By Gita Steiner-Khamsi, Ines Stolpe (auth.)
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Additional resources for Educational Import: Local Encounters with Global Forces in Mongolia
A secular “people’s education” cannot be said to have existed initially, given that in the first years there was a lack of state schools and teaching personnel. 5–3 percent of all children (ca. 1,000), while approximately 13 percent (18,955) visited monastic schools (Schöne 1973: 18–19, 25–27). Like the first educational import, this one began with the establishment of academic institutions. At Tseveen’s initiative the Scientific Committee20 was founded in 1921, out of which the Academy of Sciences was developed in 1961/62 (Chuluunbaatar 2002).
Bayasgalan has pointed out that even before the changes of 1990, critical voices questioned to what extent one can speak of a Mongolian school given the disavowal of certain national characteristics (Bayasgalan 1990). In an interview with the largest national newspaper in 1991, the Mongolian Minister of Education N. Urtnasan said that 70 years of socialist ideology had created an “illness,” causing people to think only in terms of black or white (Urtnasan 1991: 2). Meanwhile, education expert and teacher N.
Their declaration of independence was sent to France, Great Britain, Germany, the United States, Japan, Denmark, Holland, Belgium, and Austria-Hungary. However, there was almost no response, and the political actors did not anticipate that, as Baabar (1999: 103) put it in relation to the very late entry of Mongolia to the United Nations, “. . ” What were the implications of the nation building process for the education sector? First, the newly independent state desperately required qualified, native experts to perform civic duties and secure autonomy.
Educational Import: Local Encounters with Global Forces in Mongolia by Gita Steiner-Khamsi, Ines Stolpe (auth.)