<論文>モンゴルにおける生涯学習政策と遊牧民の子どもの教育機会

Abstract

This paper explores educational opportunities for nomadic children in Mongolia, emphasizing nonformal education and lifelong learning policies. By reviewing Mongolia's educational policy history and analyzing formal and non-formal education practices, three key findings became clear. First, educational systems enabling learning while working have been established. While socialist era boarding schools ensured access to education, they often encouraged separation from the herding lifestyle. In contrast, post-1990 initiatives such as mobile schools, ger classrooms, and lifelong learning centers have adopted curricula supporting the integration of herding with education. This approach is increasingly reflected in formal education systems. Second, there is a high level of educational support at the grass-roots level. Local governments utilize resident registration to identify out-of-school children, while lifelong education centers provide targeted learning support, including home visits. These efforts leverage the small-scale nature of local communities to strengthen educational networks. Third, face-to-face education remains crucial. Despite progress in digitalization, children in poverty or without adequate infrastructure often cannot access online classes. For such students, face-to-face instruction offers vital support tailored to individual learning needs and emotional well-being. These findings highlight the expanding flexibility and diversity of educational opportunities for Mongolian nomads, achieved through the integration of formal and non-formal education, education that allows students to learn while working, and a balance of in person and digital teaching methods.