Structure and Function of Gifted Education in Mongolia: From the Perspectives of Educational Equity and Excellence

Abstract

 The purpose of this paper is to examine the significance of a publicly systematized gifted education system based on the function of gifted education in Mongolia. Gifted education can be done outside the framework of the public education system. Thus, the publicly systematized gifted education system involves a complex paradox related to educational equity and excellence, two concepts which have a complex relationship concerning the quality assurance of education. Therefore, the study analyzes systematized gifted education in Mongolia and its function in the public education system. The study concludes with a look at the implications for Japan.

 In Mongolia, gifted education has been carried out through “intensive courses,” established in general education (K-12) schools and the academic “Olympiad” since the 1960s. The intensive course is a legally accepted gifted education structure primarily embedded in the public education system. In addition, the national Olympiad system is an official examination scheme funded by the government and conducted among 12 academic subjects at the national level over three stages of selection. As of 2019, approximately 13% of the students in Ulaanbaatar, the Mongolian capital, are enrolled in intensive courses, showing the popularity of the program.

 To the best of the author's knowledge, no previous research has addressed the function of gifted education in Mongolia. Hence, the study analyzed various official documents and statistics on gifted education, archive materials from the General Archival Authority of Mongolia, curriculum and entry guidelines for intensive courses in public schools. In addition to document analysis, the study conducted interviews with the parties concerned regarding the actual practices of the Olympiad and intensive course.

 The findings showed that the most distinctive structure of the Mongolian education system is a single-track system that integrates elementary, junior high, and high schools together. Thus, there is no selection or re-allocation mechanism according to students' ability within the secondary education system in Mongolia. Therefore, the intensive course selects students with high performance, and further the Olympiad discovers gifted students.

 Overall, the Mongolian gifted education system is based on social needs rather than individual needs. Historically, the intervention of state authority in gifted education has been significant, with gifted students perceived by the state as a human resource. The system also undertakes the role of fostering the elite. These are the disadvantages of publicly systematized gifted education. On the other hand, the significance of systematizing gifted education in the public education system is its financing under the public education budget. Thus, gifted education is not affected by students' economic backgrounds, and it is possible to find gifted students from all over the country. In addition, the system guarantees them the opportunity to further develop their talents in public education. This can serve as a model for a school education system that responds to diverse individual needs without weighting egalitarianism. Gifted education in Mongolia offers alternative possibilities for gifted education practices in order to redefine equity and excellence.