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The main areas of interventions by UNESCO:

  • Supported increased access to education in the country’s rural and underserved areas; esp. in non-formal education and ECCE; 
  • Organized advocacy and communication in partnership with the Government and other UN agencies;
  • Provided technical support for the capacity building of Ministry of Education and planning and information systems, esp. in the preparation and updating of the Education Sector Master Plan;
  • Provided technical support for quality improvement through the reform and modernization of teacher education, in particular, integration of ICTs, gender equality, ESD, inclusive education and human rights (UNESCO 2011);
  • Worked to strengthen the capacity of the education sector to implement health and HIV preventive education programmes;
  • Supported studies on educational issues such as employability of TVET graduates, schooling of migrant children, etc.


Proposed UNESCO interventions:

  • Developing planning, managerial, coordinating and monitoring capabilities at all levels of education;
  • Supporting national initiatives to enhance the quality of education for all; 
  • Creating equitable learning opportunities for life-long learning for all; 
  • Strengthening the TVET system; 
  • Supporting post-primary education (secondary and higher education).


Programmatic Priorities 

  • Advocacy, coordination and policy dialogue in support of EFA and other developmental goals;
  • Capacity building in planning, EFA assessment, monitoring and evaluation;
  • Developing strong human resource in different fields of education;
  • Developing alternative forms/models of education delivery;
  • Providing support to enhance the quality of education;
  • Developing life-long learning systems;
  • Integrating ESP, human rights and HIV/AIDS into education policy;
  • Strengthening TVET system;
  • Supporting national initiatives to address issues and challenges facing higher education (UNESCO 2008).


Major development partners active in education and broad areas of intervention:

Asian Development Bank

  • Early Childhood Education for Rural, Nomadic and Migrant Children;
  • Reforming Higher Education for a Knowledge Society;
  • Higher Education Reform Project ;
  • Third Education Sector Development;
    • Improving quality of education in primary and secondary schools ;
    • Improving school facilities;
    • Promoting demand-driven vocational education.
  • Education Sector Reform;
  • Education for the Poor-Financial Crisis Response Project;
  • Second Education Development Project;  
  • Non Formal Skills Training for Unemployed Youth and Adults (formerly Promotion of Non-Formal Skills Training for Vulnerable Youth and Poor Adults);
  • Sector Harmonization;
  • Non-formal Skills Training for Unemployed Youth and Adults project (2006-09);
  • TA: Development of a Sector-wide Approach in Education (June-October 2007)  (ADB 2011).


World Bank

  • Rural Education and Development (READ) Project (2006-12);
  • Support to ICT development (2006-12);
  • Education for all Fast-Track Initiative (EFA FTI) Catalytic Trust Fund Project (to be completed in 2012) (World Bank 2011b);
  • Mongolia’s Rural Education and Development (READ) Project (World Bank 2011c).


JICA

  • Teaching Methods Improvement Project (2006-09);
  • Strengthening Systems for Improving and Disseminating Child-Centered Teaching Methods;
  • (GA) Project for Improvement of Primary Education Facilities (Phase Ⅰ-Ⅳ) (JICA 2011).


USAID 

  • Millennium Challenge Account (MCA) Project (2007-12);
    • Providing equipment and machineries to 7 vocational education and training schools (the donation is excess equipment and machineries for mining, road, construction and agriculture used at the US navy military base in Japan). 


German Technical Cooperation Agency (GTZ) 

  • Urban Development, Construction Sector and VTE Promotion Programme.


UN Agencies


UNFPA


UNICEF

  • Child Friendly Schools Project;
  • Integrated Early Childhood Development (IECD) Project;
  • Non-formal Education Project (UNICEF 2011).


NGOs

Save the Children UK (SC UK) 

  • Education Thematic Programme Plan (2007-11); 
  • The Quality Basic Education Project (2006-09); 
  • Education of Ethnic Minorities;
  • Inclusive Education Project.


World Vision International (WVI)

  • Children of the Tunnel—Ulaanbaatar Children in Especially Difficult Circumstances (CEDC); 
  • The CEDC Non-Formal Education Project;
  • The Labouratory of Learning Project Satellite Center (World Vision International 2009).


Other Actors

National Human Rights Commission: can be a powerful partner for promoting right-based, systemic changes. 


Child Development and Protection Lobby Group at Parliament: established in 2005, is committed to children's rights and can be an influential mechanism for policy and legislative changes. 


Open Society Forum: local NGO with strong reputation for its commitment to promote democratic values in the society has been actively involved in public financing for education and policy analysis. 

Mongolian Education Alliance: local NGO with great and unique expertise in promoting child centered teaching methodology. 

Education and Child Rights Coalition: (of 21 organizations) established in 2006 aligned under a shared purpose of advocating for Education Law Amendments in 2006; led by 

CEDAW Watch/Civic Alliance: one of the very powerful advocates for human/women's rights, has extensive experience in promoting gender equality.