SCOPE: Mongolia

DATA COLLECTION METHOD: Quantitative research, qualitative research, observational research, documentation, statistical data analysis, and secondary research

SAMPLE SIZE: n= 2,625

TIME PERIOD: 2022.11.02 – 2022.12.22

GOAL: Monitoring and evaluation of activities of pre-school education, general education, vocational and technical education institutions selected as the sample, according to the 4A of human rights: "Adequacy, Accessibility, Acceptability, and Adaptability" and developing conclusions and recommendations.

MAIN FINDINGS: This study is the first to examine the human rights situation in the education sector, and the following key findings emerged. It includes:

• The implementation of the general requirements for the external and internal environment and activities of preschools, general education schools, vocational education and training institutions differ depending on the location and ownership of the educational institution.
• The provision of learning resources and materials is more lacking in state-owned educational institutions, and it is common for teachers and staff to solve the problem with personal expenses and donations and help from students' families.
• Access to extracurricular activities in vocational education and training institutions and state-owned general education schools is insufficient. About 50% of students of general education schools and about 20% of vocational education and training institutions participate in voluntary clubs and extracurricular activities in their fields of interest.
• Participation of children with disabilities in extracurricular activities is low.
• The right to participate in social life, make suggestions, request and decide on other issues related to their learning and development process, school and educational activities is not provided equally for every child.
• Although educational institutions are carrying out and implementing certain activities in the field of improving the legal framework for children's rights and protection, such as developing relevant policies, programs, and action plans, the results are varied, so there is a need to provide unified guidelines, methods, instructions, and recommendations.
• There are a lot of child protection problems such as discrimination, harassment, bullying, harmful habits, and addiction disorders in schools and kindergartens. There are common problems such as discrimination based on parents and families’ conditions and the children’s dependence on screens in kindergartens, and peer bullying, bad habits, school dropouts in schools and crimes, violations, bad habits and child labor in vocational education institutions.