@article{oai:nagoya.repo.nii.ac.jp:02003947,
 author = {GALBADRAKH, Janchiv},
 issue = {1},
 journal = {名古屋大学大学院教育発達科学研究科紀要. 教育科学, Bulletin of the Graduate School of Education and Human Development. Educational Sciences},
 month = {Oct},
 note = {This is an analysis of the managerial challenges of public schools in Mongolia. The first section of this paper describes the external factors that affect the management of public schools. Statistical data, are presented regarding the number of pupils, number of schools and an explanation of the master plans that form the core management of the current school today. Then, the paper discusses the relationship between school management and government policies and initiatives. For this section, we focus on the last executed Master Plan 2006–2015 and the ongoing master plan of 2021–2030. We examine how unresolved issues from the previous master plan relate to current plan problems regarding overall conduct and school practices. The next section of the paper examines the job assignment and authority role of the principal, the person mainly responsible for school management. This section gives an overview of the current system that oversees the assigning and professional development of school principals. Here, we identify management issues as part of a case study that illustrates the state of a public-school site. There are two focal aspects: 1) the conditions unfavorable for successful management of the school, 2) the influence of policies and other external factors combined with a lack of management perspectives currently at use in schools. In conclusion, we identified a number of serious challenges that affect the learning environment in public schools. Such as, while the number of children per elementary school class in urban areas far exceeds the upper limit of 36, the number of students in rural areas and villages has declined rapidly, making it difficult to sustain classes and schools overall. Although the population density and depopulation have long been predicted by demographic statistics, no appropriate action has been taken. Also, direct importation of foreign education reforms with no regard for Mongolia’s unique socio-cultural circumstances. This suggests that although new reforms and plans been continuously announced and initiated, many of their goals have not achievable; nor has any progress been made toward the creation of any new road map towards school success. It follows that proposals without follow-up accountability have not solved the problems. Rather they have helped to make the situation murkier and more unsettled. What is necessary is to accurately grasp the actual conditions facing individual Mongolian public schools, then adjust the management to appropriately address the individual school environments. Without this, schools are forced to cope with a complex situation. There is also no system for evaluating the school itself or challenging its accountability methods, making it difficult to focus on effective management functions. Finally, the current dilemmas facing Mongolian schools point to the need to train and develop the professional competencies of principals to lead school organizations successfully. Although at present, a system is not yet in place to assure that the principal and other managers can address school management dilemmas, support measures and proven systems promise to enhance professional skills while promoting more successful school environments. Strengthening these ‘management aspects,’ offers accurate assessments for challenges facing each school so that they might better implement effective strategies that lead to overall school success.},
 pages = {103--114},
 title = {モンゴルの公立学校における経営上の課題},
 volume = {69},
 year = {2022}
}