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In America, people would consider access to education as a basic human right, a sentiment echoed by the United Nations (United Nations, n.d.). Sadly, worldwide, it is estimated that 72 million primary school aged children do not have access to education (Humanium, n.d). The reasons why not all children have access to education for a number of various reasons, such as restrictions on gender or ethnicity. In Mongolia, where I work, while every child has a legal right to attend government schools, the reality is that many cannot, and the primary reason is economic. This paper will briefly explore how a decline in economic growth has reduced government spending on education in Mongolia and how familial poverty keeps many children from attending school.
The United Nations Millennium Summit was held in September 2000 and established eight world goals to be achieved by 2015. The second of these goals resolved that all boys and girls throughout the world will be allowed to receive a primary education through the fifth grade. This article examines Afghanistan, Nepal, Algeria, Uganda, Peru, and Venezuela. Specifically, changes in the countries’ percentage of primary education enrollment and the countries’ rural-urban demographics, the student-teacher ratios, and their expenditures on education as a percentage of the Gross Domestic Product (GDP) from 2000 and 2005 are examined.
Education in Mongolia
Education in Mongolia2010 •
This article was originally published in the International Encyclopedia of Education published by Elsevier, and the attached copy is provided by Elsevier for the author's benefit and for the benefit of the author's institution, for noncommercial research and educational use including without limitation use in instruction at your institution, sending it to specific colleagues who you know, and providing a copy to your institution's administrator.
Comparative Education Review
Educational Import: Local Encounters with Global Forces in Mongolia by Gita Steiner‐Khamsi and Ines Stolpe:Educational Import: Local Encounters with Global Forces in Mongolia2007 •
This paper attempts to obtain the first available estimates on the rate of returns to education for Mongolia and to compare it with returns to education for other transition economies such as CEE and FSU. The Mincerian approach is the basis of our empirical analysis to estimate the returns to human capital. A number of studies estimated the rates of return to education for transition countries and found an increasing trend in terms of the higher premiums for additional schooling years or educational qualifications during the transition period. Returns to education in transition economies vary between 2.8%-5.0% during 1985-1990, whereas between 5.2%-10.1% during 1994-1996. The rate of returns to a year of schooling in Mongolia is estimated as 7.2%, which is higher than most of transition countries. The rate of return to university degree in Mongolia is the highest among transition economies and the returns to other educational qualifications are comparable with CEE and FSU countries.
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