ICT in Pre-Primary Education in Mongolia: A Comparative Analysis of Use of ICT in Pre-Primary Education Institutions across Provinces of Mongolia
Chimgee Dari, Altantuya Yura · American Scientific Research Journal for Engineering, Technology, and Sciences (Global Society of Scientific Research and Researchers) · 2016
Education policymakers have been formalizing ICT policies as part of educational renewal and reform for almost four decades. At the international level, policy for integrating ICT for development was first formulated in the Millennium Development Goals Target 8.F, which states that “in cooperation with the private sector, make available the benefits of new technologies, specifically information and communications” [1]. In Mongolia, over the last decade, many education policy documents and programs have been initiated, legalized and implemented gradually. These initiatives have formed the foundation of the current ICT infrastructure and its access by students and teachers [2-6]. Through the establishment of comparable and policy-relevant indicators, Mongolia contributes significantly towards international benchmarking and monitoring of the integrations and access to ICT in education. The initiatives are essential for policymakers to select priorities, adopt and develop policies based on whether the implementation of new ICT tools in educational institutions are integrated with national capacity and infrastructure levels; the types of ICT are currently being neglected and/or emphasized in relation to usability and affordability; ICT-assisted strategies are evenly distributed nationwide and the types of support mechanisms are currently in place or the lack thereof [2-9].As a part of these, “ICT strategies in education sector for 2012-2016 of Mongolia” [6] was approved in order to identify the initial phase of the implementation of ICT strategic goals and objectives in pre-primary education institutions.The research based on the twelve indicators compiles the results for a period of 2014-2015, provides comparative analysis with 2012 and recommendations to educational institutions [10-12].