Policy recommendations PDF Хэвлэх И-мэйл
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Based on the research results and outputs implemented by research project

“Curriculum development of University Computing and ICT Education in Mongolia”



Brief introduction


The research team consists of following staffs and researchers from School of Mathematics and Computer Science, National University of Mongolia.

  1. А.Аmarzaya
  2. S.Uyanga
  3. O.Оtgonnaran
  4. N.Monkhtsetseg


Research objectives:

  • To evaluate the ICT curriculum applied currently at the tertiary institutions of Mongolia  in terms of its linkages with secondary ICT education,
  • To conduct a comparative analysis of the  ICT curriculum currently in use at the key universities in Mongolia,  with the curricula of universities from Asia and the curricula and curriculum recommendations of international professional organizations like ACM and IEEE,
  • To develop new compulsory and specialized ICT curriculum for tertiary institutions of Mongolia,
  • To propose model curricular ontent for compulsory ICT curriculum for tertiary institutions of Mongolia,
  • To test and implement the proposed model curricular content in colloborating universities and to make post-test  adaptations
  • To provide recommendations to MOECS and others.



Based on our researches to reach above mentioned objectives we are suggesting following policy recommendations.


General policy recommendations

  • Our survey shows that skills and abilities of private universities and institutions graduates are too below the average level and the ministry of education and other relevant bodies must to take decisive actions to improve the quality of education and evaluate and monitor the process of teaching in the private universities. Development of their curricula and accreditation processes are also necessary for improved quality of private schools education.
  • Popularity of the graduates of schools and universities built jointly with foreign investors is growing. Ministry also should study and advertise the best practices of schools with high or good reputations like NUM and MUST. 
    • The format of current curricula which approved by MOECS consists of the following
  1. Index
  2. Subject name
  3. Credit hours
  4. Prerequisite
  5. Semester.

One of the many disadvantages of the current curricula format is that it limits the possibility of the student selection of subjects and it cannot use the efficiency of credit hours based systems. Moreover it disables learners to see curriculum objectives, contents and identities. Hence the Ministry should change the current format to the new one which contains more information on Vision and objectives of the discipline, Knowledge areas of the discipline, Degree programs, Duration of the program, Admission criteria, reference and methodologies of teaching.


Policy recommendations for Compulsory ICT Training in Tertiary Education


  • Contents are still in the same level in both secondary and tertiary education, without any linkages or improvements. It means instead to give appropriate knowledge and skills for using ICT as a tool in their future learning activities Compulsory ICT trainings are concentrated merely on computer basic knowledge and simple use of ICT. So the Ministry must implement appropriate action to overcome this situation.
  • Compulsory ICT training do not have any content linkages with Informatics subject of secondary education, and repeating informatics content by repeating basic information. Therefore we need to develop ICT curriculum on international level and integrate its contents with secondary school ICT subject and other subject curriculums.
  • There are need to organize the compulsory ICT trainings in tertiary institutions as a direct continues of informatics in secondary education and need to organize as a teaching and learning tools for other subjects, and to comprise the correlation between other educational fields.
  • The core compulsory ICT curriculum must be implemented in national level.


Policy recommendations for professional computing education


  • Professional practice of graduates especially for software engineers is too weak. They conclude that most of graduates are finishing their university study without learning whole processes of certain software. Hence it takes much times and costs to teach them within a company. So universities much concentrate on improvement of their student’s professional practices. In order to improve student’s professional practices, company representatives suggest improved quality of graduate thesis or diploma work, project works and some of them expressed to accept a joint professional practice system with universities. Average duration of preparatory phase to become a regular employee of the IT and software company varies between 6 month to 1 year and it is relatively longer and costs higher. Universities should take necessary actions to reduce preparatory phase.
  • The ministry must review duration, objectives and contents of professional practices.
  • Mongolian and foreign language abilities of graduates are poor. Presenting and reporting skills and abilities of them also too low to reach usual standards of companies. So universities have to develop their curricula to develop student’s communication related skills and abilities. Also students are lacking abilities of ethical and moral qualities. The current curricula of schools cannot attain the learners team working, responsiveness skills and professional ethics and morality properly.
  • Renewal and adaptation of the contents of instructions are slow and not periodic which induce not up to date or old fashioned content of instuctions. Periodic and systematic review and update system of curricula must be implemented by the Ministry.
  • Some important subjects and topics are missing in the curricula because of the lack of highly qualified or professionalised teaching staffs. And it results a poor quality of graduates. As stated in Cowen et al, curriculum development must be implemented together with staff development and institutional change, teacher development program and relevant institutional change must be implemented in a near future. Otherwise curriculum changes will be amateurish and uncertain.



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1Riroroko, who was aafter Louis Vuitton Pursesthe last king of Rapa Nui — a.k.a. Easter Island Gucci Belts was allegedly murdered, his bespectacled, octogenarian grandson
coach outlet , March 30, 2012
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1Riroroko, who was aafter Louis Vuitton Pursesthe last king of Rapa Nui — a.k.a. Easter Island Gucci Belts was allegedly murdered, his bespectacled, octogenarian grandson
coach outlet , March 30, 2012

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