Financing for equity in pre-primary education
1. Education resources to subnational governments
2. Education resources to institutions
3. Education resources to students and families
4. Social policies and family support programmes
Introduction
Key financing indicators (UIS Data)
In Mongolia, the official entry age for pre-primary education has been set at 2 years old since 2009. While not compulsory, 4 years of free pre-primary education have been granted since 2018. Between 2007 and 2024, the net enrolment rate for pre-primary education steadily increased, starting at 57.14% and rising to around 90.41%
Governance
The main authority responsible for financing and overseeing pre-primary education is the Ministry of Education and Science (MES). According to the Law on Education, the ministry approves operational procedures for provincial and district education departments, determines sectoral priorities and plans, and monitors the implementation of education projects and related financial rules. The state administrative body in charge of education also organises the provision of textbooks, materials, and teaching equipment, and approves the list of school supplies for children enrolled in pre-school education.
At the subnational level, local education departments within provincial and capital governments implement education legislation and ensure the provision of safe learning environments in kindergartens.
Tuition-free status
Preschool education in Mongolia is provided free of charge.
1. Education resources to subnational governments
The financing of pre-primary is primarily carried out through special purpose transfers from the state budget. These transfers flow from the central government, through the Ministry of Education and Science, to local governments at the aimag (province) and soum(district) levels. Under the current decentralisation framework, the capital city and aimags act as the main implementing agents of child-related services, receiving most education funds via SPTs with limited discretion over their internal allocation. Aimag governments are responsible for implementing education programmes and covering recurrent expenditures using these transfers. According to Government Resolution No. 242 of 2016, the funding formula takes into account geographic factors, such as differences between urban and rural areas, to calculate per-school allocations and ensure a more equitable distribution of resources across regions.
2. Education resources to institutions
Mongolia provides several forms of alternative preschool services to expand access to early childhood education in remote and sparsely populated areas. Beyond regular kindergartens, these services include mobile or travelling teachers, mobile ger-kindergartens, and shift classes. They are intended to reach children from herder families and those living in rural areas where permanent preschool facilities are not available. Among these, the ger-kindergarten is the most widespread model. It operates as a satellite unit under existing public kindergartens and functions mainly during the summer months, offering temporary early education for children of nomadic households.
To encourage qualified teachers to work in rural areas, the government introduced location-based pay supplements, adding 10% to base salaries in soum areas and 8% in aimag centres. These measures form part of broader efforts to reduce the urban-rural teacher gap and improve the availability and quality of early education services in remote regions.
3. Education resources to students and families
Under Mongolia’s legal framework, financial assistance for vulnerable children’s education is mandated by the General Education Law. According to the Law, local self-governing and administrative bodies are required to provide financial support to students in need of social welfare assistance to ensure equal access to education. These students are defined under the Law on Social Welfare as including children with disabilities, full and half orphans, children of citizens with disabilities, children of citizens living in homelessness, children receiving specialised care services, children released from prison, and children of single parents whose household income falls below the official poverty threshold.
4. Social policies and family support programmes
The Law on Social Welfare defines specific education support services for children enrolled in preschool. Eligible beneficiaries include children with disabilities, full and half orphans, children of persons with disabilities, children of citizens living in homelessness, those participating in specialised care services, children released from prison, and children of single parents with incomes below the official poverty threshold. These beneficiaries are entitled to discounts on essential school expenses, including school supplies, textbooks, and uniforms, and such assistance may be provided fully or partially depending on circumstances. The costs of these supports are jointly managed by the state central administrative bodies responsible for social welfare and education, while funding is drawn from the budget portfolio of the Cabinet member in charge of social welfare.
