We support the Mongolian National University of Education (MNUE), which is in the process of reforming education, with introduction of science education based on "Monodzkuri" (craftmanship) through practical teaching methods in secondary education in Mongolia (equivalent with junior and senior high schools in Japan) .
We hope that this project will improve the quality of secondary science education and support the improvement of the overall quality of education and the development of science and technology, conduct "Monodzkuri" (craftmanship), develop industry, and build a prosperous society in Mongolia .
This project utilizes the Japanese NGO Partnership Grant Aid Program of the Ministry of Foreign Affairs.
This phase is to support teacher training to improve the quality of science education from traditional knowledge-based classroom education to new education that nurtures “Monodzukuri" (craftmanship) human resources incorporated into the curriculum that students themselves touch and experiment.
◆ 2011 Pilot Project
◆ 2011-2012 (Ministry of Foreign Affairs Project: Same as below) 1st term
Target audience: incumbent science teachers, MNUE teachers who are conducting teacher training, students who want to be science teachers
Course subjects: Electrical and electronic
Model classes for secondary school students
◆ 2013 2nd term
Region: Expand to local cities
Course subjects: Add optics and mechanics
◆ 2014 3rd term
Region: Expand to local cities
Course subjects: Added sound and waves (covered major areas of physics)
This phase is to support for voluntary preparation of science teaching materials in Mongolia.
Technology transfer → Prototype co-production → Distribution to selected schools
→ Mass production → Nationwide distribution
◆ 2017 1st term
Teaching materials (10 types) technology transfer, joint production of prototypes started, part distributed to selected schools
ammeter, voltmeter, thermometer, motor kit, loudspeaker,Signal generator, oscilloscope, experimental stand, straight line experimental table,
◆ 2018 2nd term
Completion of joint production of development materials for the 1st phase, distribution to selected schools, start of partial mass production system Partial technology transfer for 2nd phase development materials (10 types), partly prototype joint production
At the meeting between the Mongolian government officials and ALL Net, we talked about the educational issues that Mongolia has. Among them, “Mongolia put
emphasis not only on higher education but also on primary and secondary education, and the rate of advancement to higher education has exceeded 50% accordingly". But it was pointed out ; "it
was a problem that the skilled engineers useful for the industry were not easily developed, so there is mismatch in Mongolia."
It seems that the Mongolian educational institutions have already received support from various countries and international organizations, but it seems to have not much been effective. When asked about the actual state of education, we found out that Mongolia's science education lacked an important curriculum of basic experiments and handcraft which are common at elementary, junior high, and high schools in Japan.
We felt the potential to help with this issue. Promptly, in collaboration with experts who are appropriate to tackle this issue, we proposed a “science education through MONODZUKURI (manufacturing)” to the Mongolian National University of Education (MNUE) through Mongolian government officials. It was accepted with great expectations..
Then, this plan was taken up in the curriculum of the MNUE workshop.
Mongolia transitioned from socialism to capitalism in 1990. However, economic development has been delayed compared to other countries.
The country's economic development requires technological capabilities, but Mongolia has an overwhelming shortage of engineers. This is thought to be greatly influenced by the environment where Mongolia under the socialist system was placed. At that time, under the strong influence of the Soviet Union, Mongolia has played the role of a supplier of underground resources such as coal. For this reason, engineers were not required very much.
The transition to the market economy has made a remarkable mismatch between human resources sent by the education side and human resource needs demanded by industry, which has hindered economic development and has caused disparities in education and in economy.
In order to improve this situation various countries and international organizations have been offered supports, but less noticeable effect was seen. To develop
engineers requires practical science education from childhood (various experiments, crafts, and factory tours), but Mongolian education continues to be a knowledge-based classroom education same
as in the former socialist system
In Mongolian education, it must be essential to train many excellent students who have a good sense of science useful for the industry, and for that to do practical science education from their childhood.
There was no curriculum of experiments in science education in Mongolia. Therefore, science teachers on the active list could not teach such curriculum to their students. They did not have such opportunities to learn it in the teacher training university course, and the university instructors could not teach the teacher aspiring students.
We taught present teachers (including some students who wanted to be teachers) from the basics. They were very enthusiastic about new teaching methods.
Due to the long history of classroom based knowledge education, there were few teaching materials in Mongolia that students could touch and by themselves, and with the expectation of some parts for newly developed teaching materials, it was difficult to procure them in Mongolia . Of course there were no textbooks either.
What should practical science education in Mongolia be like? What kind of teaching materials should be prepared for this purpose? What kind of specific functions, performance, and parts, as well as the creation of e teaching materials should be prepared? We had to go back to plan and implement everything necessary in prepare for instruction, including design, performance design, parts design, as well as educational textbooks. In principle, we procured the equipment in Japan.,
The policy is to manufacture teaching materials in Mongolia, but until domestic manufacturers are fostered, it is necessary for the university to guarantee the technology. The Mongolian National University of Education,, which has been leading this project since the beginning, was to take on this responsibility, but the university lacked the environment to guarantee the technology.
We proposed that the university establish a permanent workshop for the development of technology for teaching materials to serve as a base for technology transfer and to continuously improve the level of technology, and preparations are now underway.
Since practical education has not been provided until now, there is no manufacturer of science teaching materials in Mongolia at present. We need to move to a system of mass production in our country that can supply teaching materials to schools nationwide.
In order to pave the way for mass production, we are providing guidance to bridge the gap between Mongolian manufacturers which are willing to undertake the production of teaching materials and universities.
Initially, none of the members of ALL Net had experience in school education, and since the members who meet the requirements of this project require a high level of experience and skills, it was difficult to carry out the project as is.
We approached a number of experts through various networks, and asked for the cooperation of those with educational experience who agreed with our objectives, as well as experts (engineers) who were engaged in educational support activities, and established a system to promote the project.
ALL Net is not a group of education professionals. Since we are building a practical science education infrastructure in Mongolia almost from scratch, we have faced many challenges, but we have overcome them each time and have made progress. We believe that this was possible due to the combined effects of the following factors
◆ The high level of knowledge of the Mongolian people and their readiness to accept the project.
◆The strong cooperative relationship with the Mongolian National University of Education.
◆ The dedication and cooperation of the experts.
Started pilot project in cooperation with Mongolian National University of Education
Signed a presentation contract for the project to improve the quality of secondary science education
Conducted the first course for secondary students (corresponding to Japanese junior high school to high school).
Completed the first phase of the project to improve the quality of secondary science education
Start of the 2nd term
Start of the 3rd term
End of Phase 1 (Project for improving the quality of secondary science education)
Signed a presentation contract for the secondary science materials development support project
End of 1st term
Handover ceremony for teaching materials held
Conclusion of a donation contract for the 3rd term of the project to support the development of teaching materials for secondary science
Ministry of Foreign Affairs
Ministry of Education, Culture and Science, Mongolia
Mongolian National University of Education
Aichi University of Education
Mongolian International Student Association
特定非営利活動法人 All Life Line Net （略称 ALL Net）
〒101-0054 東京都千代田区神田錦町3-7-2 逸侶ビル4階
All Life Line Net - NGO (ALL Net)
Itsuro Building 4F
3-7-2 Kanda Nishikicho, Chiyoda-ku, Tokyo, JAPAN 101-0054