Pre-Primary Education in Mongolia : Access, Quality of Service Delivery, and Child Development Outcomes

Sustaining in recent years expenditure on early childhood education (ECE) at over a fifth of its education budget, Mongolia is a relatively high spender on pre-primary education. This report examines structural and process aspects of quality in Mon...

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Main Author:	World Bank
Format:	Report
Language:	English en_US
Published:	World Bank, Washington, DC 2017
Subjects:	EARLY CHILDHOOD EDUCATION PRESCHOOL PUBLIC EXPENDITURE EDUCATION FINANCE
Online Access:	http://documents.worldbank.org/curated/en/481101490364915103/Pre-primary-education-in-Mongolia-access-quality-of-service-delivery-child-development-outcomes-March-2017 http://hdl.handle.net/10986/26402

id	okr-10986-26402
recordtype	oai_dc
spelling	okr-10986-264022021-05-25T09:53:15Z Pre-Primary Education in Mongolia : Access, Quality of Service Delivery, and Child Development Outcomes World Bank EARLY CHILDHOOD EDUCATION PRESCHOOL PUBLIC EXPENDITURE EDUCATION FINANCE Sustaining in recent years expenditure on early childhood education (ECE) at over a fifth of its education budget, Mongolia is a relatively high spender on pre-primary education. This report examines structural and process aspects of quality in Mongolian kindergartens, along with early development outcomes among children enrolled in these kindergartens, to assess the effectiveness and equity of the country's public investments in ECE. The analysis shows that while the last decade saw tremendous progress in improving access to preschool overall, the most disadvantaged and vulnerable are still excluded from the system. Further, an assessment of child development outcomes shows that even after significant exposure to formal preschool services in the public sector, socioeconomic gaps in outcomes remain large. At the same time, potential areas where relatively low-cost investments could reap significant gains remain unexploited. Key among these is use of home- or community-based ECE interventions that could improve school preparedness among children in rural areas not enrolled in preschools. Another is the potential for an expanded role for the private sector in urban areas. 2017-04-19T20:40:15Z 2017-04-19T20:40:15Z 2017-03 Report http://documents.worldbank.org/curated/en/481101490364915103/Pre-primary-education-in-Mongolia-access-quality-of-service-delivery-child-development-outcomes-March-2017 http://hdl.handle.net/10986/26402 English en_US CC BY 3.0 IGO http://creativecommons.org/licenses/by/3.0/igo World Bank World Bank, Washington, DC Economic & Sector Work :: Other Education Study Economic & Sector Work East Asia and Pacific Mongolia
repository_type	Digital Repository
institution_category	Foreign Institution
institution	Digital Repositories
building	World Bank Open Knowledge Repository
collection	World Bank
language	English en_US
topic	EARLY CHILDHOOD EDUCATION PRESCHOOL PUBLIC EXPENDITURE EDUCATION FINANCE
spellingShingle	EARLY CHILDHOOD EDUCATION PRESCHOOL PUBLIC EXPENDITURE EDUCATION FINANCE World Bank Pre-Primary Education in Mongolia : Access, Quality of Service Delivery, and Child Development Outcomes
geographic_facet	East Asia and Pacific Mongolia
description	Sustaining in recent years expenditure on early childhood education (ECE) at over a fifth of its education budget, Mongolia is a relatively high spender on pre-primary education. This report examines structural and process aspects of quality in Mongolian kindergartens, along with early development outcomes among children enrolled in these kindergartens, to assess the effectiveness and equity of the country's public investments in ECE. The analysis shows that while the last decade saw tremendous progress in improving access to preschool overall, the most disadvantaged and vulnerable are still excluded from the system. Further, an assessment of child development outcomes shows that even after significant exposure to formal preschool services in the public sector, socioeconomic gaps in outcomes remain large. At the same time, potential areas where relatively low-cost investments could reap significant gains remain unexploited. Key among these is use of home- or community-based ECE interventions that could improve school preparedness among children in rural areas not enrolled in preschools. Another is the potential for an expanded role for the private sector in urban areas.
format	Report
author	World Bank
author_facet	World Bank
author_sort	World Bank
title	Pre-Primary Education in Mongolia : Access, Quality of Service Delivery, and Child Development Outcomes
title_short	Pre-Primary Education in Mongolia : Access, Quality of Service Delivery, and Child Development Outcomes
title_full	Pre-Primary Education in Mongolia : Access, Quality of Service Delivery, and Child Development Outcomes
title_fullStr	Pre-Primary Education in Mongolia : Access, Quality of Service Delivery, and Child Development Outcomes
title_full_unstemmed	Pre-Primary Education in Mongolia : Access, Quality of Service Delivery, and Child Development Outcomes
title_sort	pre-primary education in mongolia : access, quality of service delivery, and child development outcomes
publisher	World Bank, Washington, DC
publishDate	2017
url	http://documents.worldbank.org/curated/en/481101490364915103/Pre-primary-education-in-Mongolia-access-quality-of-service-delivery-child-development-outcomes-March-2017 http://hdl.handle.net/10986/26402
_version_	1764461867497947136

Pre-Primary Education in Mongolia : Access, Quality of Service Delivery, and Child Development Outcomes

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