: the basic wage has increased from 275.0 thousand

tugrugs up to 303.2 thousand tugrugs during 2013-2017. In particular, the total wage of employees with

lower skills increased by 8.2 per cent during economic turndown in 2015 and increased by 1.9 per cent in

2017 when the financial situation improved.

When compared the wage of employees with technical education with the employees with higher

education, the benefit of education is: that wage of employees with higher education was 45% higher

than the other employees in 2013. Also, the wage of employees with technical education were 17%

higher than the employees with lower education. However, during the 2015-2017 benefit of having

education tended to decrease. In particular, higher education benefit reduced by 50. Points and technical

education benefit decreased by 2.2 points in 2017. When compared the wage with male employees: Wage

of male employees higher than the female employees. In particular, wage difference was 15.0% in 2013,

but in 2017, male employees have 12.3% higher wage than female employees.

According to the result of the survey, it is possible to conclude that citizens who left the school have lower

education than the employees with technical education.

2.4 Conclusion

Strength and Weakness


64

Employment of graduates was at 60.9% in 2017 and increased by 9.3 points reached 70.2% in 2018, while

employment of VET graduates increased by 13.4 points which made the most significant increase and is

show that quality and availability of VET in increasing.

62.3 per cent of the TVET graduates is employed and of which 53.0 per cent employed in professionally

relevant jobs. Being engaged in the professional, related position is considered as one of the most positive

indicators at the global level. 86.8% of VET graduates majored in health and 75.4% in energy are working

by their graduated profession, while 40% of graduates majored in art and culture not working by their

graduate's profession.

In terms of economic actives of TVET graduates by the professions since 2017, the employment of

graduates majored in health and energy sectors remained highest comparing other professions.

Challenges

- While the employment level increased during the past 2 years, but the migration in the economic status

was high. It shows that there is a need for a policy that supports the sustainable employment of youth,

improves working conditions and increases of wage and bonus.

- Particular attention should be paid to the unemployed youth who live in a rural area where job

vacancies are not available for them.

- Besides the theoretical knowledge, employed graduates are facing challenges such as lack of computer

and foreign language learning and skills for elaborating any documents. Therefore, attention should

be paid to this area and to upgrade the training curriculum with content related to the lacking skills.

- About 28.0 per cent of total VET graduates were not employed for a duration of 24 months after the

graduation and of which 6.0% were long-term unemployed. Long-term unemployment leads to more

challenges to find a job, therefore need to have organized special re-training for those people. (Longer

unemployment after the graduation leads to less chance of employment)

- Attention needs to be paid to the fact that the competitiveness of professions prepared by VET schools

such as the area of computer and finance is low at the labour market and not employment by their

occupations.

- Also, professions of construction sector prepared by the VET schools have been in demand for several

years, but again, employment by the graduated occupation is low. From one side, this could be due to

skills mismatch, from the other side, weak job mediation service. Furthermore, there is no study or

information on graduates who entered the labour market directly without registration at the labour

exchange centres. Therefore, this issue of graduates in this sector should be studied further.

International comparison

In 2018 The World Economic Forum conducted a survey on "The Future of Jobs" and analyzed the changes

that could affect the future professions, labour force and employment. The report pointed out that as

technological breakthroughs rapidly shift the frontier between the work tasks performed by humans and

those performed by machines and algorithms, global labour markets are undergoing significant

transformations. As the Fourth Industrial Revolution unfolds, companies are seeking to harness new and

emerging technologies to reach higher levels of efficiency of production and consumption, expand into new

markets, and compete on new products for a global consumer base composed increasingly of digital natives.

Also, the findings of the report stressed out that business leaders across all industries and regions will

frequently be called upon to formulate a comprehensive workforce strategy ready to meet the challenges of

this new era of accelerating change and innovation.


65

As the survey of the RILSP conducted in 2019, profession demand of VET was identified by the list of

professions to be prepared by VET institutions. The VET also prepares regular occupations, therefore it is

possible to say that the majority of the demand is professions made by the VET sector. However, the

occupations prepared by VET institutions are missing in this survey. This survey should be further

improved with types and levels of VET professions, and to be able to forecast the skills demand. It would

have an important impact on further enrollment, graduation and quality of VET sector. Also, the demand

for the dual profession of electronic and mechanics tend to be increasing in the future. Therefore, we are

facing the need to carry out a study on how to improve the training curriculum, capacity of teachers of

vocational education as well as the planning of the teaching methodology in line with the global labour

market need.

The main reasons for dismissal were graduated, transferred to a different school, absence leave, sickness

leave and breach of study and discipline.

Reasons for dismissal

18401

7284

14963

426 846 178 4321556

6907

3094

6014

143 351 50 70 2790

2000400060008000

100001200014000160001800020000

Тайлант хугацаанд хасагдсан

Эмэгтэй Сургууль төгссөн

Өөр сургуульд шилжсэн

Чөлөө авсан Өвчний улмаас

Сурлага болон

сахилгаар

Бусад

Хасагдсан /шалтгаанаар/

Төрсийн өмчийн Төрийн бус өмчийн

Figure 3.4. Number of students dismissed from TVET schools, by the ownership types


Dismissed

During

reporting

period

Graduated

the school Female Transferre

d to

different

school

Took

absence

leave

Due to

sickness

Study and

discipline

issue

Other

Privately owned State-owned


66

CHAPTER THREE: THE INTERNAL EFFICIENCY AND THE QUALITY OF TVET

3.1 The internal efficiency of TVET

Internal efficiency and quality of TVET is important. Quantitative and qualitative analytical steps are

suggested in evaluation of internal efficiency and quality. Unlike general education, the TVET branch has

a hierarchical system. Therefore, the results of the experiment are the main outcome of the sector. In recent

years, countries that have been transferred into national qualification level system, and implemented

competency based and modular training, have the potential to estimate their internal benefits. To understand

the internal efficiency and quality of TVET, the evaluation system, scope and the rules/regulations should

be carefully considered59.

3.1.1 The levels of students who dropped out of all types of educational institutions, locations,

professional directions and qualification levels

An analysis was carried out on the increase and decrease in the number of students from the TVET students’

migration data in 2018-2019 academic year.


Chart 3.1. TVET migration, number of students increased, in the reporting year and causes

36920

15106

2542723584

869 474 186 3140

5000

10000

15000

20000

25000

30000

35000

40000

Шинээр элссэн

Дэвшин суралцаж

байгаа

Шилжин ирсэн

Чөлөө авсан Бусад

Тайлант хугацааны

эхэнд Үүнээс: Эмэгтэй

Тайлант хугацаанд нэмэгдсэн

Нэмэгдсэн /шалтгаанаар/

Source: Statistical data from TVET PICD, 2019

At the

beginning

of the

reporting

period

At the

beginning

of the

reporting

period

From

which

female

Increased

in the

number

the

reporting

period

New

entrants

Students

progressed

to upper

grade

At the

beginning

of the

reporting

period

Number of

Students

came from

Number of

students who had

special permission

to leave school for

certain period of

time

Other

Causes


67

The number of students that left the TVET schools in the academic year of 2018-2019 is classified by TVET

types and shown in the following chart:

The reasons for school drop outing or expelling are graduation, transfer to another school, absent with

special permition, disobedience or poor academic performance and others.

25308

10378

20977

569 1197 228 5021835

0

5000

10000

15000

20000

25000

30000

Сургууль төгссөн




сахилгаар

Бусад


Үүнээс: Эмэгтэй


Chart 3.2. TVET migration, number of students that left the TVET schools in the reporting

year and reasons

0 5061566 1168

0

9220

910

8251

0

36872560 3044 1229

0

19297

50794175

0

1655

00

5000

10000

15000

20000

25000

I курс II курс III курс төгсөх I курс II курс III курс төгсөх I

Техникийн боловсрол Мэргэжлийн боловсрол Мэргэжлийн сургалт

Тайлант хугацаанд хасагдсан 25308 Тайлант хугацааны эцэст 37039

Chart 3.3. Number of students that left TVET schools, by leves



The

number of

students

expelled

from

school

From

which

female

Number of

students

graduated

Number of

students

transfereed

to another

school

Leave of

absense

because

of illness

Because of being

deliberately

disobedient or poor

academic

performance

Other

Causes

Techncal education Vocational education Vocational training

25308 students expelled from TVET

schools in the reporting period 37039 students at the end reporting

period

3rd year

students 1st year

student

s

2nd year

students

Graduating

course 3rd year

students 1st year

student

s

2nd year

students

Graduating

course


68

The above data compares the reasons of leave TVET schools (except for graduation), and percents of

students who leave of absense from the school and expelled with other causes are higher than that other

causes.

18401

7284

14963

426 846 178 4321556

6907

3094

6014

143 351 50 70 2790

2000400060008000

100001200014000160001800020000






сахилгаар

Бусад

Эмэгтэй Хасагдсан /шалтгаанаар/

Төрсийн өмчийн Төрийн бус өмчийн

Chart 3.4. Students that left TVET schools, by school type


Сургууль төгссөн, 83%

Өөр сургуульд шилжсэн, 2%

Чөлөө авсан, 5%

Өвчний улмаас , 1%

Сурлага болон сахилгаар, 2%

Бусад, 7%

Chart 3.5. The reasons of leaving school


From

which

female

The

number of

students

expelled

from

school

Number of

students

graduated

Number of

students

transfereed

to another

school

Leave of

absense

because

of illness

Because of being

deliberately

disobedient or poor

academic

performance

Other

Causes

State owned schools Private schools

Graduated from

schools 83%

Other causes 7%

Poor academic performance

and misbehaviour 2%

Illness 1%

Leave of absense 5%

Transferred to another

school 2%


69

In the following chart the TVET schools represents by their type

The reasons of expelling from school are included graduated from school, transferred to another school,

leave of absence, illness, poor academic performance or misbehavior, and others. The indicator that shows

other reasons or the reasons of leaving school is 22% which is high, but on the other hand, it is necessary

to carry out detailed research in each course. Detailed reseach on the increase and decrease in the number

of 1st and 2nd year students, how it impacted on the quality of teaching and reasons of leaving school will

allow to see many solutions to the internal quality indicators of the school. Therefore, the qualitative

research on based on quantative surveys is required.

Chart 3.6. The reasons and percents of students that left the TVET schools


0 0 0 0 0 013 67 1

61

29

18

21

8

12

00

49 1

50

27

18 1

22

11

33

0 17

0 0 18

0

200

400

600

800

1000

1200

1400





сахилгаар

Бусад


I I,II II, III III

82%

3% 4% 1% 2%8%

55%

7%14%

2%7%

14%

97%

0% 1% 0% 0% 1%0%

20%

40%

60%

80%

100%

120%

Сургууль төгссөн Өөр сургуульд шилжсэн

Чөлөө авсан Өвчний улмаас Сурлага болон сахилгаар

Бусад

Мэргэжлийн боловсрол II курс Мэргэжлийн боловсрол III курс Мэргэжлийн боловсрол төгсөх

Chart 3.7. Chart 3.6. The reaspns and percents of students that left the TVET schools


transferred

to another

school

Leave of

absense

illness Misbehaviour or

poor academic

performance

Other

Reasons for expelling from school

Graduated

from school

transferred to

another school Leave of

absense

illness Misbehaviour or poor

academic

performance

Other Graduated from

school


70

Students who finished the 3rd course of vocational education and training schools, but not progressed to the

next course appeared to be 45 percent. It is also important to clarify why the percents of students who

progressed to the next course decreased. The “other” indicator is also high.

In term of vocational training, 92 percent of all leavers of TVET schools are graduates, while 6 percents

left TVET schools for other reasons.

These figures indicate that the number of students enrolled in technical and vocational education decreases

by about 50% from the second year. Students who left the school for other reasons or uncertain reasons

take approximately 20 percent in average, this illustrates the need of additional studies.

3.1.2 Level of students successfully passed final examinations, their location, professional

directions and qualification levels

TVET Assessment center in cooperation with Education Evaluation Center took final examinations of

general education basic subjects from students who studied in vocational education for 2.5 years, they

achieved the following achievements.

A total of 16328 candidates, in overlapped number, from 55 state owned and private TVET schools took

final examinations, and their overall performance was 73.03% and standard provision was 99,93 percent.

There are were no conflicts during the examinations. 152 students out of total students got unsatisfactory

grade marks.60

TVET sector provides complete secondary education to its students, which is one of the key indicators

of the quality of TVET sector, but in the context of basic functions and goals it is important to explore

in relevance of its main factors, for example, skill assessment of TVET graduates by qualification

level and directions, and by locations, infrastructure. Teacher skills of TVET schools. If we examine

the relevance of these factors, we can see many important issues such as internal effectiveness of the

VET sector, its impact on society, the content of training, curriculum development, the teacher

development, and the improvement of training resource provision.

3.1.3 The coefficient and weight of internal effectiveness

The internal effectiveness of TVET sector is the criteria to determine the quality of training. However, the

results of the examination are not enough to represent the quality of education, and it is not possible to

estimate the effectiveness of theoretical training alone. On the other hand, the results of practical training

reveal when graduates present themselves to the labor market. Therefore, the quality of TVET is reflected

in the qualifications and competencies of teachers, the sensibility of curriculun to the demand of labor

market and the appropriateness of training materials, including equipment and textbook, training

resources.61

60 Work report on examination of complete secondary education in 2018-2019, TVET Assessment center, 2019 61 Educational sector analysis methodological guidelines, UNESCO, 2014

2nd course of vocational educaton

schools

3rd course of vocational educaton

schools

Graduating course of vocational

educaton schools

Formatted: Font: (Default) Times New Roman, English

(United States)


71

3.2 The quality of TVET

3.2.1 The qualification and competence of professional teachers (by locations, professional

trades and qualification levels)

The quality of teaching staff is characterized by comparing the number of qualified and skilled teachers to

the total number of teachers according to the analysis methodology of the education sector. If the weight of

teachers with qualitative and skilled ability is less than 50%, it demonstrates the need to improve the ability

of teachers.62

The number of TVET teachers in the second half of academic year 2018-2019:

Graphic shows that the number of full time teachers accounts for about 50% of the total staff. The proportion

of female teachers is 63%. From 2011 to 2016, the number of teachers grew, with the drop in the 2017-

2018 academic year and in 2018 academic year it is increased. The decrease in the number of enrollments

and the reasons for the lack of enrollment in some of the professions is likely to have contributed to the

downturn. However, during the last academic year, the demand for new professions has increased, with the

increase in the number of learners.

Comparing the professional directions of TVET teachers to economic activities:


267

4

7764

6 9 131

111

7244

2 2 1 0 0

95

3

58

0 1 022

199

66

621

220

4 5 7 3

67

408

212

165

5121

132

1 9

55

732

106

32

1 3 7 0 4 4 2 1 4 2 4 9 2 1 0 9 3 8 3 0 0 11

0

50

100

150

200

250

300

350

400

450

Багш

, б

ол

овсрол

суд

лал

Урл

аг

Хүм

үүнл

эги

йн у

хаан

Нийгэ

м,

эд

ийн з

асаг

Мэд

ээл

эл

, сэтг

үүл

зүй

Бизн

ес,

удирд

лага

Хуул

ь,

эрх з

үй

Биол

оги

Физи

к, х

им

и,

геол

оги

, га

зарзү

й

Мате

мати

к, с

тати

сти

к

Ком

пью

тер

Бүх т

өрл

ийн и

нж

енер

Үйл

двэрл

эл

ийн т

ехнол

оги

Барил

га,

архите

ктур

Хөд

өө а

ж а

хуй

, ой,

зага

сны

аж

ахуй

Мал

эм

нэл

эг

Анага

ах у

хаан

Нийгм

ийн х

ал

ам

ж,

ханга

мж

Биеийн т

ам

ир,

спорт,

зарим

тө

рл

ийн ү

йл

чил

гээ

Тээвэр

Байга

ль х

ам

гаал

ал

Цэрэг,

цагд

аа,

аю

улгү

й б

айд

ал

Бус

ад

Ерөнхий эрдмийн Мэргэжлийн Дотуур байрны багш

Table 3.9. The number of full time teachers in academic year 2018-2019, by economic activity

directions

Teacher,

education s

tudie

s

Art

s

Hum

anity

Socie

ty,

econom

ics

Info

rma

tion, jo

urn

alis

m

Buzin

ess,

adm

inis

tration

Law

Bio

logy

Chem

istr

y,

Geolo

gy, geogra

phic

s

Math

em

itic

s, sta

tistics

Com

pute

r

Engin

eers

Industr

ial te

chnolo

gy

Constr

uction, arc

hitechtu

re

Ag

riculture

, fo

restr

y, fishery


72

Statistics on TVET teachers' professional development and educational level and level of teacher skill level

are exclusively classified as general, professional and dormitory teachers. However, the detailed research

on the economic activity sector or the professional skills development will enable the TVET sector to better

estimate the benefits.

Total number of teachers y professional degrees is as follows:

TABLE 3.1 Status of teachers obtained professional degrees in 2018

(Statistical data of TVET PICD)

Professional degree of teachers 2018-2019

General

education

teachers

Professional

teachers

Total 1019 100 427 592

Methodologist-teacher 689 67.6 22 36

Leading-teacher 272 26.7 114 158

Advisor-teacher 58 5.7 291 398

According to the above data, 7% of total teachers is Ph.D degree teachers, 39% covers master degree

teachers, 46% of total teachers is bachelor degree teachers, diploma degree teachers is 7% and other

teachers covers 2%. About professional degree of teachers, methodologist-teacher-67,6%, leading-teacher-

26,7%, and advisor teachers are 5.7%. It is need to continuously upgrade the education degree and

professional degree of teachers. The proportion of Ph.D, master, or researchers is relatively low, with less

than half of the total number of teachers, indicating that there is a need to intensify teacher research and

improve education. The advisor-teacher and leading-teacher proportions similar and can also be expected

to improve teachers' productivity and personal and professional skills.

In addition, the TVET teacher's professional level and skills were set by the "Regulation on Vocational

Education and Training Teaching Workers", as well as the "TVET Teacher's Competency Level and

Workload Determination". Statistical data show that teachers' qualifications and skills have not been

identified in line with these procedures. It is important for professional teachers to upgrade their degrees to

master and it is important to improve the professional skills, knowledge and competence that is consistent

with the needs of the labor market. In addition, the information is insufficient. It is imperative to define

teacher professional skills and progress through qualitative research.

On the other hand, there is a lack of policy in line with the concept of "Teacher Education" implemented at

international level of TVET. Teacher education is a set of policies and systems to improve teachers'

professional qualifications and to improve teacher competence (Teacher's Education = Teacher Skills +

Teaching Methodology + Teacher professional skills), and it needs to consider in complex. TVET school

teacher, his roles, development needs, knowledge, skills and education stated clearly are defined in

theoretical and practical aspects. of TVET teachers, their role, development needs, knowledge, skills, and

education.

870

73

432360

4 1

1599

109

544

757

15138

1100 28 57 15 101 7% 39% 46% 7% 2%

0

200

400

600

800

1000

1200

1400

1600

1800

2579 182 1004 1174 170 49

Нийт Доктор Магистр Бакалавр Диплом Бусад

Ерөнхий эрдмийн Мэргэжлийн Дотуур байрны Нийт багшид эзлэх хувь

Chart 3.9. As of 2018, education degree of TVET teachers and proportion in total number of

teachers

Source: Statistical data of TVET PICD, 2019

General education

teacher Professional

teacher

Dormitory teacher

Formatted: Font: (Default) Times New Roman

Formatted: Indent: Left: 0"


73

3.2.2 The compatibility of curriculum with labor market and capacity of the training

institution (by TVET school location, professional directions and qualification levels

The TVET sector has been preparing 37039 students in 224 professions during the 2018-2019 academic

year, and occupational standards of 57 priority professions were adopted and have been implemented.

According to the above data, there is a lack of occupational standards. As a training institution, it is

a strength that it develops CBT curriculum in the frame of social partnership, but it only meets the

demands of employers they work in collaboration with. It is not a guarantee that the entire graduates

will be provided with workplaces, and in terms of the capacity of the training institution, it does not

represent the labor market compatibility. Therefore, it is necessary to activate the employer's

involvement in increasing the number and quality of the occupational standards, preparing experts

and planning for investment. But the contents and criteria of occupational standards will express in

detail the coherence between labor market demand and professional skills demand, and thorough

study is needed.

3.2.3 Suitability of training resources (by TVET school location, professionals directions and

qualification levels offered)

TVET curriculum improvement and capacity building of its teachers is largely depended on the quality of

equipment, tools, textbooks and training resource materials. The systematic information about that provides

an opportunity to assess TVET school facility and resources. In other words, questions related to that shall

be systemically focused on TVET schools researches. Assessing the adequacy of TVET facilities,

632

219

363

2247 44

727 26

63

434

5

377

226 26

5 12 2 824 21

621 17

35

1 7 11

224

0

50

100

150

200

250

300

350

400

Бо

ло

вср

ол

ын с

ал

ба

р

Со

ёл

, ур

ла

гий

н с

ал

ба

р

Ца

гда

а,

ба

тла

н

ха

мга

ал

ах,

онц

гой

…

Са

нхүү,

би

зне

с,

худ

ал

да

аны

са

лб

ар

Мэд

ээл

ли

йн т

ехно

ло

гий

н

са

лб

ар

Шууд

ан,

ха

ри

лц

аа

хо

лб

оо

ны

са

лб

ар

Ба

йга

ль о

рчи

н,

аял

ал

ж

уул

чл

ал

ын с

ал

ба

р

Ба

ри

лгы

н с

ал

ба

р

Тээвр

ий

н с

ал

ба

р

Эр

чи

м х

үчни

й с

ал

ба

р

Уул

уур

ха

йн с

ал

ба

р

Хө

дө

ө а

ж а

хуй

н с

ал

ба

р

Аж

үй

лд

вэри

йн с

ал

ба

р

Хо

т б

ай

гуул

ал

т,

тохи

жуул

ал

тын с

ал

ба

р

Үй

лчи

лгэ

эни

й с

ал

ба

р

Эр

үүл

мэнд

ий

н с

ал

ба

р

Ни

йт

МБСБ-ын тоо Мэргэжлийн тоо

Chart 3.10 In 2018-2019 academic year, the number of professional directions offered by

TVET schools and the number of TVET schools тоо (in overlapped number)

Source: Statistical data of TVET PICD, 2019

The number of

TVET schools Number of professions

Education s

ecto

r

Art

s a

nd c

ulture

secto

r

Polic

e a

nd d

efe

nce s

ecto

r

Fin

ance, busin

ess a

nd

trade s

ecto

r

Info

rma

tion a

nd

technolo

gy s

ecto

r

Post

and

com

mu

nic

ation s

ecto

r

Natu

re/e

nvironm

ent

and t

ourism

secto

r

Constr

uction s

ecto

r

Tra

nsport

ation s

ecto

r

En

erg

y s

ecto

r

Min

ing s

ecto

r

Agriculture

secto

r

Industr

y s

ecto

r

Urb

aniz

ation s

ecto

r

Serv

ice s

ecto

r

Health s

ecto

r

To

tal


74

equipment, textbooks and training materials is difficult. This is due to the differentiation in the content of

the school curriculum, its implementation, full day and accompanying training, and dual training. Thus,

UNESCO offers two significant criteria. Firstly, average level of satisfaction of equipment, and secondly,

average school satisfaction level of school. Conducting self assessment on satisfaction by schools using

these criteria show better representing. To evaluate the satisfaction of schools by these criteria.63 The total

training institution licensed for the TVET sector in Mongolia has received a license to provide full-time

training.

3.2.4 Class size (by TVET school location, professional directions and qualifications levels

offered)

The methodology of estimating the prime cost of profession in TVET sector, therefore, there are no

estimates of the number of children to be trained in the profession, the number of students per teacher, and

the amount of training materials. In the CBT curriculum development model, stated the number of students

in one class is between 15 to 20. It may vary depending on the profession, but practical skill training 15

students per one teacher is considered as appropriate.

3.2.5 The state of accreditation of TVET schools (by locations, professional directions and

qualification levels)

Accreditation is an effective management tool for quality assurance and continuous improvement of any

activity, and is a system for determining the level, relevance and quality of an organization, curriculum,

and creating stakeholders and the public confidence. The accreditation process is also a measure for VTPCs

and PCs of how to carry out self-assessment on own goal, objectives, activities, outcome and to improve

own activities based on recommendations from independent institutions, specialists and experts.

In other words, TVET school accreditation is an activity that VTPC or PC conducts internal monitoring on

own operations and validated by an external institution. The Singapore-2 project, which was implemented

by financial support from Singapore in 2014, developed TVET school accreditation criteria to international

standards. “The accreditation criteria of TVET schools and curriculum” approved by the resolution No.001

dated on March 03, 2016 by MNCEA.64

According to a rule of MNCEA, the experts shall be leading professionals of the sector and at least have 10

years of working experience. In the rule also stated that duration of work as an expert is three years, and it

is common to extend this period.

The post-accreditation process is an essential stage to improve and strengthen the quality of TVET. The

recommendations given by expert team members and meeting of TVET accreditation commission meeting

is professional valuable assistance to improve the quality of TVET school and curriculum, and based on

that it is common for all TVET schools to develop a plan to improve its own operation, and to organize

discussion among members of highest governing body – the school board and approve it. It is mandatory

to fully implement the expert's recommendations when accreditation is granted under certain conditions,

and the fulfillment of this obligation is usually required to report within 2 years. In the case of full

63 Educational sector analysis methodological guidelines, UNESCO, 2014 64 TVET policy review survey on quality assurance, 2019


75

accreditation, the expert's recommendations should be fully covered in the next accreditation self-

assessment report.65

In the following tables included information received recently from MNCEA:

TABLE 3.2 TVET schools to be accredited

№ Name of TVET

schools

Agreement

date

Service to be provided to TVET schools on curriculum

accreditation /date/ Expert

working date

1st training 1st training 2nd training

1st

training 2nd training

1 Khentii VTPC 2018.12.06 2018.12.17 2019.03.12 2 2019.03.23 2019.4

2 Bayankhongor PC 2017.07.03 2018.04.28 2019.03. 1 2019.4

3 Zuunkharaa PC,

Selenge aimag 2017.04.26 2017.04.26 2018.12.13 2 2019.03.30 2019.4

4 Zavkhan PC 2018.11.22 2019.01.20 2 2019.03.25 2019.4

5 Sukhbaatar VTPC 2018.12.10 2018,12,18 1 2019.4

6

Mining and energy

PK, Darkhan-Uul

aimag

2018.11.30 2018.12.20 2018.01.31 1 2019.03.30 2019.4

7 Bayanchandmani

VTPC, Tuv aimag 2018.12.07 2018.12.07 2019.01.22 2 2019.03.25 2019.4

8 Uvurkhangai VTPC 2018.11.20 2019.01.11 2 2019.03.15 2019.4

Source: MNCEA, 2019

TABLE 3.3 TVET schools to be involved in curriculum accreditation

№ Name of TVET schools Curriculum

title

Service to be provided to TVET schools on

curriculum accreditation /date/ Expert

working

date 1st training 2nd training

The

number of

advice

given

Self assessment

report

submission

date

1 Khentii VTPC Tailor 2018.12.17 2019.04.30 2019.05

2 Khentii VTPC Welder 2018.12.17 2019.04.30 2019.05

3 Zavkhan PC Plasterer 2019.01.16 2019.04.30 2019.05

4 Sukhbaatar VTPC Building

electrician 2018.12.18 2019.04.30 2019.05

5 Arts and production PC Beautician 2018.11.20 2018.12.10 3 2019.03.29 2019.05

6 Arts and production PC Beauty

technologist 2018.11.20 2018.12.10 3 2019.03.29 2019.05

7 Arts and production PC Mechatronicia

n 2018.11.20 2018.12.10 3 2019.03.29 2019.05

8 Arts and production PC Tailor 2018.11.20 2018.12.10 3 2019.03.29 2019.05

65 TVET policy review survey on quality assurance, 2019

Formatted: Font: Not Italic, (Asian) Japanese, (Other)

English (United States)


76

9 Arts and production PC Hair cutting

technologist 2018.11.20 2018.12.10 3 2019.03.29 2019.05

10 Arts and production PC Haircutter 2018.11.20 2018.12.10 3 2019.03.29 2019.05

11 Mongolian-Korean PC Tailor 2018.12.16 2019.04.30 2019.05

12 Mongolian-Korean PC Auto repairer 2018.12.16 2019.04.30 2019.05

13

Polytechnic college of

Mining and Energy in

Darkhan-Uul aimag

Electrical

technician 2018.12.20 2019.04.30 2019.05

14 Byanchandmani VTPC,

Tuv aimag Auto repairer 2018.12.11 2019.04.30 2019.05

Source: MNEAC, 2019

Accreditation in TVET sector is conducted on voluntary basis. Accreditation of higher education

institutions is mandatory accordang to the amendments to the Law on higher education in 2016. This is a

process carried out in every five-year, and based on the licensing process of the new higher education

program and the change to pre-accredition according to the MNCEA, the accreditation with same criteria

and procedures in tertiary education was suspended.66

However, it is important to establish which TVET school or curriculum should be accredited for

what purposes and under what condition. Accreditation is a procedure aimed to evaluate the

relatively complex activities in terms of process and determine directions and ways to improve the

quality of activities. It is not only provide a conclusion, but also its process and criteria that are

consistent with internationally accepted standards and based on that mutual recognition condition is

created. It is therefore desirable that the accreditation of the VTPC and Polytechnic colleges shall be

mandatory as higher education institutions. Curriculum accreditation can be used to assess technical

education curricula. But the needs and opportunities are lack for CBT curriculum and short term

training providers.

3.2.6 Implementation of quality management

To carry out reform in the TVET sector or activities to make major effort is to establish a quality assurance

and quality management system in the TVET sector and the need to continuously improve the system has

been increased. In particular, the following tools are considered as essential:67

- Registration and accreditation system of TVET – the ability of the training institution to have training

capabilities (such as facilities, teaching staff, etc.) in accordance with specified criteria and

accreditation by the simplest criteria.

- In addition to the accreditation of the institute, accreditation of the curriculum for training programs

and other teaching inputs (teachers, materials, equipment) to meet the qualification standards

- Building quality management system to ensure quality management of TVET, sensitivity of LM and

client driven activities.

66 Policy review survey on TVET quality assurance, 2019 67 Educational sector analysis methodological guidelines, UNESCO, 2014


77

- Ensure quality assurance of training results through examination and assessment. Assessment system

should include methodologies to check practical skills, assessment of assessors, industry engagement

assessment. Assessment shall be carried out in school level and external accredited assessment

institutions.

Although there is no a single and proper definition of TVET quality assurance, it is common practice for

countries to integrate principles, methodologies, steps, and tools into quality across the entire system and

at schools, programs, and teacher and students level.68.

Until recently, countries emphasize assessment and control at training institution level and have more

commonly used external assessments such as professional controls and accreditation. (ETF, 2016).

Nowadays, in addition to external assessments and control, the emphasis is on enhancing the effectiveness

of self-assessment in training institutions to build quality culture. In addition to the assessment and

verification concentrated on training inputs and processes, there is a need to focus on verification of

acquired qualifications taking into account the diversity of opportunities and forms to learn and acquire

skills of people who are trained in the learning and skills of the learners (Cedefop, 2015).

Quality assurance is central of NQF in many countries, while in Australia, New Zeland, Indonesia,

Philippine, Malasia, Thaliand despite being associated with NQF, it is relatively separate system. However,

in any country, the most effective organization for implementing and maintaining NQF system is a quality

assurance organization. 69

In 2017, a policy and regulation on “TVET quality assurance and quality management” was developed in

the frame of EU STVET project activities. This policy document aims to create quality assurance in

accordance with Law on TVET (Amendment to the law in 2016) and objectives of a National program to

develop TVET sector for 2016-2021”. Six objectives that aimed to implement a comprehensive policy on

quality management of TVET sector and to reform TVET sector in line with international level were

identified in the national program.70 Үүнд:

1. To establish a national qualification level structure

2. To improve quality assurance and management and governance of institutions

3. To develop competence based training and assessment system

4. To continuously develop human resource, senior level staff, teachers and to build capacity

5. To extend the social partnership, cooperation and to raise the sector reputation

6. To improve the financial system

For the recent years, within the TVET sector, the Government in cooperation with the MCA-Mongolia,

TEMASEK, EU VPNVD-1 project and other development partners has supported the quality assurance and

management mechanisms that are based on the following principles, which are in line with the national

standards:

▪ The aim of quality assurance and quality management is to continuously improve the quality;

68 Borhene Chakroun and George Kostakis (2017). Quality assurance of qualifications: building trust and enhancing value, in

Cedefop (2017). Global inventory of regional and national qualifications frameworks 2017, pp. 82-94.

69 Quality asuurance and policy review of TVET, 2019 70 “Policy and regulation on “Quality assurance and quality management in TVET”, MLSP, TVET division, 2017


78

▪ Quality assurance development and management should focus on the final outcome of the activity

and it should be identified, developed, and implemented jointly by public administration and

regulatory agencies, TVET institutions, industry and service sectors and social partners;

▪ TVET institutions shall have a direct responsibility for the quality of training and service and the

results of assurance of the quality;

▪ A set of guidelines, recommendations, materials and information on the VET self-assessment

system shall be developed and provided, and an independent evaluation and analysis and review

on VET system shall be established.

▪ The quality and outcome of the self - assessment work is a comprehensive process of "planning -

implementation - evaluation - review" cycle and will generate annual self - assessment reports;

▪ Interests and needs of students and other stakeholders shall be focused;

▪ Organization of quality assurance activity shall be efficient and effective to support training;

▪ The process to verify the quality and its results shall be transparent;

▪ An external evaluation is designed to verify self-assessment process of an institution.

The international consultants have warned that many mechanisms used to ensure the quality in TVET

cannot block the initiatives, solutions, and various forms and types of training institutions.71

3.2.7 Quality assurance of training results

The following table shows the current mechanism that undertake the role of quality assurance in the

country's vocational education sector in order to compare the quality assurance system with the previous

one.72

71 Hammink, 2017 72 Policy review survey of TVET quality assurance, 2019


79

TABLE 3.4 Quality assurance system of TVET sector

(Quality assurance of TVET, policy review survey, 2019)

Mechanism to

assure quality Goal Implementer Frequency of use Requirement Result

License,

registration

To provide basic

conditions for running

vocational education and

training activities

Agency of TVET, its working

group

Once before granting

permission

Mandatory (relevant law

provisions, Law on Education: 21,

24; Law on TVET: 12, 13, 14)

License to run activity

Evaluation of

curriculum

To align curriculum with

qualification level and

educational standard

requirements

Agency of TVET, and working

group comprised up local

delegates and professional

association representatives

Before commencing

curriculum and during the

implementation


provisions, Law on Education:

171.1; 21.6; 28.1.8, Law on TVET:

6.3.4; 8.4.10; 8.4.20; 8.5; 10.1;

10.2; 16.3; 20.2.3)

Authorization of curriculum

implementation, if a violation is

found, administrative penalties

shall be imposed.

Standardization,

aligb with National

qualification system

To enforce

MNS64541:2015 standard

compliance to control,

implement curriculum

National standardization

council and TVET PICD of

MLSP

Before commencing new

school, curriculum to

review the compliance of

standards


provisions, Law on Standardization

and metrology: 6.2, 6.5, 9.4,

20.2.1)

If a violation is identified,

administrative penalties shall be

imposed.

Attestation To check the

implementation of

requirements set by

competent authority

School self-assessment and

inspection of Ministry’s

working group

Every 5 years or by

Ministry’s initiative

Mandatory (relevant law provisions

Law on TVET: 8.4.9)

if a violation is found,

administrative penalties, even to

ruminate license, shall be

imposed

Review/check by

Ministry/agency

To examine the

actualization of laws,

orders, ministerial

decisions, performance

agreement

Ministry/agency’s working

group

According to schedule and

guidance approved by

Minister/agency

TVET institutions that are

scheduled are mandatory Law on

Education: 28, 37; Law on TVET:

8.4.8)



imposed.

Professional

inspection

To examine the

implementation of law,

enactment, standard

requirements

Professional inspector According to schedule

planned by professional

inspection institution and

complaints by institution

or citizen

The schools included in schedule

by Professional inspection office

are mandatory

Law on Education: 24.1.1; Law on

TVET: 26.1)

If it is violation, administrative

penalties, deduction of financing,

terminating license, etc., shall be

imposed.


80

Accreditation To support and to formally

recognize quality progress

National council for education

accreditation: self-assessment

report, evaluation of

professional experts

Every 5 years School is mandatory, curriculum is

on voluntary basis; Law on

Education: 26.1; 26.5; 26.6; 21.6)

Recommendation for quality

improvement and status of

accreditation

Audit To enforce financial

discipline compliance

National audit: auditor of

registered audit company

Every year, or according

to schedule set by

National audit or

Ministry’s decision

Mandatory. Auditing law: 9.1,

10.3, 11.1; Budget law: 8.9.8)



imposed.

Professional

certificate, diploma

To examine competence

and skills acquired by

learners

Agency, TVET AC’s

commission and Agency

At the end of curriculum Mandatory, Law on Education:

171.1; Law on TVET: 8.4.9;

8.4.11; 8.4.20; 16.1; 16.4; 16.9;

16.9; 18.6; 18.7; 20.2.6)

Permission to run vocational

activities


81

3.2.8 Quality assurance of curriculum

Quality assurance is required for each TVET providers that conduct trainings and courses through

qualifications registered in the National qualification framework and other qualifications recognized and

verified.73 Training institutions are accredited according to the "Accreditation Criteria and Requirements

of Vocational Education and Training Institutions" approved by MNCEA, and "Accreditation Criteria for

Training Curriculum." The TVET schools will follow the criteria set out by the MNCEA for self-

assessment..

Criteria for curriculum accreditation74 are:

1. өтөлбөрийн хөдөлмөрийн зах зээлийн шинжилгээ ба нийцэлLabour market analysis and

compliance of curriculum

2. өтөлбөрийн бүтэц, агуулгаStructure and contents of curriculum

3. өтөлбөр хэрэгжүүлэх бэлтгэл хангалтPreparation for curriculum implementation

4. өтөлбөрийн хэрэгжүүлэлтCurriculum implementation

5. өтөлбөрийн үнэлгээ, дотоод чанарын баталгаажилтCurriculum evaluation and internal quality

verification

6. Results and impacts of curriculum, and these criteria have been used to carry out quality assurance of

curriculumХөтөлбөрийн үр дүн, нөлөө гэсэн зургаан үзүүлэлтээр хөтөлбөрийн чанарын

баталгажилт хийгдэж байна.

МБС-ын хөтөлбөрийн чанарыг баталгаажуулахад эхний шатнаас нь мэргэжлийн үнэлгээ дүгнэлт

гаргаж голлох үүрэг гүйцэтгэн ихээхэн оролцоотой байх чиг үүргийг хуулиар хүлээсэн байгууллага

бол БАЗТ байна. Одоо ажиллаж буй бүсийн арга зүйн 6 төвийг МСС-ийн төслийн дэмжлэгтэйгээр

2008-2012 онд байгуулжээRegional methodology center (RMC) is an institution that is obliged by law to

undertake a main role in making professional evaluation and conclusion from the initial stage of quality

assurance on TVET curriculum. Six RMCs that are currently operating activities were established by the

support of Millennium Challenge Corporation in 2008-2012.75

ҮСНЭГТ TABLE 3.3 The number of TVET institutions under the RMCs БАЗТ-үүдийн харьяалалд

байгаа МБСБ-ын тоо

Regions under RMCsБАЗТ-ийн

харъяалах бүс

эргэжлийн боловсролын

сургууль, Политехник

коллежVocational training

and productions centers and

polytechnic colleges

Мэргэжлийн түр сургалтын

байгууллагаShort term training

courses

Western regionБаруун бүс 9 40

Khangai regioХангайн бүсn 11 36

Gobi regionГовийн бүс 8 12

Eastern regionЗүүн бүс 4 3

Central regionТөвийн бүс 11 43

Ulaanbaatar 46 400

Total 89 534

Source: Regulation for RMC

73 Policy and regulation on “Quality assurance and quality management”, TVET division, MLSP, 2017 74 Criteria for curriculum accreditation, MNEAC, 2015 75 Matias Fon Aceldonk (Матиас Фон Аселдонк) (2016). Report on capacity of RMCs, Activity 4.1.2

Formatted: Font: (Default) Times New Roman, 10 pt,


Formatted: Font: (Default) Times New Roman, 10 pt,



82

RMCs have been undertaking the following roles in accordance with regulations and rules issued by the

Ministry, in particular ”RMCs are responsible for ensuring the implementation of TVET contents, building

a competency fund, capacity building and developing teachers, organizing trainings and conducting

research/surveys76 and making professional review and conclusion on curricula before implementation,

organizing certificate training for non-teacher professional instructors, provide methodological guidance

to develop curriculum, engaging employers in curriculum development. However, the status of these

broadly functioning centers is completely unspecified, the heads/managers of the centers appointed by the

Minister, staff is appointed by TVET school in which the center is located, and the centers have no other

finance other than the salary of staff, and have no independent bank account, not registered as legal body,

dependent on the TVET school in which it is located. An international consultant who worked for STVET-

1 project analyzed thoroughly the situation of RMCs and provided detailed policy recommendation.77

Today, within the TVET system, the components of quality assurance system, the difference of and

coherence between activities have been starting to be set up, but they are not fully meet the system

requirements to be effective, efficient, credible, and acceptable. Because mechanisms that require similar

information and actions are used by different-type organizations with dissimilar purposes and operating

activities, and this increases the use and expense of finance and human resource, and consequently, it will

undermine the effectiveness of supporting education and training system and quality of organization

activity. If the requirements “the monitoring and assessment processes and conclusion based on these

processes shall be trustworthy” is evaluated by preparedness of graduates for labor, even though the quality

of training has failed to meet the needs of employers and there is no clear possibility to improve it, the

doubtful conclusions have been continuously made. Based on this situation, it is can be concluded that the

education and training institutions could not gain public confidence.78 If the requirements “the monitoring

and assessment processes and conclusion based on these processes shall be trustworthy” is evaluated by

preparedness of graduates for labor, even though the quality of training has failed to meet the needs of

employers and there is no clear possibility to improve it, the doubtful conclusions have been continuously

made. Based on this situation, it is can be concluded that the education and training institutions could not

gain public confidence.

3.3 Conclusion

Strengths and weaknesses

The internal efficiency of TVET is measured using a variety of criteria. The criteria used will depend mainly

on the situation of the country and availability of data. Several criteria have been developed by UNESCO:

students’ successful completion of the school or expelling from school, successful completion of final

examinations, graduation rates, and internal efficiency coefficient depended on them. In our country, there

is no nation-wide used systematic assessment and verification system to consider the results of CBT and

assess and verify the skills acquired by technical education, vocational education and vocational training.

Therefore, it is impossible now to consider internal efficiency coefficient depended on above data. But it is

advisable to focus policy implementation on indicators that estimate the sector’s internal efficiency in short

and long term activities.

76 Law on TVET, provision 8.5 77 Policy review survey on TVET quality assurance, 2019 78 Policy review survey on TVET quality assurance, 2019


83

The reasons of school leavers show that more than 80 percent of TVET students successfully graduate their

schools can be concluded that the internal efficiency of schools is normal from the students’ point of view.

In 2015, the TVET accreditation criteria were developed based on the criteria for TVET providers and

curriculum, which met more the CBT criteria, thus the these criteria are consistent with current TVET sector

activities.

International projects and programs carried out several researches and analyses on quality assurance and

developed policy documents, and these are important to develop TVET sector in the future and to identify

and implement the processes.

Quality assurance of Mongolian VET became an a system, that includes institutions and tools that provide

professional guidance and undertake the methodological supervising duties, such as to develop and validate

a national qualification framework model and occupational standards, development TVET standards, start,

process and results of implementation, and self and external monitoring and evaluation activities.79

Challenges

The reason why TVET students excluded from TVET schools are lack of research. The number of learners

upgraded to next course level increased or decreased, their impact on the quality of the course and the

reasons for exclusion from the school will allow us to see many solutions to the internal quality

characteristics of the school. Therefore, it needs to carry out research more based on quantitative research.

One of the key indicators of the quality of the TVET sector is the result of complete secondary education,

but there is no research on skills assessment of TVET graduates by qualification level and directions and

on the relevance of the main components such as location, infrastructure, teacher skills of TVET providers,

etc. Such analysis will enable many issues to be addressed, such as the effectiveness of the VET sector, its

impact on society, training content, curriculum development, teacher development, and improved supply

of resources.

The proportion of doctors, masters or research-teachers is relatively low, with less than half of the total

number of teachers, indicating the importance of intensifying and promoting teacher research and

improving educational level. The proportions of advisor-teachers and the leading teachers almost same can

also be expected to improve teachers' productivity and personal and professional skills. There is no criteria

of the level of knowledge and skills of professional or master teachers.

There is lack of occupational standards. As a training institution, it is advantageous to develop and use the

competence based curriculum within their social partnership, but it is only compatible with the demand of

the cooperative employers. It is not a guarantee that the entire graduates will be provided with workplaces,

and in terms of the capacity of the training institution, it does not represent the labor market compatibility.

Therefore, it is necessary to activate the employer's involvement in increasing the number and quality of

the occupational standards, preparing experts and planning for investment. Furthermore, it is necessary to

conduct a thorough research on the extent to which the content of the occupational standards, the criteria

and the level of compliance with the demand for the labor market and the skills required.

79 МБС-ын чанарын баталгаажууллын бодлогын тойм судалгаа, 2019


84

It is important to establish the degree of accreditation of the TVET sector in terms of which organization

and curriculum through what provision it applies to. Accreditation is a procedure for identifying relatively

complex activities and determining the ways and means of quality improvement. The evaluation and its

processes and criteria are mutually acceptable to the extent consistent with the internationally accepted

standard procedures. It is therefore desirable that the accreditation of the institution is mandatory for VTPC

and Polytechnic colleges same as higher education institutions. Curriculum accreditation can be used to

assess technical education programs. However, there is a need and possibility for accreditation to the CBT

curriculum and short-term vocational training institutions.

Although the components of the quality assurance system have been established within the TVET sector,

its gaps and coherence identified, but the system has not been yet become effective, efficient, credible, and

acceptable.


85

CHAPTER FOUR: TVET TEACHERS AND OTHER HUMAN RESOURCE

MANAGEMENT

4.1 TVET teachers management

4.1.1 Teacher’s number, age, sex, professional experience, profession, teaching classes, professional

degree, public and private employment

Teacher’s management is important for countries performing reform of TVET (UNESCO). Since the

introduction of the TVET sector reform in Mongolia, training, professional training and learning experience

from foreign countries has been organized several times in the framework of activities of donors and foreign

investment projects. As reported in the "TVET Reform" National Forum held in April 2019:

- 2600 teachers and management staff for professional development, acquisition of new technology,

innovation support, in LM research and training methodology

- TVET, PC-174 teacher, VT-68 teacher or total 242 teachers for trainer capability course

- A total of 108 teachers of the general knowledge, in collaboration with the Teacher Training Institute

- 152 teachers were involved in the training on the development of methodology, skills development,

information technology and the development of methodologies for mathematics, physics, chemistry

and design technology in the field of mathematics, physics, chemistry and design with the cooperation

of MECSS and ADB .

- 296 staff of employers’ have been trained as practical trainer teachers, 123 as production training

teachers, 76 as evaluation teachers, 650 senior management personnel for advanced and skills and

human development training abroad and internationally. 80

As of 2019, 4624 people are employed in the TVET sector, 53% are primary teachers, 2% are directors and

deputy directors, 2% are training managers, 7% are supervisors, and 35% are other staff members. 35% of

teachers are general education and 65% are professional education teachers.

Since 2009, the number of teachers has been declining. In 2017, it declined 11.2% from previous year but

increased to 10.7% in 2018. 2012 and 2013 are the years with the biggest increase.

80 А. Халиунаа. Мэргэжлийн боловсрол, сургалтын бодлого, үйл ажиллагаа, илтгэл, 2019


86

If we compare teachers with economic activities and jobs, and academic years of 2015-2016 and 2018-

2019, the number of teachers decreases slightly. In the 2018-2019 academic year the number of vocational

training, education teachers decreased and the number of vocational teachers increased. This is due to the

fact that short-term training of vocational skills has been intensified, and the number of vocational training

students increased by 73%. It also demonstrates that citizens and adults are interested in acquiring

professional skills and advancing their professionalism in short term, and use it in their livelihood.


87


88

Among the priorities of TVET, the number of engineer teachers in construction, architectural and industrial

technology is relatively stable. Due to the shift in competency-based training system, the number of teachers

has been increasing in some professions, for example in the military and defense sectors, but the preparation

of LM demanded teachers of processing plants, agricultural technologies, electronics and mechatronic are

still needed.

According to demand from the post-2011 LM, the demand for service sector is at the highest level every

year, and the number of teachers in engineering, manufacturing and construction sectors is relatively high.

On the other hand, supply of LM professionals in service sector and the construction sector are inadequate.

This is directly related to the number of teaching staffs, shortages and skills.

As shown in TVET PICD statistical data number of primary teachers is relatively stable since 2011.

Graph shows teacher’s age, year of employment by public schools and by TVET schools:

595 or 24.1 percent of total primary teachers are up to 30, 1022 or 41.4 percent are 30-40, 461 or 18,7

percent are 40-50, 341 or 13,8 percent are 50-60, 50 or 2 percent are teachers over 60 years of age. This

shows that TVET teachers are the mostly middle-aged teachers.

Teachers' employment at TVET schools has dropped to 10 or more years in the 2018-2019 academic year

(19, 24, 26 years and over) and the number of teachers working for up to 10 years has been increasing. As

a result, the majority of teachers in TVET have been teachers in the sector for 4-10 years. For highly skilled

masters (considering years of work experience), number of teachers with 15 years of experience in TVET

sector, more than 3 years in industry, and with high professional degrees, and "Advisory Teachers" is still

not enough. This demonstrates the scenario that TVET goal, outcome and quality are decreased and does

not meet the demand for LM skill demand.

It is important to plan teachers further training by studying detailed information of frequency of the

training of the theoretical and professional skill teachers, age and specialty of teachers who has been

working less than 10 years, improving correlation of training outcome, content, methodology.

4.1.2 Percentage of professional specialty, level and class topics


89

TVET school primary teacher’s employment duration, degree and type of educational organization are

compared below.

870 or 35.2 percent of the total number of teachers are general education, 1599 or 64.8 percent are

professional education teachers, 182 or 7 percent have PhDs, 976 or 40 percent have Master’s, 1117 or 45

percent have bachelors, 155 or 6 percent have diploma degree, 39 or 2 percent have other education levels.

1019 or 42.2 percent have professional degrees, 689 or 67.6 percent are teaching methodologists, 272 or

26.7 percent are leading teachers and 58 or 5.7 percent are advisor teachers. Professionally retrained

teachers are 790 in the 2017-2018 academic year, which constitutes 32 percent of all primary teachers and

68.7 percent of professional/specialty teachers. 679 or 86 percent of 790 teachers have been retrained

internally and 111 or 14 percent have been retrained abroad81.

During the 2018-2019 academic year, the number of advisor teachers has decreased and leading and

methodologist teacher’s numbers have not changed. In terms of training institutions, the number of TVET

teachers decreased from previous years and the number of teachers teaching vocational training increased.

Based on this statistical data, interrelations of primary teacher’s employment year to professional

degree and the percentage of teachers in the TE, VE and VT degree will be an internal quality

indicator of TVET. On the other hand, studying the effects of teachers with professional degrees on

the quality of teaching, their teaching methodolody in each class hour and its effectiveness, and the

81 МБСБХЗГ-ын статистик мэдээ, 2019


90

effectiveness of regular salary enhancement of teachers is crucial for teacher’s resource allocation

and has an effect on training organizational internal benefit.

4.1.3 TVET teacher’s workload

Universities require teachers to have academic degrees, but in the VET field, teachers are required to be

highly skilled. The hourly load of TVET teachers is calculated according to the order and rules of A

/198/215 dated 27 September 2013 by the Minister of Labor and Finance.

Table 4.1 TVET teacher’s workload82

(Guideline to calculate TVET school teacher hourly load, 2013)

Degree ranking

Classroom hour Non classroom hour Weekly hour

standard Percentage of

performance

Performance

hour

Percentage of

performance

Performance

hour

Master 80% 15 20% 4 20 hours

Senior teacher 85% 17 15% 3 21,2 hours

Teacher 90% 18 10% 2 22,5 hours

Training

instructor 95% 19 5% 1 23,75 hours

Teacher load time is planned for 810 hours per year in the TVET sector. From this statement teacher has 4-

4.6 classroom hours daily. The rest of the work hours is slightly higher than the average in the world for

teachers and it is spent on planning, preparing materials, studying new techniques, and developing

themselves. (OECD83, sets teacher's time load as 700 in 2014).

Teachers are often heavily loaded in the autumn and winter season, on top of basic teaching, additional

roles as visiting rural areas for admissions, managing students in autumn-cropping activities in a scope of

social partnerships, organizing regular social work activities, cultural and sports event preparation, spring

test, classroom and skill testing, industrial practice, and other school activities. In addition, in the March

and April 2019, teachers' studies conducted by the teachers participating in the National Competition, it

was noted that in addition to the main hours of the teacher, the time spent on other activities was

burdensome for day-to-day teacher activities.

During this period of industrial evolution, there is a need for more complex skills required by the LM

demand, it is required to plan teachers classroom hour and hours for self-development in the future, also

teachers classroom and other activity hours, and its effect, positive and negative impact on teacher’s further

development are needed to be evaluated.

TVET teacher professional development system: The capacity building of the VET sector human

resources is in two forms: preparation of new teachers and professional development of the existing teachers.

There is no system for preparing and continuous professional development of the sector teachers 84 .

“The National Program on Developing Vocational and Technical Education and Training 2016-2021”

provides the following policy, legal frameworks and implementation for the development of the TVET

teacher training.

82 МБСБ-ын багшийн ажлыг багц цагаар тооцох журам 83 OECD (2014), “Indicator D4: How much time do teachers spend teaching?”, in Education at a Glance 2014: OECD Indicators, OECD Publishing. http://dx.doi.org/10.1787/888933120005 84 Мэргэжлийн болон техникийн боловсрол, сургалтыг хөгжүүлэх үндэсний хөтөлбөр 2016-2021


91

TABLE 4.2 Current situation on development of the teachers

Environment Preparation of new teachers Professional development/specialization of

existing teacher

Legal

18.1 The teachers of the vocational and technical

education institutions shall have the right to have

a bachelor's or higher degree or, of a good

experience in the production of a job, and have a

high degree of professionalism and teaching

license.

18.2. The instructor conducting the vocational

training shall have a high degree of

professionalism, teaching license and experience

in the field of production and technology.

18.3. A full-time non-proficient teacher have to

acquire a teaching methodology course and

obtain a teaching certificate.

The vocational teacher has the following

rights besides the educational law:

19.1.1. Has a right to have contracted work,

develop professionally and advise with the

expertise.

19.1.2. Has the right to study and practice

new technology

19.1.3. Has the right to have absent days for

invention

19.2.3. Has a role to apply new techniques,

technologies, standards, norms, advanced

methods of labor management and use of

them in training

Financial There is no funding or expense clause for teacher

training in the state budget

Within the scope of the projects and

programs, teacher training is usually short-

term, in line with current needs.

Policy

In 2012-2015, the Order of the Master Order was

issued by the Agency director, and program was

developed and implemented with the support of

the Oyu Tolgoi JSC.

In 2015, the 'Teacher Training for Vocational

Education' program has been developed and

implemented. From 2016 to 2020, the goal is

to educate at least 500 teachers every year.

This suggests that the need to train TVET teachers to develop their skills, personal skills, and to train the

skills of LM demand, and the teacher training system has not yet been developed. In addition, there is a

lack of capacity to train teachers in technical and technological advancement in a line with the global trends

in the TVET sector and to support and involve them in the scientific researches.

In 2017, ADB's Employment Skills Project conducted a study of teacher training development or teacher’s

training needs. A total of 53 school 217 teachers attended to the study. The teachers expressed following

dissatisfactions of the current teacher development system.

- Incomplete information on the involvement and role of TVET participants.

- Implementation of laws and policies related to VET activities and management systems is insufficient.

- The management of the TVET system is unstable because the government is constantly changing.

- Vocational education and training budget is not based on demand and is based on equal distribution.

- Vocational education and training sector is slow in transition to the CBT system.

- VET management is lacking skills and knowledge to organize CBT. 85

Teachers' professional development status research includes training on skills development but

mentions that it isn’t based on training need, skill and capabilities can’t be improved in manufactural

practice, there is no professional development center for improving the skills of teachers. Most of the

85 АХБ, Хөдөлмөр эрхлэх ур чадварыг дээшлүүлэх төсөл, МБС-ын удирдлага, техник мэргэжлийн ур чадварын сургалт, эхний тайлан, 2017


92

respondents said that they acquire skills from teachers with the workplace experience. Also they mentioned

that it is impossible to attend professional programs based on acceptable needs. According to the teaching

methodology and self-assessment part results, the current CBT methodology and evaluation condition is

poorly funded, involvement of employers and organization is weak, and lacks of a assessment system for

CBT and CBT assessment.

Following issues were emphasized if we look at the teachers answers for the open questions. Reform of

TVET system is:

• Improve and update the learning environment

• Provide teachers with permanent jobs and increase salaries

• Conduct regular professional training for teachers

• Train teachers through skills training at the production site

• Revise teacher participation in CBTs and CBT assessment.

• Establish a national CBT system (most current regulation is being made by donors)

• Improve policy and legal environment to advance TVET system

• Establish stability of TVET policy and management, and hierarchy

Improvement of current professional development condition

• Organize state and international level of retraining

• Create a professional development system and establish a career center

• Focus on improving the professionalism of general education teachers

• Increase teacher experience through exchange programs

• State support for vocational training

Need for extra training

• Organize training of methodologist teachers of CBT assessment

• Explore experiences from other countries that have successfully implemented the CBT

• Develop a comprehensive professional development program

In this regard, the TVET sector does not have any activities for teacher professional training and re-training,

which is in line with the findings of teachers research in recent years (presentations in lecturers' meetings

of the 2018-2019 academic year). Teachers say that ITPD training for general education teachers is open

for 1, 5, and 10 years, however theoretical and professional skills training is not held at all.

The 2018-2019 academic year was announced by the Ministry of Education, Culture and Science as "Year

of Teacher Education for TVET", and specific activities were planned within this activity. During the

Seventh Teachers' Conference in April 2019, the Ministry of Education, Culture and Science pointed out

the social issues of teachers, salaries, teacher development policies and implemented activities and further

measures to be taken. These include:

- Implemented policy for assessment of work position for teachers, upgrading the category of positions,

and salary increase

- The first time in collaboration with the Ministry of Labor and Social Welfare, the Ministry of

Education, Culture and Science, the Ministry of Education, Culture and Science, the Central

Government Administrative Office, Non-Governmental Organizations, and the Education and Science

Trade Unions and their representatives to evaluate job placement depending on factors such as


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qualifications, workload, responsibility, and working conditions for preschool, primary, secondary

schools and vocational education public service providers.

- At least 1,500 teachers and staff, or 75 percent of all employees, have been involved in the assessment

of the workplace organized by the Ministry of Labor and Social Welfare Center, Vocational Training

and Production Center and Polytechnic Colleges. The job classifications and definitions of the

education sector have been updated with the workplace rating.

- Increased salaries and wages in three ways: increase salaries, incentives, and upgrading of the

classification. As a result of these measures, average monthly wages of civil servants reached MNT

916.0 thousand in 2019, with increment of 27.4 percent from 2014.

- The "Regulation on granting bonuses for seasonal work to teachers and staff of state and local

vocational education and training institutions" has been revised and increased by 10 percent in cash

incentives for teachers and polytechnic colleges of Polytechnic colleges. According to the Law on

Promotion of Teacher Development, all levels of educational institutions have created a new legal

environment for teaching and development centers and spending up to 2 percent of their total operating

costs for the activity of the center.

Policy and activity for further implementation:

- To support the provision of legal environment to organize trainings of vocational education training to

provide new technology, innovation, and qualification skills based in "Center of Competence" and to

promote teacher empowerment through state policy.

- Implementation of the "Vocational Education and Training Teacher Development Program" approved

in 2015 will provide the foundation of competency-based training and assessment to improve teachers'

professional knowledge, skills and teaching methodology, addressing social issues, evaluating teachers,

promoting and disseminating good practice. In the future, Teachers Development promotion law

implementation will be provided and with the Ministry of Education and Culture "Teacher

Development Program" will be developed and approved by the government.

- The "Requirements for Teacher’s Development Center and Operational Regulation" have been re-

developed with the Ministry of Education and Culture and the "Regulation on Computing TVET

Teacher Work Package" is being developed with the Ministry of Finance. The new regulation reflects

and aims at reducing the number of hours of workforce of the teacher’s training, improving the value

of teacher's continuous development by promoting innovative work, increasing incentives, reducing

the ratio of classroom and non-classroom hours.

- Improve the learning environment of state-owned TVETs and polytechnic colleges and provide them

with necessary equipment and supplies.

- In addition to enhancing the teacher's income and working environment, the National Grants Fund of

100,000 MNT has been awarded to the TVET and Polytechnic College students.

The Ministry of Labor and Social Welfare has announced the 2018-2019 academic year as "Year of Teacher

Development".

First, Increase the quality of the content, methodology and organization of retraining courses,

Second, Provide improve professional continuous development of teachers, develop not only classroom

but also e-learning, computerize every teacher,

Third, "Center of Competence" is to be developed as a training base for professional teachers in new

technology, innovation and qualification skills,

Fourth, Update the content of the training materials for providing authority to teach and giving pedagogical

capability, and to provide professional and methodological support for practicum,


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Fifth, the Training Institutes are committed to being free from ethical misconduct, and every teacher and

staff should follow the Code of Conduct.

Introducing policies, objectives and legal environment to improve the content, methodology and evaluation

system of technical and vocational education, support teachers' development, improve quality, access and

efficiency of the training, and ensure the ethics and responsibilities of the staff.

We are striving to bring new standards of reforms of vocational education and training law and regulations.

In the revised draft law:

- Establish and develop national Qualifications Framework,

- To diversify vocational training institutions,

- To create financing mechanisms multiple resources, to transfer into independent financial sources,

- To empower teachers and staff, to create the right and optimal mechanisms for human resource policy

planning,

- Increase labor value, create incentive mechanism,

- A comprehensive coordination exercise, such as the expansion of cooperation in social partnership.

These were prepared and ready for discussion at this spring session of parliament.

As noted above, the implemented and planned activities show the importance of the teacher development

policy and its significance, but there is no outcome, start and end date of these planned activities are unclear.

Addressing policy planning, such as how to structure open education, who should train teachers (who will

be behind the online training), what is the status of training institutions, how to develop, and how to develop

online trainers, is more effective than computerizing teachers.

Attracting students with scholarships is impossible solution for the start of the sector reform but is a factor

that adversely affects the sustainability of the sector, there isn’t a policy to develop sustainable, effective,

equitable TVET sector.

4.1.4 The weight of a private school teacher in a public school teacher

From the number of teachers in the first chapter, comparison of the number of teachers of state and non-

state organizations in 2018-2019 academic year


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Teachers of on-state-owned organizations constitute 25% of the teachers of state-owned training institutes.

Compared this to the results of the TVET study, 51 state-owned and 35 non-governmental schools are

operating and the private schools compose 40% of total number of schools. For the number of students,

40.1% of the total students belongs to private schools. This suggests that availability of non-state owned

TVET school teachers is scarce which increases burden of teachers and decreases quality of the training.

3.2 Other resource management of TVET schools

4.2.1 Number and level of textbook of students by class

The number of textbooks used in TVET training was surveyed with the classification of professional class

and general education and professional textbooks. From total 42 schools, remote soum and province center,

private school in Ulaanbaatar, PTC, TVET and rural PTC schools were chosen and surveyed.

Data from rural TVET schools show that:

- Since secondary school textbook renewal in 2017, only textbooks from the 11th grade have been

published in 2018-2019 academic year and also fewer textbooks were sent compared to student

numbers. Some school textbooks have not been updated. These include: Social science, information

technology and health education textbooks are inadequate and insufficient.

- Almost 85% of the total professional textbook is the old textbook. There is a shortage of textbooks for

the 10th and 12th grade in new 12 year education system. Life skills and communication skills

textbooks are lacking.

Data from information of major training institutes and PTCs in Ulaanbaatar:

- Although there are sufficient number of professional textbooks, the year of publication and content are

outdated, and most of them are published in the 1990s and earlier.

- Even though some professional courses use textbooks published according to CBT by international

projects and programs, number is inadequate and it is unclear that the content meets the demand and

requirement.

- Professional research papers, papers, academic articles, professional journals and publications were

used, but they are also relatively small in quantity and lack of information.


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The supply of textbooks for general education is insufficient and the number of professional textbooks is

quite high. It is possible to conclude that there is insufficient textbook for general education and there is

sufficient professional textbook. However, it is only information that shows quantitative data, so qualitative

research, such as quality, content, date and availability of the textbooks (availability of students,

compatibility to content of TE, VE, VT, compatibility to LM and employer’s requirement) is essential.

Textbooks and instructional materials are also resources that will play an important role in the reform of

the TVET sector.

There is a lack of other training materials that provide innovative information such as national and

international journals, newspapers, academic research thesis and research articles in all schools. Therefore,

there is a need of an organizations, branch or department to provide and develop textbooks, perform

research on this area, calculate budget and assets, assess and approve textbooks. When there is a lack of

textbooks, manuals and training materials, assessment of teachers training materials is required. This is a

measure of the TVET internal quality and material resources.

4.3 Conclusion

Strengths and weaknesses

- Teachers and management staff were trained in professional development, acquiring new technology,

promotion innovation, LM study and training methodology, general education teachers were involved

in professional development training, mathematics, physics, chemistry and design technology 12 grade

teachers were trained in teaching methodology, skill development, information technology use and

promotion of acquiring skills at works place areas. The staff of employers' companies are trained as

instructors of the practice, training instructors, evaluation teachers and senior management staff

attended professional development, skill and human development courses locally and internationally.

It shows that successful policy implementation such as preparation of skillful and competitive teachers

and other staff are important for sector resource management.

- As a result of some foreign projects, training centers have been improved, and internationally

acceptable training equipment have been provided, and structure and construction of the center has

been established. They have some technologies even some employers doesn’t apply to their

workplaces.

- This poses an opportunity for TVET to work through TVET schools to address the problems of the

employer's workplace.

Challenges

- In the field of TVET sector, there is a lack of teacher training and re-training activities, and the situation

of teachers in recent years is consistent with the findings of the survey (presentations in lecturers'

meetings of the 2018-2019 academic year). Teachers say that the trainings of general education

teachers are open for 1, 5, and 10 years by ITPD, however professional theory and practicum teachers

training policy is required.

- Lack of resources, human resource capacity, facilities, infrastructure, textbooks, training instruments

and equipment for the CBT system implementation.

- Need of a research to find out how often teachers theoretical and professional skills training are

organized in the field, link between teachers with more than 10 years of experience and their age,

profession, employment years and outcome of the training, content and methodology.


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- Teachers Training, Research, Production and Testing Center, which is aimed at developing

professional knowledge, theoretical knowledge of teachers, integrating them with lessons, and creating

new products and products, is required to be established. There is also no policy aimed at the

development of master teachers, increasing their numbers and creating new positions. This reflects the

fact that there is no accessible policy for the teachers, such as the development with the pace of the

industry and their interactions with teachers in other sectors.

- Existing teaching methodology and assessment of current CBTs are poorly funded, employers and

other stakeholders involvement is weak, and there is no guaranteed evaluation system and policy for

CBT and CBT assessment.

- Determining percentage of the teachers with professional degree at TE, VE, VT schools, correlation

of professional degree with employment years are TVET internal quality indicators. On the other hand,

lack of studies on effects of teaching quality of teachers with professional degrees, their methodology

in each class hour and it’s effects, detailed study of incentive impact of advisor and leading teachers

reveals that there isn’t quality resource and policy planning.

Conclusion after international comparison

The TVET sector reform is happening for 30 years now in the EU. At the start of this reform, the policy

was aimed at reforming training institutions and curricula, participation of international projects and EU

programs86 were huge at this stage, we can conclude that our reform and developmental procedure is

happening with the same pace. It is seen in the TVET sector reforms and development process it is possible

to conclude that the same is true. As a result of these investments, there are many opportunities to exchange

experiences. However, educational reforms are not just about changing policy, curriculum, and training

materials. TVET teachers and trainers should be constantly in touch with students and students, regularly

update the curriculum and teaching methodology and need to be very sensitive to the changing needs of the

LM. It's a development of new skill, new flexibility, and new faith.

An important part of the EU Phase VET Reform program since the 1990s is the partner school approach. It

aims to train and develop three things through partnerships between TVET institutions of countries. These

include developing curriculum, introducing new training equipment and training teachers. One example is

the Phase VET project implemented in Bosnia-Herzegovina. As a result of the project, human resource and

training resources have been strengthened. These schools have developed a curriculum called

"electromechanical and electro-mechanical" and the program is based on practical applications and

extensive professional and practical content in electrical and natural sciences has been included, and as

teachers changed and analyzed their training methods, the skills of the teacher and the curriculum became

compatible. Similar examples and experiences are among our TVET institutions, but very few (in Darkhan-

Uul province).

There are good examples of the development of teaching staff in East Asian countries. For example,

preparing a TVET teacher in China is an important component of the teacher training system. In the last

years, China is considering “The sector's development as a priority policy in terms of globalization”,

making TVET sector development as one of the priority policies in China. Therefore, the Chinese TVET

should meet the needs of the market, China's development policy and international standards. These

86 Compendium of good practice in vet teacher and trainer training in south eastern Europe, ETF Working paper, 2005


98

challenges are the key theme of the reform of the Government in promotion of the Chinese TVET and

require new approaches to the TVET teacher’s training. Rapid globalization growth, information and

communication technology, and international and regional competition have emerged and challenges in the

education system are major challenges.

It is rapidly developing in China (Shyamal Majumdar, 2011). 87 In China, there are departments in the field

of preparing TVET teachers in large tertiary education institutions and teachers are comprised of specialists,

doctors, and professors of the VET field. For example, the Adult Education & Vocational Education

Institute in Beijing Teacher’s University and the Capital City Teachers' University prepares researchers and

teachers in the VET sector specifically. In addition to preparing a Bachelor's degree in TVET sector,

researchers are also trained in TVET through master’s, doctor’s and post-doctoral training. Research and

theoretical knowledge will be studied at the school and the professional studies will be trained in training

camps, TVET institutions, and factories. Students studying in other areas of education receive training in

adult education and adult teaching methods in this field. On the other hand, there are about 40 researchers

in the Institute for Educational Research in Beijing, by studying and researching satellite information and

social discussion of each country TVET sector, they provide information of future planning of the VET.

International experience suggests that it is important for the TVET teacher to be addressed within the

education system of Mongolia, it is not ideal to prepare teachers internally such as in the "Teacher

Development Center" for the sector which doesn’t have mature teacher preparation system (assets, time

and ineffective labor spending). In other words, doing research on TVET teacher preparation, establishing

department and preparing teachers systematically by the MSUE or establishing special institute to prepare

TVET teacher would be more appropriate for preparation and development of teachers of the sector. It

would be also a theoretically based decision with international trend to develop in accordance with

international education “Teacher education” concept.

The TVET sector is one of the educational sectors that require huge investment and budget financing. The

development of this sector is largely dependent on investment and public funding. It is time to pay attention

to the quality and availability of non-vocational schools more than the number of TVET schools in

Mongolia. This will contribute to the efficient allocation of budgets and improvement of school quality. It

is important to identify quality indicators of the school by studying compatibility of following four items,

teacher’s knowledge and skill level, educational degree, creativity, training curriculum and its’ content –

demand and requirement of labor market – teacher’s skills – training material accessibility, quality and

content.

87 Initiatives to foster Chinese TVET and TVET Teacher Training, GIZ,UNEVOC


99

CHAPTER FIVE: CAUSE AND FACTORS OF PROBLEMS ON SUBSECTOR

5.1 Analysis of the problems, their cause and factor

Problems Their cause and factors

TVET sector environment

It is required to accurately

establish TVET system according

to international standard,

developmental demand of our

country and its specific feature.

In 2011, 6 vocational levels were approved by TVET national counsel. Since

2015 in a scope of EU STVET-1 project 10 levels of specialization is being

recommended. But important mechanisms such as implementing mechanism,

institutions, experts and involving parties are uncertain. It is the reason that

graduate’s skills are not acceptable in international, regional and national

level.

Insufficient intersectional policy

on improving employment of

TVET graduates, even though

TVET system consisted of many

components, policy coordination

is missing

Participation of TVET participants and their role are not stated clearly in the

TVET law, specific documents of involvement of economic sectors and

ministries are not formulated. Law and policy implementation of TVET

activities and management system are insufficient. Sector policy planning is

not based on quality studies. Research studies are deficient.

LM current situation is not fully

matured

According to LM demand barometer studies, occupation and skill information

through TVET sector is scares and content of the study is limited. Because

some study results don’t comply with current situation, it can be concluded

that some works on improvement of coordination of TVET sector and

research organization, development of research questions and content based

on current situation, and research based on international indicators inside the

TVET sector are not carried out.

Structure and mode to prepare

professionals at TVET schools are

not flexible, it doesn’t meet with

the demand of the LM

The main requirement for demand of LM is to shift to CBT fully, for now

TVET is not fully shifted to CBT. Only 1 year and 2.5 years of training

curriculum is CBT based according to the research document.

Lack of policy coordination on

developing prototype of open

TVET

In order to develop supporting actions on TVET equal access and lifelong

continuous education, research needs to be done on implementing open TVET

policy on specific professions.

Not fully shifted to Competency

based education system or the

process is prolonged

Insufficient capability to organize

CBT with multiple and flexible

ways

Even though TVET (2.5 years) content and methodology is now CBT,

admission, graduation, duration and graduation documents are still according

to old system.

In other words, because flexible time management policy in competence with

manufacturing cycle is not implemented, it is impossible to shift to CBT.

Construction, agriculture, mining companies operate during summer while

students are on vacation. Using traditional academic year cycle doesn’t

comply with flexibility of CBT.

Technical education training is focused only on admission of graduates to

higher education (even when it is developed in good quality). In other words,

upshifted technical education training to CBT whatsoever and uncertain

capability criterion are the reasons of qualifying the requirements of LM.

Funding for TVET is not based on

the needs, but based on the equal

share method.

Vocational training imbursement is not based on the cost of the profession,

instead it is same in every profession. Appendix 4 of 94th Mongolian

Government Resolution sets “Average amount of expenses on each student at

Vocational and technical education training” not based on professional cost

of expence, local???


100

Expence for one student at TVET

schools are not based upon the

professional cost.

TVET quantitative and qualitative

research is insufficient.

TVET research system is basically

absent and there aren’t enough

researchers in the area.

Due to insufficient TVET research it is difficult to do comparison studies with

world trend according to international indicators. This makes difficult for

getting supports from international educational organizations, such as

UNESCO-UNEBOK, International Labor Organization, World Economic

Cooperation Organization and keeping up with the development of

international policy and trend.

It appears LM information is

limited as seen in work mediating

situation

TVET graduates have scarse information about labor market according to

RILSP labor market barometer studies, graduate’s employment record and

employers requirement for employee studies. Learning more about other

factors is significant for practical research studies.

TVET value is not improving in

LM.

Graduate’s skills are not met with

LM requirement.

RILSP reported that simple occupation with repetitive work under inder

instructor or jobs which doesn’t require any profession is more in demand

than other occupations. Even though weak economy of our country and not

enough market for business owners seem the reasons, it is required to

continuously improve reputation of the sector among population and to

analyse requirements of admitting and graduating students.

Legally TVET sector social partnership is established, due to uncertainty of

employer’s involvement on standard and curriculum development employer’s

requirement is high even though the involvement is low.

TVET ADMISSION, EQUILITY AND BENEFITS

Employment rate seemed to be

improved during last two years,

economical activity status

movement was high. That is why

the policy to improve young

generation’s stability at one work,

work condition and wage is

needed.

TVET graduate’s employment record showed that temporary position was

occupied high percentage. Needs to investigate in detail.

Unemployed youths are mostly in

rural area and needs to pay

attention specifically to increase

work place sufficiency.

Improve quality of vocational education organization’s for adults in rural area,

improve correlation between local LM demand study and TVET graduates

occupation and skill.

Personal skill improvement of

graduates and required abilities for

society are not taught by the

curriculum

Needs to pay attention to graduate’s foreign language, computer and writing

skills on top of professional theoretical knowledge, curriculum enhancement

and implementation on these trends are required.

28.0 percent of the TVET

graduates weren’t employed even

24 months after graduation and 6.0

percent has been unemployed for

longer period.

According to GES 2018 most of them work temporarily and seasonally which

affect graduate employment data. So for graduates who aren’t employed yet

and for long period of time supporting policy to re-train and specialization is

needed. (The longer the graduate has been unemployed, the likelihood of

employment decreases).


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TVET trained barber, computer

and financial professions are weak

at labor market competence and

the rate of these professional

employment is low.

Among re-examination of the curriculum, involvement of the employer and

contributing parties, the most important is to meet the demand of labor market

other than requirement of the involving employer.

TVET construction professionals

are in high demand in the labor

market for last few years,

employment of graduates in these

professionals are not enough.

This may be because of incompatibility of the skills in one side and mediation

of the work on the other side. There is no study on graduates who start working

immediately after graduation without registering to labor market exchange.

Therefore extensive study is required for graduates issues.

Activities to confirm evaluation, to

evaluate graduate’s and person’s

capabilities gained through any of

the learning methods are not solid In a scope of supporting continuous education of citizen, evaluation of

previous and current skills is required, if they passed the requirement, support

for policy to award certificates and diploma is needed.

Developing training and evaluating environment and implementing policy to

support education and improving skills of people with special needs.

Insufficient mechanism to honor

acquisition of TVET education

through formal and informal ways

and to give equal opportunity

Scarce opportunity of TVET

education for vulnerable group,

disabled people and for getting

involved despite of age and

education.

TVET external benefits are not

considered with state and social

enquiry (the formation of

graduate’s character, development

and unemployment, reduction of

poverty)

It is important to develop policy based on indicators to calculate external

benefits of TVET and factors affecting these indicators. For example: to find

out the ways to coordinate with LM, to calculate results of compatibility to

LM and to perform TVET sector economic impact level study

TVET INTERNAL BENEFITS AND QUALITY

Insufficient study focused on the

drop-outs, and reasons of student

drop-outs at TVET schools.

Specifying percentage of students advancing to next course and expelled from

the school, how this affects training quality and reasons of the expulsion from

school gives a chance to see many solutions regarding internal quality.

Therefore it is necessary to perform qualitative study based on mathemathecal

data again.

Even though one of the main

factors to calculate TVET sector is

provision secondary education, if

we look at it through the sector

main role and objective there is no

study to evaluate graduate’s

professional skill into

specialization level and direction,

and correlation of geographical

location and teacher’s skills.

From this analysis, important information, such as TVET sector internal

benefits, its social impact, training content, curriculum revision, improvement

of teachers and training material supply, can be seen.

Uncertain professional leveling

affects providing hierarchy of

vocational and other levels of

studies.

Identification of national professional level numbers, structure and level,

system to implement, participants and experts are required and the process

needs to be improved and accelerated.


102

Percentage of teachers with

master’s and phd research degree,

advisor and leading teachers are

comparably low, accounting less

than half of the total number.

It is because of lack of established policy to support teacher’s growth and

development, research studies of the sector, financial and other supports. No

works are done on preparation of expert teachers, improvement of the quality

and establishment of the criteria.

Occupational reference is limited.

For educational organizations using developed CBT curriculum based on their

social cooperation, it will only be compatible with organizations which

cooperated. This doesn’t guarantee that all graduates can be employed and

educational organization capability doesn’t meet the labor market

compatibility. Thus involvement of employers on improvement of

occupational reference number and quality, preparation of experts and

financial planning is required. Also content of occupational reference, criteria

and LM demand, compatibility of professional skills on the demand needs to

be studied.

Needs to establish organization

and ways to perform for programs

and conditions for accreditation at

TVET sector.

Therefore organizational accreditation should be included in the same

category as VTPC and polytechnical college and should be obligatory

requirement as higher education organizations. Program accreditation can be

used for technical education programs. But organizations which have CBT

programs and short term professional program are not required to be

accredited and capacity to do so is insufficient.

VET quality verification content

and mechanisms are not correlated

Within the VET, although quality verification components are being founded

and activity differentiation and correlation are being set, it is yet to become

fully competent, trustworthy and acceptable system with benefits.

Current TVET student’s

admission and graduation age and

duration don’t meet the

requirement of labor-force age.

Currently 73% of TVET students are admitted at the age of 14-15 and

graduated at the age of 16.5-17 years. Also they are not able to do internship

at the factory, to work with factory staff and to stand workloads.

TVET TEACHERS AND OTHER HUMAN RESOURCE MANAGEMENT

Insufficient activities to train,

retrain and specialize for teachers

at TVET sector

No institution with central

management to prepare TVET

teachers

Above study result is same as the study of teachers current status (Teacher’s

presentations from 2018-2019 academic year conference). According to the

teachers, ITPD trainings of 1, 5, 10 years is open for teachers of general

knowledge, however for specialized teachers it is required to pay more

attention to the opportunity of re-trainings.

Detailed study is required to identify the frequency of the professional

teachers theoretical and practical skill trainings, age, specialty and

employment duration of teachers who have been working less than a year, and

results of the training, content and methology correlation

There is no central organization for specialized teacher’s training, research,

for manufacturing and doing experiments to improve knowledge and skills

into scientific level.

This shows that equal opportunity policy for TVET teachers to prosper

according to the specific feature of the sectors and to work together with other

sector teachers is lacking.

Determining percentage of the teachers with professional specialty ranking at

TE, VE, VT, correlation of specialty ranking to employment years as a teacher

are indicators of VET school internal quality.


103

Because of the inadequate quality studies, such as impact of special ranking

teachers on training quality, teaching methology used in each class and its

effect, efficiency of extra income of advisor and leading teachers, good quality

future resource planning can’t be done.

Most of the educational

organizations lack of capacity,

human resourse, work place,

infrastructure, textbooks, training

instruments to implement CBT

system

According to textbook studies of VET organization, general education

textbook number is lower than actual student number, there is no professional

textbooks, most of the textbooks are published between 1980 and 1990.

System to develop, revise and distribute textbook and training materials is

absent.

Current CBT training

methodology, evaluation term has

a low funding with insufficient

involvement of employer and

other parties, there is no reliable

evaluation system in CBT and

CBA.

Depending on the features of professions, training by CBT methology,

preparing evaluation condition and involvement of employers are deficient

due to lack of enough funding.

In some profession, employer’s 100% support is required for training and

evaluation material requirement.

5.2 Potential solutions

According to the VET study there is a possibility to solve some of the problems with current resources in a

short period of time within policy reform, such as:

Vocational education and training administration and management overlap is common in TVET assessment

center and RMC operation. Because RMCs are established in 2012 and until TVET assessment centers are

founded, it has been directing CBT content, methodology and evaluation activities, some rules and activities

in the legal documentation may have overlap.

In legal documents such as VET law, CBT evaluation documents, TVET assessment center is defined as

organization for МБСБ to do external evaluation and verification on training quality and results (from

government side), to assess levels of specialization of training organization and draw a conclusion, to

compose evaluation database and advise on training organization quality and accessability based on

evaluation results. But these are not being implemented. In order to improve implementation and establish

training organization quality verification system,

- By evaluating training quality performance, and giving report and recommendation to TVET PICD by

TVET assessment center, following this recommendation training organization quality verification can

be counted as school management contract assessment and performance fulfillment, and can be

implemented by correspondence with activity implementation and its outcome

- To verify TVET assessment center as authorized quality verification organization in legal documents.

- Ensuring influence for policy improvement activities on making up conclusion of VET sector and

TVET schools quality and outcome, and informing government regulatory organizations

Overlapped activities of TVET assessment center and RMC can work according to following directions.

- As we can see from RMC activities which are not stated in any of the order or legal documents tend

to overlap. For example; providing methodology of training evaluation, use of LM (even though it is

not directly associated, it is still training organization main function), concluding CBT curriculum etc.

- TVET assessment center can support RMC with the activities including developing national skill

standards with professional organizations, determining training purpose and curriculum, and

developing textbooks, teacher’s guide books and student’s work sheets.


104

- TVET assessment center can support RMC to meet the work quality. Such as: TVET assessment center

to support RMC for provision of evaluation method professional management, and RMC to support

TVET assessment center for making it as evaluation method, delivering usage to training organization

and teachers are suitable ways.

- RMC can participate as general advisor on CBT curriculum development, but making conclusion and

evaluation is not possible (Because it is more correlated with professional standard and professional

reference, TVET assessment center should execute it. Also this is a procedure to correlate with national

programs, by doing so receiving and giving national level certificate will be possible).

- Advising on CBT program implementation methodology is suitable with the basic function and activity

of RMC.

- TVET assessment center can operate national database with information of МБСБ graduates, teachers,

professional and CBT standards, curriculum, textbook and experience.

- RMC can perform evaluation of training organization and training activities with TVET assessment

center.

For improvement of VET sector external evaluation

- Doing detailed study on graduates who didn’t register to labor force agency and employed by the

employer’s request is important for increasing external evaluation.

- One of the key indicators of the quality of the TVET sector is the achievement of the above-mentioned

secondary education, but it is important to evaluate the skills of graduates by level and direction of the

expertise in the field of core tasks and objectives.

It is important to investigate with the influence of external and internal factors, such as geographical

location, infrastructure, and teacher competence. If these interventions are analyzed, we will be able

to see many important issues, such as the internal and external benefits of the TVET sector, its impact

on society, the training content, the program renewal, the development of teachers, and the provision

of training resources.

- It is important to enable employer engagement to increase the number and quality of professional

reference information, preparation of specialists, and planning of investments. However, the content

and criteria of the professional references can be further explored in terms of the level of demand for

the LFA demand and professional skills and the renewal of the CBT content.

- About 28 percent of TVET graduates have never been employed for 24 months since graduation,

including 6.0 percent of them have been directly affected by long-term unemployment. The VET

Sector and the Labor Department can work together to develop qualitative and qualitative research on

graduates' employment, to create a database of graduates and to establish a foundation for research.

- Accreditation should be considered as a requirement for tertiary education in the context of VTPC and

Polytechnical colleges. Program accreditation can be used to assess technical education programs. It

is also possible to create a CBT program and accreditation for short-term vocational training

institutions.

- Determining the percentage of TE, VE, VT teachers and correlating employment years as a teacher

with professional degree are the indicators of the TVET internal quality.

- On the other hand, studying the effectiveness of professors on the quality of trainings, studying their

teaching methodology in each class and the impacts, and the effectiveness of salary enhancement of

advisor and leading teachers can have significant effect on internal quality and teachers resource

allocation.


105

In addition, the global economy has developed and demanded skills in hardware, electronics,

mechatronics and information technology rather than in-service skills. Therefore, we will continue to

pursue a policy focused on this global trend, and it is necessary to review and modify the curriculum

content, teaching methodology and theory of interaction.

In this regard, the current international practice suggests that training programs provide "individual

problem-solving skills" and "accountability". In the vocational education and training we will provide

these skills and provide more technical and technological skills and vocational skills as a basis for

supporting VET training.


106

CHAPTER SIX: PRIORITY OF THE POLICY TREND, MEDIUM TERM EXPENCE

RANGE

6.1 Proposed policy priorities

The results of the research show that the Government of Mongolia has been working on the policy goals

for the past 10 years to improve the quality, accessibility of the VET and it’s LM compatibility.

In particular, the investment, policy and legal support of donor countries are the basis for the development

of the international trends of the sector.

However, it is necessary to maintain the sustainability of existing results in the long and medium term of

the next generation and to intensify the implementation of the policy and making them as the strategic

goals of the program. These include:

- Completely tranfering VET into CBT system

- Establish the national expert level system and its implementation mechanism

- To establish a hierarchical structure within the TVET sector and to certify the professional card of

graduates who completed secondary education.

- Eradicate VET management activity overlapping

- Establishment of a TVET teacher training system, establishment of institutions

- Develop and implement policies on open education in promoting teacher development

- Establish a system for the development, research and monitoring of textbooks and training materials

- Develop and implement lifelong educational policies aimed at continuing education of adults,

improving their knowledge and skills, and assessing, certifying their skills and knowledge.

- Develop and implement VTPCs and vocational training centers (in line with the needs of the LM) in

rural areas and remote rural areas,

- Increase internal and external efficiency of TVET

- Transfer TVET and training curritculum accreditation standards fully into CBT system

Policy strategy to be related with other educational sectors:

With higher education sector:

- The current curriculum for technical education provides opportunities for graduates to enroll in higher

education directly or by matching some courses. It is unclear of what knowledge and skills they

acquire after graduation. Therefore, the knowledge and skills to be acquired by technician level

(professional level V) will be determined based on competency and will reflect on the higher education

program.

- To establish a national qualification framework, to define detailed description to level-up V to VI

- Strengthen the system of compatibility, calculation and transfer of the academic subjects and

professional courses

- Develop and implement policies on coordination of teachers' professional standards and levels;

With general education sector:

- As of April 2019, a working group from the Ministry of Education and Labor has established. It aims

to reduce the gap between content and duration of general education and vocational education and

training, and to define the interrelationships of the these educational sectors. Currently, the working

group is studying either to reduce the duration of the general education (3675 and 1080) or to reduce

the difference, or to make 2.5-year TVET course to 3 years.


107

- To establish a national level of expertise, to define the specific descriptors from high school to higher

education or VET can improve flexibility of the interrelation of general and vocational education.

With lifelong education sector:

- To develop and implement policies of activities to certify professional skills, such as accepting,

evaluating and certifying citizen’s informal skills and skills acquired by living environments and

providing certification and diploma.

- To develop policy to ensure that TVET to provide vocational orientation, specialization and retrainings

to people and make it equally accessable.

- To create short-term vocational training centers in order to ensure access to rural livelihoods, to provide

policy support for capacity building of teachers, and to collaborate with local TVET institutions for

TVET.

- To establish a national level of expertise, which defines the qualifications and qualitative indicators of

qualifications, assessing, validating, furthering and furthering the prior knowledge and skills of an

individual.

- To establish a national level of expertise, by defining the qualifications and qualitative indicators of

qualifications, people will have an opportunity for assessment, validation, further learning and a move

directly to labor market.

6.2 Medium term expense range

The population of Mongolia over the age of 15 or the age group TVET sector students is expected to

increase by 44% by 2030 (NSO). From the assumption of previous and next 10 years of students, teachers

and seat numbers, the following change can be projected.

№ 2018 2019 2020 2021 2022 2023 2024 2025 2026 2027 2028 2029 2030

1 Student

number

Total 38526 38257 38497 39235 40382 41798 43352 45438 47113 48885 50829 49895 54527

Percentage

increase

rate -1% 0% 2% 5% 8% 13% 18% 22% 27% 32% 30% 42%

2

Teacher

and

employer

number

Total

required 4627 4592 4621 4709 4847 5017 5203 5454 5655 5867 6101 5989 6544

Total

required

new staff 4 69 193 367 573 795 1082 1319 1567 1837 1761 2352

3

Capacity

of school

building

Total

capacity 48256 48256 48256 48256 48256 48256 48256 48256 48256 48256 48256 48256 48256

Required

additional

capacity 0 0 0 0 0 0 0 0 0 629 2573 1639 6271


108

As shown in the table, the number of students will be 54527 in 2030. Depending on the number of students,

the number of teachers will be increased to 6544, plus the required new teacher’s number is 2352 (this

number came out after calculation of number of employment years of the teachers and number of teachers

to retire). In terms of the capacity of the school building, In 2027 it is required to build new schools due to

increased number of seats. Based on these numbers, following is expense of new training institutions and

fixed costs (budget calculations, billion. tug).


109

№ Тype 2018 2019 2020 2021 2022 2023 2024 2025 2026 2027 2028 2029 2030

1 Student

number

Total 38526 38257 38497 39235 40382 41798 43352 45438 47113 48885 50829 49895 54527

Growth

percentage

-1% 0% 2% 5% 8% 13% 18% 22% 27% 32% 30% 42%

2 Teacher and

employee

number

Total required 4624 4592 4621 4709 4847 5017 5203 5454 5655 5867 6101 5989 6544

Additionally

required

4 69 193 367 573 795 1082 1319 1567 1837 1761 2352

3 Training

building

capacity

Total capacity 48256 48256 48256 48256 48256 48256 48256 48256 48256 48256 48256 48256 48256

Additionally

required

0 0 0 0 0 0 0 0 0 629 2573 1639 6271

4 Number of required new

buildings (average 600 seat)

1 4 3 10

5 Cost of new school and practice

building (3 billion)

3.0 12.9 8.2 31.4

6 Budget for

staff salary

(monthly

average

856199)

Total required

(billion.tug)

46 46 46 47 48 50 52 55 57 59 61 60 65

7 Additionally

required

(billion.tug)

0 1 2 4 6 8 11 13 16 18 18 24

8 Budget for students practical

expense (yearly average

600.thousand.tug)

23 23 23 24 24 25 26 27 28 29 30 30 33

9 Scholarship required for

students (monthly

100.thousand.tug)

46.2 45.9 46.2 47.1 48.5 50.2 52.0 54.5 56.5 58.7 61.0 59.9 65.4


110

Required budget

(biollion.tug)

116 120 125 131 138 147 155 165 184 176 218


111

Financial and budget planning of the TVET sector is still in the same category as other education sectors.

The cost of TVET is different from the secondary school. The cost of training materials used for internships

is relatively high for TVET88. In order to further transform the TVET system into a competency-based

training system and to adapt to the LM demand, the categories of expenditures need to be added to the

following categories of expenditures. These include:

- Define profession by it’s cost and define the training budget for each profession differently

- Expense of teachers’ professional specilization and cost of teacher’s trainings

- The cost of place for teacher’s practice and it’s fixed cost

- Costs for equipment and technological innovation in practice place

- Construction, structure and staffing of organization for teacher further education and training, and it’s

fixed and variable costs

- To budget one-time additional financing and re-financing the cost for every three years for

expenditures on renewing the equipment and technology of the specialized training institutions

- Cost of master teacher's salary to reflect the cost of production at the same level as engineer and

technical staff.

- Include open training costs for teachers (cost of organizing open training, costs of equipment, internet,

etc.)

- Expenditure on informal skills assessment and professional cost (eg, evaluation environment for each

occupation, expense of employing qualified consultants etc.)

In addition, policy and planning for linking expenses to various forms of financing, what costs are spent

by the state, what costs are spent by other forms, calculating expense for cost of preparing each students

with the specific profession’s economical benefit to the country, and based on this calculating

effectiveness of investment to TVET is required.

6.3 Results of policy simulation

The effectiveness of TVET policy coordination and delivery is that graduates will be more likely to meet

the needs and expectations of the LM and increase the likelihood that employers will be satisfied with the

results of TVET. International experience suggests that more collaboration of employers on training, and

more training programs with more relevant workplace and work experience will affect the quality of

TVET89. UNESCO offers the following indicators for the analysis of TVET funding. These include:

1. Assess the contribution and importance of TVET to public education and training by the percentage of

TVET education budget to total educational budget

2. Percentage of TVET cost for total education expenditure. Also, show how TVET spending is

distributed to other ministries and government agencies.

3. Percentage of each TVET student training cost to per person GDP and national wealth is an important

indicator for assessing and evaluating TVET funding.

In the case of Mongolia, the above expenditures should also be taken into account when planning required

financial investment for the TVET sector by 2030. The dismantling of the proposed strategies for the

strategic objectives will have an impact on policy outcomes and will also have important implications for

policy planning, financing, and investment simulation in the short term. These include:

1. Transfering TVET completely into CBT system

88 Education sector analysis methodological guidelines. 2016. UNESCO 89 Education sector analysis methodological guidelines. 2016. UNESCO


112

• Providing the minimum number of career references to the number of professional training

available at least 200

• Determining the qualification level for each profession during the development of the career

reference process

• Improving the curriculum and evaluation mechanisms for Vocational Education and Training,

assess the relevance of graduates' evaluation and documentation, transfering evaluation system

into CBT assessments, validation of documents for at least 224 specializations

• Transfering technical education curriculum into CBTs, clarifing knowledge and skills criteria,

developing training programs, transfering assessment system into CBTs, and certifying documents

(Keeping flexible options to accountability of higher education assessment and duration while

transitioning to CBT) for 224 specializations

• Understand the difference between the quality and diversity of vocational training and

specialization training and the differences training institutions. Identify the skills required for the

LM, classify them through vocational and specialization training (market-driven skills)

• Set average normal variable cost per pupil based on cost of each expense of the profession

2. Preparing national specialization system and it’s implemenetation mechanism

• Ensuring NQF, level, and level determinants

• Creation and development of professional reference and standards, and certifications and

implementing agencies, preparation of units and specialists, and establishing a NQF

implementation mechanism, finalizing relevant documents and procedures.

• Developing a quality assurance system and develop a policy linked with the national expert

system

• Identifying the lifelong education and training system of TVET and develop a policy linked to

national professional system

3. Make TVET service quality and accessable

• Developing detailed intersectoral policy on TVET and clarify the involving parties roles

• Establishing and implementing a legal environment for the diversification of the TVET sector

funding

• Establishing and implementing a legal environment for spending TVET's own revenues on quality,

efficiency and school development.

• Determining average variable cost per pupil of a TVET based on professional cost

• To develop and support quantitative and qualitative research in the field of TVET and to plan

policy, enrollment and graduate issues based on this research, and to promote and support

researchers specialized in the sector.

• Performing graduate employment survey of LM demand and TVET graduates with RILSP,

identifying TVET sector problems in a near future to reflect on quality policy

• Increasing access to TVET for young people in rural areas, vulnerable societies and marginalized

people and people with special needs

4. Increase internal and external benefits of TVET

• Increasing the percentage of doctors, masters, and faculty members, as well as increase the

percentage of advisor- and leading-teachers and increase the effectiveness of their training.

• Maintaining a policy to increase the number of master teachers in the development and

improvement of the quality and competence of the Master's teachers

• Require the accreditation of the institution same as other tertiary education institution in

accordance with the TVET and Polytechnic College.


113

• Provide opportunities for different components of the quality assurance system within the TVET

system to establish a clear, efficient, credible and acceptable demands.

• Implement activities aimed at recognizing and furthering the skills acquired by non-formal

education in the community

• Assess the qualifications of graduates with specialization level, and conduct regular research on

training providers linked with geographical location, infrastructure, and teacher competence

5. Increase human and material resources of the TVET

• Creation of a institution with centralized management for TVET teacher training, retraining and

specialization

• Providing support to training institutions with resources, teaching staffs, premises, infrastructure,

textbooks, training equipment and equipment to implement the CBT system

• Strengthening activities of the current CBT teaching methodology, capacity assessment

environment, funding, employers and other stakeholders.


114

APPENDIX 1.1:

Net foreign direct investment and real GDP growth

Chart 1. Direct net international investment and

real growth of GDP (mlrd am.dollars, yearly

growth)

Chart 2. Budget income, expenditure and equal

(percents of GDP, 2003-17

Real ecnomic growth: East axis

Direct net international investment (mlrd am.dollars):Right axis

Source: NSO; estimation by WB specialists

Budget

Overal income, assistance

Overall expenditure


115

APPENDIX 1.2

HOUSEHOLD SOCIO-ECONOMIC SURVEY, 2010, 2012, 2014, 2016, (NSO)

Table 1.4. Basic indicators of poverty, by locations

Country

average

Urban Countryside

Total Ulaanbaatar Aimag

center Total

Soum

center

Rural

area

Poverty scope 39.2 32.2 29.8 36.2 47.8 38.8 54.2

(0.9) (1.2) (1.6) (1.7) (1.3) (1.7) (1.7)

Poverty depth 11.3 8.7 7.7 10.4 14.6 11.4 16.9

Poverty sensibility 4.6 3.4 2.8 4.2 6.1 4.7 7.1

Additonal indicators:

Percents of population (%) 100 63.3 42.4 21.9 36.7 18.5 18.2

Population ('000) 2780.8 1760.4 1151.5 608.9 1030.4513.3 507.1

Percents of population below

poverty line 100 45.5 26.3 19.2 54.5 18.3 36.3

Number of population below

poverty line ('000) 1090.1 495.6 286.3 209.3 594.5 199.1 395.4

Number of households 3.8 3.8 3.9 3.8 3.8 3.7 3.8

Demographic burden 38.5 37 36.6 37.8 40.4 39.3 41.2

Child (percents in household) 25.5 24.2 23.7 24.9 27.1 25.4 28.3

Age of head of a family 45 45.7 45.7 45.7 44.1 45.7 43

Households with male head 78.2 73.7 71 78.1 83.7 78.7 87.3

Note: The number of population of 010 is based on administrative information and it is estimated at the en

of the year

Standard errors are shown in brackets.

Source: Household's socio-economic survey, 2010.

Country

average

1st

quarter

2nd

quarter

3rd

quarter

4th

quarter

(Jan-

Mar,

2012

Apr-

Jun,

2012

Jul-

Sept,

2012

Oct-

Dec,2012

Scope of poverty 24.4 28.7 29 24.7 27.3

(0.6) (1.6) (1.6) (1.5) (1.5)

Poverty depth 7.1 7.6 8 6.2 6.7

(0.3) (0.5) (0.6) (0.5) (0.5)

Sensibility of poverty 2.7 2.8 3.2 2.3 2.4

(0.1) (0.2) (0.3) (0.3) (0.2)

Additional indicators:

Percents of population (%) 100 23.5 25.4 25.8 25.4

Percents of population below poverty line

(%) 100 24.6 26.9 23.3 25.3

Number of family memebers 3.6 3.7 3.6 3.7 3.6


116

Demographic burden (% 38.6 38.4 38.8 37.5 39.4

Number of children (percents in family) 24.9 25.7 24.5 24.8 24.8

Age of family head 45 44.5 45.4 44.9 45.3

Family with male head (%) 78.9 78.9 79.3 79.4 77.9

Urbanization (%) 66.2 68.1 66.4 65 65.6

Note: Standard errors duty research composition are shown in brackets

Source: Household's socio-economic survey

Table 1.6. Basic poverty indicators, 2014, 2016

2014 2016

Poverty Rate of

population

(%)

Rate of

population

below

poverty line

(%)

Poverty Rate of

population

(%)

Rate of

population

below

poverty line

(%) scope depth sense scope depth sense

Country average 21.6 5.2 1.9 100 100.0. 29.6 7.7 2.9 100 100

City 18.8 4.9 1.9 66.4 55.6 27.1 7.2 2.8 67.8 62.1

Rural area 26.4 5.8 2 33.6 44.4 34.9 8.8 3.2 32.2 37.9

Ulaanbaatar 16.4 4.5 1.7 44.7 32.6 24.8 6.4 2.5 45.2 37.8

Aimag center 23.8 5.8 2.1 21.7 23 31.8 8.8 3.4 22.6 24.3

Soum center 24.7 5.7 2 12.7 19.7 32.3 8.5 3.2 17.5 19.1

Rural area 27.9 6 1.9 20.9 24.7 38 9.2 3.2 14.6 18.8

Western 26 5.3 1.7 12.8 18.2 36 9.7 3.7 13.6 16.5

Khangai 25.3 5.4 1.7 19.4 22.2 33.6 8.2 2.9 18.4 20.9

Central 22.2 5.5 2.1 16.2 16.2 26.8 7 2.7 15.5 14.1

Easterm 31.4 8.6 3.3 6.9 10.8 43.9 12.5 4.8 7.2 10.7

Source: Household socio-economic survey, 2016


117

APPENDIX 1.3

Citizens mediated to employment, by economic sector classification

(Employment policy survey, 2018)

Economic sectors Number of job positions

2013 2014 2015 2016 2017

Agriculture, forestry, fishery and hunting 8.9 8.4 5.7 4.3 4.7

Mining and exploration 14.5 7.2 5.5 5.3 5.3

Processing industries 34.5 16.2 7.8 5.8 6.1

Electricity, gas, evaporation, conditioning 2.2 1.0 0.9 0.5 0.6

Water supply, sewerage systems, waste management and cleaning activities 1.4 0.9 0.7 1.0 0.6

Construction 50.8 27.8 13.4 4.4 6.7

Wholesale and retail trades, automobile and motocycle repairments 16.5 7.6 4.2 2.5 2.4

Transportation and warehouse activities 8.3 3.5 2.1 1.2 2.0

Hotel, accommodation and catering activities 8.1 3.5 2.1 1.2 2.0

Communication 1.8 0.6 0.3 0.2 0.5

Finance and insurance activities 1.9 1.0 0.7 0.6 1.0

Real estate activities 0.6 0.2 0.1 0.1 0.0

Professional science and technical activities 0.6 0.2 0.1 0.1 0.1

Management and supporting activities 2.1 0.7 0.5 1.6 1.8

Public administration and defense activities, formal social securrity 5.9 2.3 2.4 2.8 1.3

Education 4.7 4.0 3.5 3.9 3.7

Health and social welfare activities 2.6 1.8 1.6 1.9 3.6

Arts, performance, entertainment activities 0.6 0.5 0.4 0.4 0.5

Other service activities 51.6 26.4 25.2 24.1 21.9

Household activities that hire personsйл ажиллагаа 1.4 1.2 0.8 1.2 0.5

Activities of international organizations, resident representative offices 0.1 0.0 0.1 0.1 0.1

Total 291.0 114.4 77.7 62.6 64.5


118

APPENDIX 1.4

Citizens mediated to employment, by economic sector classification

(ХЗЗЭБС, 2018)

Economic sectors The number of citizens mediated to

employment

2013 2014 2015 2016 2017

Agriculture, forestry, fishery and hunting 6.2 6.5 4.6 3.5 3.4

Mining and exploration 3.4 3.6 3.1 4.0 3.6

Processing industries 10.5 7.7 5.7 3.6 4.9

Electricity, gas, evaporation, conditioning 0.6 0.5 0.5 0.4 0.4

Water supply, sewerage systems, waste management and cleaning activities 0.8 0.7 0.6 0.7 0.4

Construction 10.3 9.7 6.8 2.8 3.6

Wholesale and retail trades, automobile and motocycle repairments 3.7 3.4 3.0 2.0 2.8

Transportation and warehouse activities 2.0 1.2 1.1 0.6 0.5

Hotel, accommodation and catering activities 1.2 1.6 1.5 1.0 0.7

Communication 0.6 0.2 0.2 0.1 0.2

Finance and insurance activities 1.0 0.7 0.6 0.5 0.8

Real estate activities 0.1 0.1 0.0 0.1 0.0

Professional science and technical activities 0.1 0.1 0.1 0.0 0.1

Management and supporting activities 3.4 0.5 0.5 1.₮ 1.5

Public administration and defense activities, formal social securrity 4.3 1.7 2.0 2.4 1.1

Education 2.5 3.0 2.9 3.4 2.9

Health and social welfare activities 1.0 1.1 1.2 1.6 1.2

Arts, performance, entertainment activities 0.3 0.2 0.3 0.3 0.3

Other service activities 12.8 10.8 14.2 16.5 14.2

Household activities that hire personsйл ажиллагаа 0.9 0.9 0.7 0.6 0.3

Activities of international organizations, resident representative offices 0.0 0.0 0.1 0.1 0.0

Total 65.5 54.3 49.7 45.7 43.1


119

APPENDIX 1.5 Statistical indicators of TVET sector

/academic year 2011-2018/

Indicators

Academic year

2011-

2012 2012-2013

2013-

2014 2014-2015

2015-

2016

2016-

2017

TVET institutions

1. TVET institutions:90 71 78 79 76 81 86

1а. From which: State owned 49 50 53 52 49 50

Private 22 28 26 24 32 36

1б. In city 28 34 34 32 38 42

In rural area 43 44 45 44 42 44

In abroad - - - - 1 -

Stdents in TVET institutions

2. Total number of students91

1. 48134 45225 42798 42797 42675 40134

From which: female 21694 20643 19189 18252 17286 15900

2а. In city 18720 19286 18182 18404 20079 19725

In rural area 29414 25939 24616 24393 22564 20409

In abroad - - - - 32 -

2б. Students in state-owned schools 37227 35256 33525 32896 31572 29145


2в. Students in private schools 10907 9969 9273 9901 11103 10989


3. New entrants 19417 19607 20921 20804 20961 18769


3а. New intrants in the particular year

From which: graduates of 9th grade 11116 10741 9944 10928 10388 5455

3б. New intrants in the particular year

From which: graduates of 12th grade 4094 4123 5738 5130 3195 4416

4. Total graduates 23120 23393 18358 18978 19488 19531

4а. Төгсөгчдөөс ажлын байртай болсон 12855 13334 11508 10759 7665 9034

4б. Төгсөгчдөөс ажлын байртай болсон

хувь 55.6 57 62,7 56.7 39.33 46.25

Мэргэжлийн боловсрол, сургалтын байгууллагад ажиллагчид

5. Нийт ажиллагчид 3735 4004 4613 4409 4520 4714

Үүнээс: эмэгтэй 2347 2552 2878 2774 2894 2906

90 TVET institutions that run their activities in the first half part of academic year 91 Students in the first half part othe academic year


120

6. Үндсэн багш 2093 2236 2498 2327 2504 2503

Үүнээс: эмэгтэй 1330 1461 1608 1497 1621 1569


121

APPENDIX 1.6

Students of echnical and vocational education and training institutions

in the academic year 2018-2019 /by age/

No. Age

Students

Technical education Мэргэжлийн

боловсрол

Мэргэжлийн

сургалт

Overall Female Бүгд Эмэгтэй Overall Female Бүгд Эмэгтэй

1 Бүгд 38526 15077 6833 3322 28551 10857 3142 898

2 <14 23 8 0 0 23 8 0 0

3 14 376 169 3 2 372 167 1 0

4 15 4932 1622 66 36 4865 1586 1 0

5 16 5578 2067 110 50 5466 2016 2 1

6 17 5115 1857 755 277 4321 1574 39 6

7 18 4004 1630 1322 633 2617 984 65 13

8 19 2478 967 966 494 1397 448 115 25

9 20 1850 788 847 458 833 303 170 27

10 21 1364 541 498 283 689 231 177 27

11 22 1103 464 325 186 580 238 198 40

12 23 1011 396 254 132 560 217 197 47

13 24 911 331 216 99 496 197 199 35

14 25-29 3569 1358 659 315 2060 848 850 195

15 30-34 2399 1034 403 170 1521 691 475 173

16 35-39 1457 691 211 102 1008 495 238 94

17 39< 2356 1154 198 85 1743 854 415 215


122

APPENDIX 1.7

Entrants to TVET institutions in the academic year 2018-2019 /by age/

No. Age New entrants

Technical education Vocational education Vocational training

Overall Female Overall Female Overall Female Overall Female

1 Бүгд 24999 9485 2560 1201 19297 7386 3142 898

2 <14 18 7 0 0 18 7 0 0

3 14 306 130 2 2 303 128 1 0

4 15 4467 1431 63 35 4403 1396 1 0

5 16 2535 1001 47 20 2486 980 2 1

6 17 1735 625 459 184 1237 435 39 6

7 18 2064 782 682 303 1317 466 65 13

8 19 1331 452 288 152 928 275 115 25

9 20 1008 363 224 135 614 201 170 27

10 21 814 239 74 31 563 181 177 27

11 22 727 253 49 32 480 181 198 40

12 23 741 259 59 32 485 180 197 47

13 24 710 235 70 26 441 174 199 35

14 25-29 3035 1112 264 121 1921 796 850 195

15 30-34 2051 915 124 56 1452 686 475 173

16 35-39 1277 597 74 33 965 470 238 94

17 39< 2180 1084 81 39 1684 830 415 215


123

APPENDIC=X 1.8

TVET instititutions staff, 2018-2019 academic year

Indicators Academic year

2014-2015 2015-2016 2016-2017 2017-2018 2018-2019

Total staff 4409 4520 4714 4227 4624

Full time teachers 2327 2504 2510 2230 2469

Directors and vice-directors 103 111 118 108 103

Training department managers 74 78 87 77 80

Other senior staff 351 323 326 340 339

Other staff 1554 1504 1673 1472 1633


124

APPENDIXТ 1.9

The growth of education sector of Mongolia, 1980/81 – 2017/18 academic year

Education level General education

(primary-lower

secondary)

Technical and

vocational education

*

The Special vocational

secondary education **

Higher education

(bachelor and

equivalent programs to

it)

Academic year All

students

Growth

from

previous

year, %

All

students

Growth

from

previous

year, %

All students Growth

from

previous

year, %

All

students

Growth

from

previous

year, %

1980/81 372,618 - 18,651 - 17,391 - 17,152 -

1981/82 379,444 1.83 19,464 4.36 18,518 6.48 17,731 3.38

1982/83 387,997 2.25 19,409 -0.28 19,492 5.26 18,705 5.49

1983/84 397,991 2.58 19,458 0.25 20,063 2.93 19,692 5.28

1984/85 406,283 2.08 21,553 10.77 20,426 1.81 19,152 -2.74

1985/86 415,726 2.32 23,236 7.81 21,612 5.81 18,487 -3.47

1986/87 424,110 2.02 25,036 7.75 21,714 0.47 17,358 -6.11

1987/88 430,540 1.52 28,269 12.91 22,336 2.86 16,482 -5.05

1988/89 438,152 1.77 30,574 8.15 21,248 -4.87 15,074 -8.54

1989/90 446,665 1.94 31,194 2.03 19,223 -9.53 14,101 -6.45

1990/91 440,986 -1.27 26,431 -15.27 17,609 -8.40 13,825 -1.96

1991/92 411,696 -6.64 17,961 -32.05 14,986 -14.90 13,223 -4.35

1992/93 384,069 -6.71 11,491 -36.02 8,116 -45.84 16,917 27.94

1993/94 370,302 -3.58 8,317 -27.62 5,566 -31.42 22,135 30.84

1994/95 381,204 2.94 7,555 -9.16 5,849 5.08 26,490 19.67

1995/96 403,847 5.94 7,987 5.72 5,584 -4.53 32,241 21.71

1996/97 418,293 3.58 11,308 41.58 3,730 -33.20 39,157 21.45

1997/98 435,061 4.01 12,320 8.95 4,426 18.66 44,864 14.57

1998/99 447,121 2.77 11,650 -5.44 4,094 -7.50 59,444 32.50

2008/09 532,058 -1.02 37,867 26.62 4,203 145,196 7.17

2009/10 522,066 -1.88 44,681 17.99 4,107 -2.28 147,586 1.65

2010/11 512,213 -1.81 46,071 3.11 4,045 -1.51 151,612 2.73

2011/12 505,409 -1.33 48,134 4.48 - - 154,876 2.15

2012/13 496,123 -1,84 45,225 -6.04 155,801 0,60


125

2013/14 497,022 0,18 42,798 -5.37 152,708 -1,99

2014/15 506,816 1,97 42,797 0 155,839 2,05

2015/16 535,055 5,57 42,675 -0.29 140,296 -9,97

2016/17 551,953 3,16 40,134 -5.95 133,223 -5,04

2017/18 572,752 3,77 35,831 -10.72 124 130,484 -2,06

2018/19 593,150 3,56 37,039 3.37 362 130,545 0,05

Explanation: * Technical and vocational school enrolled students who graduated non complete secondary education

school and taught complete secondary education contents together with vocational education contents and

this was a version of current Vocational Trining and Production center.

** The special vocational secondary schools were schools that provided technique and technological

secondaruy education, and this can be seen as an alternative version to a polytechnic college with current

technology education program. The number of students enrolled in this type of education has been

compiled in 2010 with technical and vocational education and training. Source: Statistical data from National Statiscital Office and Ministry of Education, Culture, Scoence and Sports.


126

APPENDIX 1.10 Appendix 4 to the resolution No.94

by the Government of Mongolia dated in 2012

Average normative of variable cost per capita of TVET institutions

(by thousand MNT)

Aimags/provinces Normative

1 Arkhangai 605.8

2 Bayan-Ulgii 614.7

3 Bayankhnor 610.1

4 Bulgan 571.6

5 Govi-Altai 591.6

6 Dornogovi 565.6

7 Dornod 593.8

8 Dundgovi 592.1

9 Zavkhan 612.9

10 Uvurkhangai 603.1

11 Umnugovi 594

12 Sukhbaatar 603.7

13 Selenge 580.2

14 Central 571.9

15 Uvs 607.3

16 Khovd 613.1

17 Khuvsgul 612.9

18 Khentii 608.1

19 Darkhan-Uul 597.3

20 Orkhon 605.6

21 Govisumber 577.6

22 Ulaanbaatar 560.3


127

APPENDIX 1.11

The growth of education sector of Mongolia, 1980/81 – 2017/18 academic year

Education

level

General education

(primary-lower

secondary)

Technical and

vocational education

*

The Special

vocational secondary

education **

Higher education

(bachelor and

equivalent programs

to it)

Academic year All

students

Growth

from

previous

year, %

All

students

Growth

from

previous

year, %

All

students

Growth

from

previous

year, %

All

students

Growth

from

previous

year, %

1980/81 372,618 - 18,651 - 17,391 - 17,152 -

1981/82 379,444 1.83 19,464 4.36 18,518 6.48 17,731 3.38

1982/83 387,997 2.25 19,409 -0.28 19,492 5.26 18,705 5.49

1983/84 397,991 2.58 19,458 0.25 20,063 2.93 19,692 5.28

1984/85 406,283 2.08 21,553 10.77 20,426 1.81 19,152 -2.74

1985/86 415,726 2.32 23,236 7.81 21,612 5.81 18,487 -3.47

1986/87 424,110 2.02 25,036 7.75 21,714 0.47 17,358 -6.11

1987/88 430,540 1.52 28,269 12.91 22,336 2.86 16,482 -5.05

1988/89 438,152 1.77 30,574 8.15 21,248 -4.87 15,074 -8.54

1989/90 446,665 1.94 31,194 2.03 19,223 -9.53 14,101 -6.45

1990/91 440,986 -1.27 26,431 -15.27 17,609 -8.40 13,825 -1.96

1991/92 411,696 -6.64 17,961 -32.05 14,986 -14.90 13,223 -4.35

1992/93 384,069 -6.71 11,491 -36.02 8,116 -45.84 16,917 27.94

1993/94 370,302 -3.58 8,317 -27.62 5,566 -31.42 22,135 30.84

1994/95 381,204 2.94 7,555 -9.16 5,849 5.08 26,490 19.67

1995/96 403,847 5.94 7,987 5.72 5,584 -4.53 32,241 21.71

1996/97 418,293 3.58 11,308 41.58 3,730 -33.20 39,157 21.45

1997/98 435,061 4.01 12,320 8.95 4,426 18.66 44,864 14.57

1998/99 447,121 2.77 11,650 -5.44 4,094 -7.50 59,444 32.50

2008/09 532,058 -1.02 37,867 26.62 4,203 145,196 7.17

2009/10 522,066 -1.88 44,681 17.99 4,107 -2.28 147,586 1.65

2010/11 512,213 -1.81 46,071 3.11 4,045 -1.51 151,612 2.73

2011/12 505,409 -1.33 48,134 4.48 - - 154,876 2.15

2012/13 496,123 -1,84 45,225 -6.04 155,801 0,60

2013/14 497,022 0,18 42,798 -5.37 152,708 -1,99

2014/15 506,816 1,97 42,797 0 155,839 2,05

2015/16 535,055 5,57 42,675 -0.29 140,296 -9,97

2016/17 551,953 3,16 40,134 -5.95 133,223 -5,04

2017/18 572,752 3,77 35,831 -10.72 124 130,484 -2,06

2018/19 593,150 3,56 37,039 3.37 362 130,545 0,05

Explanation: * Technical and vocational school enrolled students who graduated non complete secondary education

school and taught complete secondary education contents together with vocational education contents and

this was a version of current Vocational Trining and Production center.

** The special vocational secondary schools were schools that provided technique and technological

secondaruy education, and this can be seen as an alternative version to a polytechnic college with current

technology education program. The number of students enrolled in this type of education has been

compiled in 2010 with technical and vocational education and training.

APPENDIX 1.12


128

Study on Technical and Vocational Education sector

Documents

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