In recent years, Mongolia’s education system has experienced and undergone significant changes and improvements. As students approach the end of their secondary education, whether after completing 12th grade or even earlier, they increasingly focus on their future careers and professional paths. A key component of this transition is the entrance examination, which plays a crucial role in determining eligibility for admission to universities and institutes. Students who achieve competitive scores on these exams find themselves welcomed by both public and private institutions, reflecting the growing opportunities available for higher education. Moreover, Mongolia has a number of universities and specialized institutes offering undergraduate and postgraduate programs. Major institutions include the National University of Mongolia (NUM), the Mongolian University of Science and Technology (MUST), and the Mongolian National University of Medical Science (MNUMS), the Mongolian National University of Education (MNUE) and so on.
Currently, there are over 825,000 school-aged children in our country. This number is expected to steadily increase until 2030, which will likely lead to a growing demand for teachers in schools. However, Mongolia is not only struggling to prepare the necessary human resources for the coming years but is currently unable to fill the existing shortage of 4,200 teaching positions. Internationally, teachers in public schools make up about three percent of the working-age population. In contrast, this figure is only 2.88 percent in our country. In addition, the number of teachers and graduates from higher education institutions in this field has been steadily decreasing in recent years. Most importantly, measures should be taken to prevent shortages based on the anticipated demand. One of the ways to do that for now seems like giving scholarships for everyone wanting to become teachers.
MNUE stands as a leading institution dedicated to teacher training and educational advancement, playing a pivotal role in shaping Mongolia’s educational landscape. Moreover, many other universities have a program for training teachers in various fields, namely NUM. However, today we will be specifically talking about MNUE as it is the leading and pioneer institution to train and prepare teachers. As it is stated in the website of the university, MNUE is a leader in scholarship programs within the country, offering a total of eight scholarships each year, including those provided by the Government of Mongolia and the university itself. MNUE also offers a diverse array of undergraduate programs in fields such as education, psychology, social sciences, and natural sciences, all designed to equip students with the skills needed for various roles within the education sector. In addition, the university provides advanced master’s and doctoral programs focused on education and related disciplines. These graduate programs are specifically crafted to cultivate expertise in innovative teaching methods, educational leadership, and cutting-edge research, ensuring that graduates are well-prepared to meet the evolving demands of the education profession. As of today, MNUE boasts a dynamic academic community, with approximately 11,000 undergraduate students enrolled in 43 programs. In addition, the university supports around 9,000 students at the master’s and doctoral levels, and hosts over 1,500 international students. MNUE is a prominent state-owned university, distinguished by its extensive network that includes seven regional branches, two local campuses, and its involvement in operating schools.
What’s more, MNUE is highly regarded among stakeholders, particularly in rural areas, for its extensive scholarship offerings. As previously mentioned, these scholarships play a crucial role in supporting students’ educational journeys. The Government of Mongolia provides scholarships to high-achieving students as part of its broader commitment to advancing education and nurturing academic excellence. These scholarships are available to both undergraduate and graduate students, aiming to ease financial burdens and foster a supportive academic environment. In particular, for undergraduate students, those who achieve a score of 751 or higher on the entrance exam are granted the opportunity to study tuition-free for four years at MNUE. This significant benefit underscores the university’s dedication to making quality education accessible to talented individuals, regardless of their financial background. By removing financial barriers, MNUE and the government are not only encouraging academic excellence but also empowering students to reach their full potential. Students who score between 650 and 750 on the entrance exam are eligible for a 70 percent tuition scholarship.
Furthermore, male students who achieve a score of 580 or higher also receive a 70 percent scholarship. It is also a crucial decision to have the gender balance in the workforce and increase the number of teachers in the long term. Also, in August, education administrators and stakeholders provided information to the public under the theme “New Revival in Education”.
During the conference, the Prime Minister, L.Oyun-Erdene announced that the government would fully cover the tuition fees for students pursuing teaching degrees and for teachers pursuing master’s degrees. Specifically, he stated that the government would cover 100 percent of the tuition fees for those entering the teaching profession until 2030 and for teachers pursuing a master’s degree within the country. This initiative makes tuition free for these groups.
However, how effective is this decision as a solution? The strengths of this decision may include, by eliminating tuition fees, the government may attract more individuals to the teaching profession and encourage current teachers to further their education, removing financial barriers can also make teaching more accessible to a broader range of candidates, potentially increasing the number of qualified teachers, and supporting further education for current teachers can enhance their skills and improve the overall quality of education.
On the other hand, the potential challenges could be the long-term effectiveness of this measure will depend on how well it aligns with broader education policies and whether it is supported by sufficient funding, while the initiative may increase the number of individuals entering the teaching profession, it will also be crucial to address other factors influencing teacher recruitment and retention, such as working conditions and salaries, and it’s important to ensure that the scholarships are paired with quality training programs that effectively prepare graduates for teaching roles.
As of the most recent data, MNUE is responsible for preparing a significant portion of the country’s future educators. The university trains around 60 to 70 percent of teachers in Mongolia. However, the effectiveness of these financial incentives in retaining graduates within the teaching profession remains a critical concern. Despite the substantial scholarships and tuition-free programs, many graduates, particularly male students, opt for higher-paying careers outside of education. This trend highlights a potential disconnect between the intention of these programs and the actual career paths of the students. For instance, many male students who initially enroll in English teaching programs at MNUE end up working in industries like mining, where the salaries are significantly higher. This shift suggests that while the financial support is beneficial for education, it may not be sufficient to keep graduates in the teaching profession.
As a student currently studying to become an English teacher at MNUE, I share these concerns. Are individuals enrolling in university driven by a genuine passion and commitment to teaching students, or are they pursuing their studies primarily to improve their English skills for future career advancement? The generous scholarships and tuition-free programs are undoubtedly valuable, but they may not fully address the underlying issues that influence career choices. If the goal is to increase the number of dedicated teachers, especially in critical subjects and underserved areas, additional measures may be necessary. These could include higher salaries for teachers, more robust career support, and a greater emphasis on the intrinsic rewards of the teaching profession.
In conclusion, the initiative to make teaching degrees free for bachelor students represents a significant and commendable effort by the government to address the pressing issue of teacher shortages and improve the quality of education. By removing financial barriers to obtaining a teaching degree, this policy has the potential to attract a broader range of individuals into the teaching profession, thereby helping to mitigate the current shortage and enhance the overall educational landscape.
However, while this financial support is a vital step in the right direction, it is not a solution for all the challenges facing the education sector. The effectiveness of this measure will ultimately depend on its integration into a more comprehensive strategy that addresses the multifaceted issues affecting teacher recruitment and retention. Financial incentives alone, though significant, may not be sufficient to ensure that graduates remain committed to the teaching profession.
To truly capitalize on the benefits of this initiative, it is essential to consider additional factors that influence career choices. For example, competitive salaries, better working conditions, and career development opportunities are critical components that contribute to job satisfaction and retention. Teachers must not only be attracted to the profession but also be supported throughout their careers to ensure long-term commitment and effectiveness. Moreover, it is important to recognize that the intrinsic rewards of teaching, such as the impact on students’ lives and the fulfillment of contributing to society, should be emphasized and valued.
By fostering an environment that celebrates the significance of teaching and supports educators in their professional growth, the government can enhance the appeal of the profession and retain talented individuals. Therefore, while the policy of providing free tuition for teaching degrees is a significant and positive development, it should be seen as part of a broader, more holistic approach to educational reform. This approach should include measures to improve working conditions, enhance career prospects, and elevate the overall status of the teaching profession.
By addressing these additional dimensions, Mongolia can ensure that its investment in education translates into a robust, dedicated, and well-supported teaching workforce that can meet the evolving needs of students and contribute to the country’s long-term educational goals. Ultimately, the goal is not only to increase the number of individuals entering the teaching profession but also to cultivate a deep and lasting commitment to education. In my opinion, by creating a supportive and rewarding environment for educators, Mongolia can build a strong foundation for the future of its educational system and empower a new generation of teachers to inspire and educate the students who will shape the nation’s future.
