Inequality in Access to Early Childhood Education in Mongolia
Authors
Ph.D, Associate Professor, Department of Education, National University of Mongolia (NUM). (Mongolia)
Ph.D, National University of Mongolia (NUM) (Mongolia)
Master's Student, Lecturer, Department of Education, National University of Mongolia (NUM (Mongolia)
Lecturer, Department of Business and Law, Western Regional School, Mongolian University of Science and Technology (Mongolia)
Article Information
DOI: 10.47772/IJRISS.2026.100801029
Subject Category: early childhood education; child development; equity; access; Mongolia
Volume/Issue: 10/8 | Page No: 15048-15054
Publication Timeline
Submitted: 2026-09-06
Accepted: 2026-09-11
Published: 2026-09-24
Abstract
Early childhood education (ECE) establishes the foundational basis for human development and must be equitably accessible to all children; it therefore remains one of Mongolia's central sustainable development priorities. Despite notable progress in recent years — most prominently reflected in the increase of the gross enrollment rate among children aged 2–5 to 90.6% — persistent disparities in access continue to be shaped by socio-economic conditions and geographical location. The Government of Mongolia's strategic policy directions for the education sector emphasize the goal of enhancing the "quality and accessibility of education," underscoring the need for robust, evidence-based research to inform policy solutions. A more nuanced examination of the participation of children residing in remote administrative centers, children from herder households, and children with disabilities, together with an assessment of the effectiveness of alternative education modalities serving these groups, is essential for aligning ECE services with actual needs. Drawing on statistical data and policy documentation for the 2024–2025 academic year, this study provides a comprehensive analysis of the current state of inequality in access to early childhood education in Mongolia and offers evidence-based recommendations for policy and practice.
Keywords
early childhood education; child development; equity; access; Mongolia
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References
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