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Only half of herders’ children attend kindergarten

  • By chagy5
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  • 2024-06-07
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Only half of herders’ children attend kindergarten

The Ministry of Education and Science held an online meeting to evaluate the goals and objectives of the 2023-2024 academic year. On this occasion, the head of the Pre-School Education Department, J.Myagmar presented the information related to the activities of the Pre-School Education. At the national level, in the last school year, 10 goals related to Pre-School Education were set, and their implementation was at 82.1 percent. Through the Departments of Education and Science of the province and the capital city, the report of the work done within the goals of the academic year was obtained from each kindergarten, and this information was consolidated at the Ministry of Education and Science.

Moreover, J.Myagmar gave the following information about the goals, objectives, and results aimed at enrolling the children of herders living in the local areas, to kindergarten. There are 189,300 herder families in Mongolia. As of today, there is statistical information that 52.7 percent of the children of herder families have attended preschool education. There is a need to provide alternative training or family-based mobile training (traveling teacher) in every kindergarten. Currently, there are teachers of alternative or scenario-based training in 87 soums working as independent positions throughout the nation. In the future, there is a goal to employ 300 teachers in this department.

From next year, the issue that must be considered is the attendance and access of children from herder families to the kindergartens. In addition, it is important to implement work to increase the capacity of parents when it comes to supporting children in the family environment.

J.Myagmar then said, “It is vital to pay attention to the development of new methodological ideas aimed at the development of children’s sociability, emotional development, and positive character, and their implementation in cooperation with parents and guardians. We aim to detect developmental delays and the provision of special support by improving the quality of child development assessment. There is also a real need to conduct a comparative analysis of the evaluation of the development results of five-year-old children and the evaluation of readiness for school, and take the necessary measures. Moreover, every teacher should be mastered at differentiated learning methodology”. 

“35 children in the same class cannot all have the same level of thinking, knowledge or learning skills. Every child is different. Therefore, there is a need for teachers to further study the methods of providing development support that meets the different needs of children. We also intend to provide pre-school education to those children of herder families who cannot go to the kindergarten every day, and those children who may have health problems, through alternative or scenario-based education services,” added J.Myagmar.

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