Abstract
This case study identifies four targets groups that are specific to the achievement of the EFA Millennium Development Goals in Mongolia: boys, out-of-school children, vulnerable children and minorities, and children of herders. Boys from herder families in remote rural areas are at the greatest risk of drop-out or non-enrollment. The case study therefore focuses on problems with access to education for boys from nomadic herder families. The inverse gender gap in the Mongolian education sector is a well-explored topic in educational policy research. What is lacking, however, is a more comprehensive look at how, and why, the combination of gender, household income and location of school—urban, semi-urban, rural—affect access to education in Mongolia.
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This is an abbreviated version of a background paper prepared for the 2008 Global Monitoring Report (Steiner-Khamsi and Gerelmaa 2007).
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Steiner-Khamsi, G., Gerelmaa, A. Quality and equity in the Mongolian education sector. Prospects 38, 409–414 (2008). https://doi.org/10.1007/s11125-008-9079-5
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DOI: https://doi.org/10.1007/s11125-008-9079-5