F. Education


Coordinating Agency: UNICEF and UNESCO

Government Counterpart: Ministry of Science, Technology, Education and Culture

Implementing Partners: Aimag Governments, Aimag Education Centres,

Soum Governments and soum schools, NPAP and APAC

Location of Initiative: All affected soums


F.1 Background and Context


A number of socio-economic and political factors have contributed to the weakening of education system and led to unfavorable learning environments, low motivation and absenteeism of teachers, and increased drop out rates, etc. Prior to the disaster, rural schools and boarding hostels were already confronting shortfalls: only 18% of children from nomadic herdering families had an opportunity to stay in boarding hostels (50% of boarding hostels are not operating currently due to the lack of heating, hostel furnitures, beds and other basics).


The prevailing situation in the disaster affected soums and aimags has had a negative impact on the education system, exacebating teaching and learning environment problems:


  1. Radiators in soum schools and boarding hostels froze due to extreme cold during last winter, and local governments had to allocate available resources on saving livestock rather than school heating.
  2. In most disaster affected aimags, schools had close for one to two months. Many children were excused from classes to assist herding parents to take care of animals, which was imperative for families. Dropout rates are increasing.
  3. Families lost horses, the means of transportation to school for children from remote areas. Due to lack of cash and animals, families could not afford school clothing and boots for their children to be able to attend school.
  4. Many families split into two groups during the school year (leaving the school children in a soum centre near school, while herding adults moved to remote grazing locations with the herds), and also split their winter food supplies. Once the familiesí winter food reserves are exhausted, they will no longer be able to afford sustaining two separate households to enable children to attend school.
  5. Schools have lost their own herds of animals which are used to feed the children. Teachers have also lost their animals, which are essential to supplement their low incomes (average US$ 30 per month). This has placed many teachers in poverty, and teacher absenteeism will be an issue in coming years as they seek other means to increase their incomes.
  6. Food shortage in dormitories is evident.



F.2. Objective


The multiple education related objectives include:

To prevent the collapse of soum and bag schools and massive drop outs in disaster affected areas. To provide relief and rehabilitative assistance in soum and bag schools, dormitories and kindergartens which will meet the basic needs of children of age 3-16 (60% of pre-school children and 90% of school children live in disaster-affected areas). To support local governments to recover mechanisms for the protection and welfare of vulnerable children.


F.3 Strategy for Implementation


Establish a local group to manage education relief and rehabilitation programme in each soum. Formulate a detailed plan for education relief and rehabilitation assistance to coordinate with other emergency relief actions which will increase access for nomadic children to education and improve child-friendly teaching and learning schools. Rehabilitate school facilities to retain children in schools. Utilize the school network to channel food to children in disaster-affected areas.




  1. Supply food aid for children in dormitories and kindergartens to meet basic nutritional needs.
  2. Supply livestock and vegetable growing equipment to schools.
  3. Supply dormitory kitchen equipment, beds, bed sheets, library tools.
  4. Supply boots and clothing to pre-school and school children.



  1. Replace heating systems in soum schools and dormitories which were frozen during the winter disaster so that children can continue their education during coming winters.
  2. Renovate school buildings and dormitories where holes were made during the disaster for chimney pipes, repair broken windows, ceilings, doors to attain a minimum standard of healthy teaching and learning environment.
  3. Provide non-formal education programs for drop-out children during and after the disaster which will assist them to reintegrated into mainstream formal school education.
  4. Organise incentive teacher training programs in disaster-affected aimags to prevent massive absenteeism of teachers and to increase teacher motivation
  5. Strengthen the capacity of Aimag Education Centres to provide and organise relief and rehabilitation assistance. Install internet connection to increase AECs capacity in timely data collection, flow of information and monitoring in conjuction with MoSTEC.


Target populations: Children aged 3-16 from herding families, teachers, and poor displaced families in aimag and soums centres.


F.4. Budget for Implementation



Unit Cost


Total cost


Food aid for school dormitories/kindergartens (152 soums)



Restocking of school herds and vegetable gardens



Boarding school kitchenware, bedding, small library



Boots & clothing for pre-school and school children



Installation of heating systems



School renovations



Non-formal education programme for drop-outs



Teachers development programme



Capacity building for Aimag Education Centres



Supply distribution costs