From March 2012 to March 2017, Yamaguchi-Takada laboratory implemented the JICA Grassroots Project “Sustainable Use of ICT for Improving the Quality of Primary Education in Rural Mongolia” in partnership with, the Mongolian Ministry of Education and Science (MES), and the Mongolian National University of Education (MNUE). This project aimed to enhance primary teachers’ skills and competencies in their classroom teaching by effectively applying locally produced ICT-based teacher development material.
In order to contribute to development of basic education of Mongolia, local teachers’ needs have been carefully analyzed and reflected to teacher training programs. The training programs were implemented in close collaboration with teachers, school principals, educational experts from local government, and professionals from MNUE. Through the series of training programs, 30 contents of teacher training materials reflecting the local teachers’ needs for 8 subjects were developed by local teachers. Considering its scattered population, the cascade model were applied to the project so that all primary school teachers in 21 province and 9 districts have received the opportunities to receive the localized teacher training.
Please find the slides summarizing this 5-year project below.
Project Outcomes and Evaluation
The project comprises following six major activities.
- Capacity Enhancement on supporting digital training content development
- Training for mentor teachers who produce locally contextualized digital teacher training materials
- Production of locally- contextualized teacher training materials
- Training for rural primary school teachers
- Development of classroom teaching materials for applying student centered approach at pilot schools
- Other meetings, surveys and workshops
The activities have been successfully implemented and outcomes were summarized into five categories.
Output 1: Capacity of teacher training institutions (MSUE) to produce high quality digitalized teacher training materials enhanced.
Professional teams were formed in MNUE and provided continuous support for local teachers of partner province and district to develop digital teacher training materials. The MNUE professional teams contribute to finalize 8 subjects and 30 contents of locally developed digital teacher training materials.
Output 2: Local ECD methodologists, mentor teachers and selected teachers at each of rural primary schools will be trained on how to design, develop and use digitalized training materials.
94 representative teachers from all provinces and 9 districts participated the national level training at MNUE to learn knowledge and skills for developing digital training materials. Participants initiated regional level training at their province and districts using cascade model training program. As a result 1683 teachers received opportunity for teacher training, which account for 17% of total number of primary school teachers in Mongolia.
Output 3: Selected teams in 5 provinces produce localized digital contents on VCD/DVD and paper format (guideline) through trial test.
Selected teams in 5 provinces/district produced localized teacher training materials on VCD/DVD and paper format (guideline) with the close support from MUNE professional teams. Through the development process, trial tests and revisions were took place at least 4-5 times to ensure quality of materials. A total of 30 different digital contents covering 8 subjects have been produced and distributed together with guidelines to primary school nationwide.
Output 4: Rural teachers can instruct students by utilizing local training materials and applying student-centered approach.
There are five indicators to assess output 4.
- In total of 340 teachers participated in the training organized at 4 provinces and 1 district.
- Increased training opportunities at province levels. The number of training at province level have increased by 35% over the past 5 years.
- Increased training opportunities at school levels. The number of training at school level have increased by 52% over the past 5 years.
- Percent of excellent teachers (those who received official recognition as advisor teacher, leading teacher and methodologist teacher) in most project sites has increased. The average increase was by 1.24 percentile points in 2012-2016 compared to 2007-2011 period
Data collected in the impact survey showed that teachers perception on their own competency in average increased by 6% from the baseline survey.
Output 5: Rural teachers can instruct students by utilizing local training materials and applying student-centered approach
Output 5 is to aim to improve teaching ability at pilot schools through the development and utilization of classroom teaching materials applying student-centered approach. The table below presents objectively verifiable indicators, measurements and the results.
As for Output 5, there are six indicators to evaluate the output.
- Core team consisting of 36 teachers (6 teachers for 6 subjects) has been formed at each pilot school.
- MNUE has provided a set of LCD projector and screen to pilot schools.
- Classroom materials and manuals were developed at each pilot schools and distributed to their neighboring schools
- Average of 82% of teachers in project regions use locally produced classroom teaching materials and integrate for student-centered education.
- Interview to school leaders confirmed that teachers showed higher motivation and confidence as a teacher and play leading role in teacher training
- Percent of excellent teachers (those who received official recognition as advisor teacher, leading teacher and methodologist teacher) at pilot schools has increased. The average increase was by 11.3 percentile points in 2012-2016 compared to 2007-2011 period
More details of project activities each year can be found in the slides below.
To find more details regarding the project impact and findings from the project experience, please navigate to the following section “Project Impact Survey Presentations and Report” for further details.
Project Impact Survey Presentations and Report
Details of project outcome can be found in the slides and reports below.
- Impact survey result – Qualitative part
- Impact survey result – Quantitative part
- Project Impact Report
3. Mission Gallerias
This section illustrates diverse mission activities conducted in different parts of vast Mongolia. We hope these photos can communicate what is happening in rural and urban schools in Mongolia. Enjoy!
- Project closing ceremony (January 2017)
- Monitoring mission in Bayankhongor (September 2016)
- Monitoring mission in Khovd (September 2016)
- Monitoring mission in UB (September 2015)
- Monitoring mission in Khentii (September 2015)
- Monitoring mission in Bayankhongor (September 2014)
- Mongolian delegation in Japan