In spring of last year, a public controversy erupted on social media concerning a clause in the draft General Law on Education, which stated, “The main foreign language of general education is English”. Responding to the public outcry, the Ministry of Education clarified back then that regardless of the phrasing in the law, English would be formally introduced as a subject starting in the third grade. At that time, former Minister L.Enkh-Amgalan confirmed that in line with curriculum reforms planned as part of the Education Package Law, the Ministry of Education was actively collaborating with relevant international and domestic organizations to adapt Pearson’s English language program for Mongolia. Notably, the ministry had already commenced preparatory steps, including pilot testing of this international program, even as the public discussion surrounding English language education was ongoing in the online sphere.
In specific, in the past year, the Ministry of Education has taken significant steps to implement the international Pearson English language program within the general education system. From January to June of last year, the program was piloted across 38 schools in both urban and rural areas, reaching approximately 30,000 middle school students. In preparation, 120 trainers and 1,600 teachers received training in international English teaching methodologies. Building on this foundational work, the 2023 to 2024 school year saw 140,000 fifth- and sixth-grade students engaged with the e-learning program. In the current 2024 to 2025 academic year, the pilot has expanded to include third, fourth, seventh, and eighth-grade students across 100 additional state schools nationwide. With this expansion, 11.4 percent of Mongolia’s schools are now actively participating in the program. The ministry has announced plans to incorporate the program into a unified English curriculum for grades three through nine by the next academic year. However, to ensure a smooth transition, what key areas should be addressed?
As the Education Ministry expands the Pearson English program to younger grades, parents and teachers have raised valid concerns regarding its effectiveness and implementation. The program, initially tested quietly in middle schools, is now facing scrutiny as it is introduced to third-grade students, where mixed reviews have emerged. Common criticisms from parents include issues with the curriculum’s narrow scope, lack of organization, inconsistency in standards and varying levels of teacher preparedness. Parents feel that the current curriculum lacks coherence and is too limited in scope, focusing heavily on basic reading and vocabulary drills at the expense of a balanced language education. Effective language acquisition ideally emphasizes four core skills: reading, writing, listening and speaking. While many young children already engage with English informally through digital content, the curriculum should formalize and structure this learning to address critical gaps, especially in writing and grammar. Parents, particularly those of children already exposed to English, have expressed disappointment that the lessons often reduce to copying words, with minimal integration of listening, speaking and interactive learning.
Another major concern is the level of preparedness among teachers. Many parents report that teachers seem undertrained, which affects their ability to deliver a structured and engaging lesson. Some teachers acknowledge this gap, especially when trying to meet diverse student needs in large, mixed-ability classrooms. Continuous professional development, especially in using the Pearson curriculum effectively, is essential to equip teachers with the skills needed to implement lessons in a structured and accessible manner.
With 35 students per class, there is significant variation in English proficiency levels, ranging from students who are fluent in basic communication to those just learning the alphabet. Parents point out that this disparity leads to uneven learning experiences, with advanced students becoming disengaged while beginners struggle to keep up. Adopting a differentiated instruction approach - where students receive materials and support suited to their individual levels - could help teachers manage the varied abilities within one class. This approach would allow advanced learners to be challenged while giving beginners a more foundational focus.
A mother noted that her son was initially enthusiastic about English lessons but quickly lost interest due to the unstructured and repetitive nature of the coursework. Many students come to class with a basic exposure to English from online sources, and a static curriculum risks turning off their curiosity. Incorporating interactive, multimedia-based activities and culturally relevant content could better engage students, particularly those with some prior exposure to English.
Moreover, the varied skill levels in each class have led to tension between parents. Some feel that the advanced abilities of certain students create an unfair disparity, while others worry that the curriculum is holding their children back. Schools might consider holding informational sessions for parents to explain the program’s approach, address common concerns, and foster a community atmosphere that encourages patience and understanding.
A mother recently also shared her concerns on social media regarding the new approach to English instruction in public schools, which began this year starting from the third grade. She highlighted issues such as ineffective teaching methods and classroom overcrowding, which she believes hinder effective learning. “It’s just a series of mistakes,” she wrote. “How do you teach the alphabet in a classroom setting? At the very least, each letter should be introduced individually through a standardized program. Many parents agree that building a strong foundation is essential.”
The English curriculum introduced by the Ministry of Education, known as the Pearson program, was promoted as a “comprehensive learning platform” that integrates content, tools, assessments and methods powered by advanced technology. Developed by a prominent global company with educational products in over 200 countries, the program combines e-learning and classroom instruction, is aligned with international standards, and includes features to support teacher development and alleviate administrative burdens. Its innovative evaluation methods are also designed to monitor students’ academic progress effectively. In theory, this program was intended to provide English instruction to elementary, middle, and high school students systematically and in line with international standards. However, many have criticized the implementation, arguing that the materials and teaching methods, including the widely used “Rise and Shine” textbooks, lack consistency and fail to deliver on these promises.
English language teaching in secondary schools has taken a path that diverges significantly from global standards. Students in private schools with international programs, often led by foreign teachers and offering rigorous training, exhibit excellent language skills. Certain schools have also effectively localized the Pearson program, adapting it to meet students’ needs. In contrast, English proficiency in public schools remains generally average or poor, influenced by various factors, including limited instruction time, teacher expertise, teaching methods, and materials. This disparity is reflected in Mongolia’s consistent ranking at the lower end of the “English Language Proficiency Index”, as reported by international organizations.
The need for English proficiency in Mongolia is only growing, with a basic understanding of foreign languages and technology now essential for modern professionals. This shift underscores the reality that, regardless of discussions about nationalism or preserving linguistic and cultural identity, aligning with global standards in English education is essential for the nation’s development. To meet these demands, curriculum updates, enhanced teaching quality, and a stronger focus on equipping students with practical language skills are critical. The recent introduction of an international English program is commendable, especially given the increasing importance of global language skills. This initiative represents a step forward, yet feedback from parents and ongoing online discussions highlight areas that require attention. Many believe that without addressing these concerns, the full benefits of the program may remain unrealized.
The General Department of Education has introduced the Pearson program on a trial basis, with a commitment to ongoing improvements in course quality and teacher development. Training for educators is currently underway, and selected schools from various regions - representing a range of social infrastructures and learning environments - are part of this pilot. To establish baseline metrics, initial assessments and placement tests were conducted with students at the start of the program, and the same tests will be repeated at the end of the school year to evaluate progress. This regular evaluation process aims to identify and address any issues promptly, ensuring the program’s effectiveness is consistently enhanced.
In the program’s first rollout across 38 schools, the initial student proficiency rate was measured at 29.3 percent, which rose to 47.4 percent after a post-implementation assessment. These incremental improvements reflect positive early results, though it remains uncertain how much progress can be expected as the program continues, especially among elementary and middle school students.
However, feedback from parents and students, particularly at the elementary level, suggests that there may be areas requiring careful attention. The third-grade introduction to the Pearson program is intended to establish a strong foundation for English language learning, equipping Mongolian students with the skills needed for systematic academic language acquisition from an early age. Given the importance of this foundation, it is essential to be mindful of the program’s content, quality, and teaching methods, ensuring they go beyond the informal English exposure many children receive online. This approach will help foster a deeper, more structured understanding of the language, crucial for long-term proficiency. Educational institutions responsible for implementing new language programs must carefully consider these factors to support students in developing skills that are both meaningful and applicable on a global level.
