Peer-reviewed article
Inequality in Access to Early Childhood Education in Mongolia
Urjinsuren Jargal, Dolgorsuren D., Togtokhbayar R., Batkhishig Munkhzaya ·
Summary
Written by AI, not yet AICS's view · claude-haiku-4-5-20251001This study examines inequalities in access to early childhood education in Mongolia, focusing on disparities shaped by socio-economic conditions and geographical location. While Mongolia has achieved a high gross enrollment rate of 90.6% for children aged 2–5, significant gaps remain for children in remote areas, herder households, and children with disabilities. The research analysed statistical data and policy documentation to identify current barriers and assess alternative education modalities serving disadvantaged groups. The findings aim to inform Mongolia's strategic policy direction to enhance quality and accessibility of education.
Key points
- Gross enrollment rate in early childhood education for ages 2–5 in Mongolia reached 90.6%
- Persistent disparities in ECE access are shaped by socio-economic conditions and geographical location
- Children in remote administrative centers, from herder households, and with disabilities face particular access barriers
- Alternative education modalities are being used to serve disadvantaged groups but their effectiveness requires assessment
- Evidence-based research is needed to align ECE services with actual needs of vulnerable populations
Limitations
The document is an abstract that does not present detailed findings, specific data on the extent of inequalities, or concrete results from the analysis. We cannot determine the effectiveness of specific interventions or alternative education modalities from this abstract alone.
Abstract
Early childhood education (ECE) establishes the foundational basis for human development and must be equitably accessible to all children; it therefore remains one of Mongolia's central sustainable development priorities. Despite notable progress in recent years — most prominently reflected in the increase of the gross enrollment rate among children aged 2–5 to 90.6% — persistent disparities in access continue to be shaped by socio-economic conditions and geographical location. The Government of Mongolia's strategic policy directions for the education sector emphasize the goal of enhancing the "quality and accessibility of education," underscoring the need for robust, evidence-based research to inform policy solutions. A more nuanced examination of the participation of children residing in remote administrative centers, children from herder households, and children with disabilities, together with an assessment of the effectiveness of alternative education modalities serving these groups, is essential for aligning ECE services with actual needs. Drawing on statistical data and policy documentation for the 2024–2025 academic year, this study provides a comprehensive analysis of the current state of inequality in access to early childhood education in Mongolia and offers evidence-based recommendations for policy and practice.