G i t a S t e i n e r - K h a m s i a n d B . B a t j a r g a l 2 0 1 7

Mongolia Case Study on Accountability in Education

This paper was commissioned by the Global Education Monitoring Report as background information to assist in drafting the 2017/8 GEM Report, Accountability in education: Meeting our commitments. It has not been edited by the team. The views and opinions expressed in this paper are those of the author(s) and should not be attributed to the Global Education Monitoring Report or to UNESCO. The papers can be cited with the following reference: “Paper commissioned for the 2017/8 Global Education Monitoring Report, Accountability in education: Meeting our commitments”. For further information, please contact gemreport@unesco.org.

ED/GEMR/MRT/2017/C1/18

Country case study prepared for the 2017/8 Global Education Monitoring Report

Accountability in education: Meeting our commitments

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Table of Contents1

1 TheSemanticsofAccountabilityinMongolia

2 ActorsandAccountability

1 BureaucraticandFinancialAccountability

2 SocialAccountability

3 ManagerialAccountability

4 ProfessionalAccountability

3 SmallCaseStudy:TheTAMEProject

4 Recommendations

Acronyms and Abbreviations

ADB AsianDevelopmentBank

ANSA-EAP AffiliatedNetworkforSocialAccountabilityinEastAsiaandthePacific

CHF SwissFranc

CSO CivilSocietyOrganizations

DANIDA DanishInternationalDevelopmentAgency

MASAM MainstreamingSocialAccountabilityinMongolia

MECS MinistryofEducation,CultureandScience

NGO Non-GovernmentalOrganization

OECD OrganisationforEconomicCo-OperationandDevelopment

OSF OpenSocietyFoundation

PETS PublicExpenditureTrackingSurvey

PISA-D ProgrammeforInternationalStudentAssessmentforDevelopment

QUANGO QuasiNon-GovernmentalOrganization

SDC SwissAgencyforDevelopmentandCooperation

TAME TransparencyandAccountabilityinMongolianEducation

UNICEF UnitedNationsInternationalChildren’sEmergencyFund

USD UnitedStatesDollar

1 Written by Gita Steiner-Khamsi, Teachers College, Columbia University, New York & B. Batjargal, Mongolian

EducationAlliance,Ulaanbaatar

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Annex

1 RegulationtoEvaluatethePerformanceofGeneralEducationTeachers:Annextothe

MinisterofEducationandScienceDecreeNo.A/293,August13,2013

2 PerformanceEvaluationSheet–ExtractfromanOutcomes-BasedContractforEducation

Managers

3 CodeofEthicsofGeneralEducationSchoolsandKindergartenTeachers:Annextothe

MinisterofEducationandScienceDecreeNo.41,February12,2007

1. The Semantics of Accountability in Mongolia ThetermaccountabilityandsocialaccountabilityhaveexperiencedaninflationaryusageinMongoliaover

thepastdecade.Forexample,thenewcorecurriculumguidelines,issuedbytheMinistryofEducation,

CultureandScience,identifiesalistofcompetencies(systematicanalysesofproblems,creativethinking,

cooperation,etc.)andvalues(beengaged,beenvironmentallyresponsive,respectgenderequality,etc.)

thatneedtobetransmittedinschoolinordertoensuresustainabledevelopment.“Tobeaccountable”is

oneofthevaluesthatstudentsaresupposedtoacquireoverthecourseofformalschooling(Ministryof

Education, Culture and Science, 2016, page 5). As illustrated with this example from the new Core

CurriculumReform,theterm“accountable”isfrequentlyusedwithoutfurtherspecification.

Moreover,theterms“accountability”and“responsibility”areoftenusedinterchangeably(Davaadulam,

2010;ANSA-EAP,2012). Inanattempt todifferentiate the terms“accountability”and“responsibility”,

severalinternationaldonors,ledbytheWorldBank,organizedmeetingswithresearchersfromdifferent

fields including political science, management studies, and applied linguistics, as well as with

representatives from local CSOs. They reached an agreement to use the term “khariutslaga” for“responsibility”and“egekhkhariutslaga”foraccountability.Theverb“egekh”denotes“tocomeback”or

“toreturn.”Thegroupofexpertsagreedthataccountabilityorsocialaccountabilityincludesarelational

aspectbetweengovernmentandcitizensinwhichthegovernmentisexpectedtoreportbacktocitizens

and,ifnecessary,makenecessaryadjustmentsandchanges(Amarbayasgalan,2016).Thisback-and-forth

betweenthegovernmentandcivilsociety,alsoreferredtoastheverticaldimensionofaccountability,is

bestcapturedinthetermsocialaccountability.Aswillbeshownlaterinthisstudy,severalinternational

donorshavefundedprojectsthatstrengthenthefinancialaccountabilityofthegovernmentaswellasthe

social accountability exerted by the community or CSOs. The main objective of the latter type of

accountabilityistocontroltheflowofgrantmoney.Asaresultofthisfocus,accountabilityistypically

associatedwithfinanceeventhoughmanagerialaccountabilityandprofessionalaccountability,discussed

inthenextsection,areintegralpartofemployees’workenvironmentintheeducationsector.

Theterm“socialaccountability”hasadistinctmeaningthatmaybetranslatedinthreedifferentways(see

Amarbayasgalan,2016):

• associalresponsibility(inMongolian“нийгмийнхариуцлага”[niigmiinkhariutslaga]),• socialreporting(inMongolian“нийгмийнхариуцантайлагнал”[niigmiinkhariutsantailagnal]),

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• citizenmonitor/watch(inMongolian“иргэдийнхяналт”[irgediinkhyanalt]).Socialaccountabilityisreferredastheactofcitizensandcivilsocietyorganizations(CSOs)todirectlyandindirectlyholdthegovernmentaccountableforactionsinwhichthegovernmentisconsideredtobeliable.

Thegenealogyofthetermmayhelptounderstandthebroadercontextoftheconcept.Inanattemptto

operationalizetheconceptofgoodgovernance,theWorldBankintroducedthetermsocialaccountability

inthe2005studyTheEnablingEnvironmentforSocialAccountabilityinMongolia(Beck,Mendel,Thindwa,

2007).Becketal.contendthatmostpreviousstudiesfocusedonthehorizontalformofaccountability,

thatis,examinedwhatgovernmentalactorsandinstitutionsdotoensuretransparency,safeguardrights

andresponsibilitiesofcitizens,andengageinallkindsofpracticesofgoodgovernance.Thishorizontal

formofaccountabilityemphasizesthe“supply-side”ofaccountabilityandisdefinedintermsofwhich

regulations andmechanisms the government puts in place or supplies in order to act responsibly. Incontrast,the“demand-side”ofaccountabilityrepresentsaverticaltypeofaccountabilityinwhichcitizens

andCSOsdemandthat,andmonitorwhetherthegovernmentactsresponsibly.AsBecketal.(2007)point

out, social accountability is a relativelynewconcept inMongolia, strongly advocatedby international

donorsasameanstoadvancegoodgovernance:

While conventional ways of holding governments accountable have included such actions as

publicprotests,advocacycampaigns,andinvestigativejournalism,thereisgrowingattentionto

socialaccountabilitypracticessuchasparticipatorybudgeting,publicexpendituretracking,and

citizen monitoring of public service delivery, which emphasize a solid evidence base and

negotiationbetweencitizensandgovernmentrepresentatives.(Becketal,2007,pagevii)

2. Actors and Accountability Intheeducationsector,socialaccountabilityhasbeeninterpretedascommunityparticipationandmore

specificallyastheestablishmentofschoolboardsthatmonitortheschooladministrationandholdthe

schoolprincipalaccountablefortheiractions.Thecasestudypresentedinthisreportthereforedealswith

thefour-yearprojectTAME(TransparencyandAccountabilityinMongolianEducation),carriedoutover

theperiod2015-2018.Nevertheless,thisreportattemptstokeepthevarioustypesofaccountabilityin

mind.AntoniVergerandMauroMoschettiidentifysixaccountabilitymodelsthatprevailinpublic-private

partnershiparrangements(2016):bureaucratic,managerial(test-based),market,social,professional,and

network.FortheMongoliancontext,thefollowingfourtypesofaccountabilityarerelevant:

• bureaucraticandfinancialaccountability

• socialaccountability

• managerialaccountability

• professionalaccountability

2.1 BureaucraticandFinancialAccountabilityThe horizontal type of accountability, captured in this report in terms of bureaucratic and financial

accountability, focuses on the supply side of accountability and investigates whether government

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institutionsinMongoliahavemechanismsinplaceforopenaccesstoinformationandformakingstate

budgetstransparent,andforenablingcommunityparticipationineducationpolicyandpractice.

Civilsocietyorganizations(CSOs)andinternationaldonorshaveadvocatedforgreaterbureaucraticand

financial accountability, for different reasons: The Open Society Forum Mongolia promotes the

establishmentofCSOsandencouragestheiractiveinvolvementinMongolia’spoliticalandsocialaffairs

(OSF, 2016). Examples of CSO’s involvement includes monitoring of public services,

monitoring/observation during the elections, budgetwatch initiatives such as Citizen’s BudgetWatch

network, as well as policy studies on the issues related to transparency, accountability and citizen

participation. Theunequal distributionof revenues from theextractive industries (mining sector), the

privateownershipofmedia,andfinancialleakagesinthestatebudgetledCSOstodemandtransparency

innaturalresourcerevenuesandincreasedcitizenoversightofgovernmentexpenditures.Ontheother

hand,internationaldonorsputpressureonthegovernmenttocreatemechanismsthatensuregreater

financialefficiencyinthemanagementofthestatebudget.TheinfluentialPublicExpenditureTracking

Survey (PETS), funded by theWorld Bank, showedmoderate problems with financial leakage in the

educationbudgetbutvastinequalitiesinteachersalariesbetweenruralandurbanschools(WorldBank,

2006). As a result of PETSMongolia, a comprehensive teacher salary reformwas carried out in 2007

leadingnotonly toahigher salarybutalsoa less fragmented, transparent, andpredictable salary for

teachers(UNICEFMongolia,2012).

SeveralinternationaldonorsusedtheirGrants-for-Schoolsprogramsasanincentivetocreatestructures

atschool,district,andnational level that reflectbudget transparency,efficient financialmanagement,

andcommunityparticipation.Typically,thegrantsaregivenforimprovingthelearningenvironmentand

forbuyingequipmentforculturalorsporteventsattheschool.TheDanishInternationalDevelopment

Agency(DANIDA)startedasearlyasin1998todemandthecreationofSchoolDevelopmentPlansand

schoolboardsasconditionsforschoolstoreceiveagrant.TheleaddonorAsianDevelopmentBank(ADB)

followedsuitwiththesameconditionalityintheirUSD17milliongrant“EducationforthePoor:Financial

CrisisResponseProject”fortheirGrants-for-Schoolcomponent.Overall,principalsinschoolsthatserved

aspilotsitesforGrants-for-Schoolsprojectsestablishedschoolboards,submittedschooldevelopment

plans,andalsodisplayed,atleastforthedurationofprojectfunding,theirschoolbudgetsinthehallway

oftheschoolentrance.Itisimportanttobearinmindthatthedemandforgreaterfinancialtransparency

andcommunityparticipationsreflectsasocialaccountabilitymeasure,discussedbelow.Forthisreason,

bureaucraticand financialaccountability (supplyside)andsocialaccountability (demandside)address

similarissues.

Atcentrallevel,twoimportantgovernmentinitiativesdeservespecialmention:theLawofMongoliaon

GlassAccounts(wentintoeffecton1January2015)andthee-MongoliaProject(2005-2012).TheGlass

Account Law requires that all state entities publicize their budgets and make financial transactions

transparent.Amongotherprovisions,theLawprescribesthatallforeignanddomestic loansandgrant

aid,publicandprivatepartnerships,concessionsandguaranteeswhichcreatebudgetarypayablesand

receivableswillonlybecomeeffectiveuponbeingdisclosedtothepublicbyplacingthemonthecentral

“glassaccount”website.Thee-MongoliaProject,administeredbytheInformationandCommunication

TechnologyAuthority,wassuccessfullycompleted. It required fromallgovernmentagencies tosetup

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websites for thepurposeofdisseminatingpublic information,especiallyongovernmentactivities (see

ANSA-EAP,2012).

2.2 SocialAccountabilityTheAffiliatedNetworkforSocialAccountability inEastAsiaandthePacific(ANSA-EAP,2012)listsfour

enablingconditionsforsocialaccountability:

• governmentopenness

• organizedandcapablecitizengroups

• accesstoinformation

• socialandculturalappropriateness

Asevidencedfromthelistofenablingconditionsandasmentionedabove,socialaccountability(demand

side)andbureaucraticandfinancialaccountability(supplyside)areintrinsicallylinked.In2015,theSwiss

AgencyforDevelopmentandCooperation(SDC)funded,incollaborationwiththeWorldBank,aCHF3

millionprojecttostrengthensocialaccountabilityintheeducationandhealthsector.TheMainstreaming

Social Accountability in Mongolia (MASAM) project lasts from September 2015 until April 2019 and

intendstoenablecitizensinpoorlocalitiestohaveincreasedaccesstopublicdecision-makingprocesses

andqualityservicesintheeducationandhealthsectorsthroughsocialaccountability.The2016Annual

ReportofMASAMexplicitlyliststhetwoaimsoftheprojectasfollows:

(1)increasingthecapacityofCSOstoholdgovernmenttoaccount;and

(2)strengtheningtheinstitutionalizationofsocialaccountabilitybyimprovingtheeffectiveness,

formalizationandsustainabilityofdisclosureandparticipationmechanisms.(WorldBank,2016)

InMASAMaswell as inotherdonor-funded social accountabilityprojects,CSOsornon-governmental

organizations(NGOs)areseenasinstrumentalformobilizingcommunitymembers.In2010,therewere

morethan12,400CSOsornon-governmentalorganizations(NGOs)registeredwiththeStateRegistration

OfficeofMongolia(ANSA-EAP,2012).MostoftheCSOsorNGOs,however,areone-personentitiesortax-

exemptbusinessesthatgodormantunless theyreceiveexternal funding from internationaldonorsor

from government contracts. To make things worse, some of these NGOs are QUANGOs (quasi non-

governmentalorganizations)whoserveasprolongedarmsof thegovernmentandcarryout tasks for

whichthegovernmenthasreceivedinternationalfunding.

TheTAMEprojecttargetssocialaccountability intheeducationsectorandwillbediscussedingreater

lengthinthecasestudysectionofthisreport.

2.3 ManagerialAccountabilityManagerialaccountabilityinMongoliaisperhapsmostvisiblymanifestedintheperformance-basedor

outcomes-basedpublicadministrationreform,thatwasfundedwithaUSD25millionloanfromtheAsian

DevelopmentBank(ADB,2003).ThefirstloanwasapprovedinDecember1999,andthesecondforUSD

15.5million,signedin2003,targetedaccountabilityandefficiencyinhealth,education,socialwelfare,

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andlabor.Inthelate1990s,NewZealandbecamethedestinationforpolicypilgrimage.Everymemberof

theMongolianParliamentandsenior-levelstaffattheministriesweresentonstudytourstolearnabout

NewPublicManagement.Theoutcomes-basedregulationwassupposedtoformalizeexpectationsand

reward structures and thereby replace favoritism and nepotism that are based on interpersonal

agreements.Asdescribedinotherpublications(Steiner-KhamsiandStolpe,2006;Steiner-Khamsi,2012),

theMongoliancaseofoutcomes-basededucationreformrepresentsanidealexemplarfordemonstrating

theexcessiveuseofmanagerialaccountabilityor“governancebynumbers”(JennyOzga)inMongolia.

In2003,theMinistryofEducationpublisheda319-pagehandbookonoutcomes-basededucationwith

numerous examples of student benchmarks and teacher scorecards. In 2005, the Government of

Mongoliaintroducedperformance-basedbonusestomakepublicsectorsalariesmorecompatiblewith

privatesectorsalaries.Sincethen,thebonusesarefinancedfromthecentrallyallocatedsalaryfund.They

are supposed to be given to state employeeswho, basedon their outcomes contract [Mongolian: ürdüngiin geree], made with their respective employers at the beginning of the year, performed

exceptionallywell.Thesecontractsarepreparedateachlevelofthehierarchy:betweenschoolprincipals

andteachers,betweendistrictgovernorsandschoolprincipals,etc.andfinally,betweentheMinisterof

EducationandthePrimeMinister.DifferentfromteacherscorecardsinOECDcountries,studentlearning

outcomes constituteonly a small fragmentof theoverall scoreof the contract.Other criteria include

lessonplansandteachingmaterialofteachers,professionaldevelopmentofteachers,organizationofthe

classroom,conditionoftheschoolequipment,moralbehaviorandcommunicationskillsofteachers,and

administrativeworkofteachers(Steiner-KhamsiandStolpe,2006;Steiner-Khamsi,2012).Eventhough

schoolsareatlibertytodesigntheirownoutcomes-contracts,thecontractsareremarkablysimilaracross

schools.TheytendtousethetemplateprovidedbytheMinistryofEducationandonlyminimallyadoptit

tofittheirownschoolcontext.

Eachschoolreceivesfromthegovernmenteverythreemonthsabonusfundinamountsto10-15percent

oftheschool’ssalarybudget[Regulationtoallocatequarterlybonustoteachersandotherstaffatpublic

kindergartensandschools.AppendixtoMinistryofeducationandScienceDecreeNo393.November30,

2013]. The outcomes-based contracts are utilized as a managerial tool to identify low-performing

employeesandtorewardhigh-performingones.There isconsiderableadministrativeeffortassociated

withfillingoutthecontractsandregularlyreportingonactivitiesthattheteachercarriedout.Despitethe

bureaucraticmachinery put in place to preciselymeasure teacher performance, the bonus payments

rarelyamounttoasubstantialamount.Offearofbeingcriticizedforfavoritism,however,principalsprefer

toequalitydistribute the largerpartof thebonus fundtoall teachersandselecta fewteachers fora

sizeablebonuspayment.

Theprevious salary structure thatwas inplaceuntil 2007 requiredamicro-managementof teachers,

because teachersused tobepaidbasedon theactualnumberofhours taught, theactualnumberof

studentnotebooksgraded,theactualnumberofextra-curricularactivitiesorganized,etc.Itwasthetask

ofthedeputyprincipaloreducationmanagertocontrolwhetherteacherscarriedoutthetasksdiligently

andwerethereforeentitledtoreceivethefullamountofthesupplementarypayment.Teacherswere

heavilymonitoredand their salariesor salary supplementswerededucted if theydidnot showup in

school,camelate,didnotgradethenotebooksofstudentsproperly,ordamagedschoolequipment;only

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to list a few examples of the culture of micro-management and control. Teachers were constantly

humiliatedinmanydifferentwaysbyschoolprincipalsandeducationmanagers.Thesituationimproved

drasticallywiththe2007teachersalaryreform,whenteachersinMongoliawerepaid—similartoteachers

inOECDcountries—basedonaweeklyworkloadof40hours.Ofthose40hours,19hoursareallocated

forteaching,10hoursforcurriculumdevelopmentandlessonplanning,5hoursforstudentassessment,

and finally 6 hours are supposed to be set aside for extra-curricular/support activities of students,

professional development (self-study), and work with parents and communities. (Regulation to set

workloadofkindergartenandschoolteachersandsalarycalculationofteachersandotherstaff.Appendix

toTri-MinisterialDecreeNo307/91/237.August31,2007.)

Thebonussystem,introducedin2003,hasstayedinplacetothisdaybutthesalarysystemwasrevamped

in2007.Theweeklyworkloadsystem,introducedin2007,isinstarkcontrasttothesystemthatwasin

placebeforethesalaryreformwhenteacherswereremuneratedbasedontheiractualteachinghours

andtheactualnumberofsupplementaryworkcarriedout.Theteachingloadsystem[Russian“stavka”]wasalegacyfromthecommunistpastfoundalsoinotherpost-communistcountries.Therefore,Mongolia

wasnotaloneindealingwiththechallengesofhavinganequalbasesalaryforallstateemployeeswhich

wascomplementedwithamyriadofprofessional supplementsandallowances that took intoaccount

differencesinjobrequirementandlocationofemployment.Thecomplexityofthesalarygeneratedanon-

transparentsalarycompositionthatmadeteachersvulnerabletothearbitrarysalary,supplement,and

allowancereductions regularlymadebyschoolprincipalsandgovernmentofficials. In retrospect, the

shift fromquantity toqualityof teaching triggeredanewapproach to teachereffectiveness thatwas

based on support rather than punishment of teachers. Against this backdrop, the outcomes-based

contracts need to be seen as an imported,modernized substitute for the previous system ofmicro-

managementandcontrol.Annexes1and2inthisreportincludetheregulationaswellasanexampleof

aperformanceevaluationwhichconstitutesthecoreoftheoutcomes-basedcontract.

TheUNICEFMongoliastudy(2012)examinedingreaterdetailtheteachersalaryreformanditsimpact

onteachersupply,motivation,andprofessionalism.Accordingtothestudy,the2007reformmanagedto

increasetheteachersalarysubstantially,generateapredictableincome,andoverallmaketheteaching

professionmoreattractive.Moreover, thestudy identifiedasignificantreduction in income inequality

amongteachersbasedontheirplaceofemployment,andalsonoticedtheeliminationofteachershortage

inruralareas.However,thestudyalsofoundthattheperformance-basedbonuseswerenotimplemented

as intended, that is, theywere not used as a reward for high-performing teachers only. Instead, the

outcomes-basedcontractsandtheperformance-basedpaymentsbecameatooltoincreaseeveryone’s

salaryincrementally.Onlyinafewschools,werelow-performingteachersexcludedfrombonusbenefits.

Nevertheless, performance-based payments and the bonus system were regarded as a professional

accountabilitytooltomonitorteachers’performancebasedonformalandstandardizedcriteria.

In a similar vein, students became increasingly subject to standardized tests measuring students’

competenciesratherthanonlytheirknowledge. Inparticular,theCoreCurriculumReform(2013–16)

targetsanintegrationofindividualsubjectsintosubjectareas,areductionofsubjectsallowingformore

instructionaltimeofselectcoresubjects,theintroductionofelectives,andrigorousstandardizedtestsat

keystagesofschool.TechnicaladvicetotheNationalEducationEvaluationCenteronhowtoreformthe

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studentassessmentsystemwasgivenbytheprivatecompanyCambridgeInternationalExaminations.To

date,Mongoliahasnotparticipatedinanyinternationallarge-scalestudentassessmentstudy.However,

theMinistryofEducation,Science,CultureandSportsplanstojoinPISA-D(ProgrammeforInternational

StudentAssessmentforDevelopment)in2021(Tungalagtuul,2016,slide3).

2.4 ProfessionalAccountabilityThereexistseveralregulationsthatkeepteachersandprincipalsprofessionallyaccountable.Forteachers,

theCodeofEthics, issuedby theMinistryofEducation,CultureandScience in2007 (Appendix to the

MECS decree 41), and the teacher licensing scheme are relevant. For school principals the

professionalizationofschoolleadershipdeservesspecialmention.Appendix3liststheCodeofEthicsfrom

theyear2007.

TheCodeofEthicsliststheprofessionalstandardsforteacherssuchas,forexample,therequirementto

treatstudentswithoutdiscrimination,notinsistingthatstudentsbuybooksortrainingmaterialsthatthe

teacherproduced,nottodrinkonschoolandkindergartenpremises,etc.Furthermore,theCodeofEthics

specifieshowcomplaintsagainsttheteachershouldbefiled,andlaysouttheconsequencesforteachers

thatwere foundguiltyof a significant infraction. Thereexist EthicCommitteesat school,district, and

provincial levelthatarechargedwithmonitoringtheimplementationoftheCodeofEthics.TheEthics

Committee at provincial level consists of 9-11 elected members and is tasked with assessing the

complaintsagainstanindividualteacher.

The Teacher Licensing Scheme is another tool for holding teachers professionally accountable. In

Mongolia, theschemeisthereforeseenasan instrumentofprofessionalaccountability. Inadditionto

completing a four-year teacher educationdegree, the Education LawofMongolia requires fromeach

teacher toobtaina teaching licensebypassing two typesofexaminations.The license isgivenat the

earliestafteroneyearofteachingandmustberenewedafterfiveandtenyears.Thelicenseisextended

infinitelyaftertenyearsinservice.(Regulationtograntorsuspendteachinglicenseandprofessionalrank.

AppendixtoMinisterofScienceandEducationDecreeNoA/305.August15,2013)

Finally,majorreformswereundertakenintheareaofschooladministration.Inanattempttocurbpolitical

appointmentsandreducecorrupthiringpractices,thejobqualificationsforschoolprincipalshavebeen

professionalizedandstandardized.Schoolprincipalsmusthavesuccessfullyservedbothasteacher (at

leastfor10years)andeducationmanager(atleastfor5years)andmusthavecompletedaMaster’sor

higherthanMaster’sdegree,holdtherankofLeadTeacher,andbespecializedineducationstudiesor

educationmanagementstudies(Regulationtoadoptgeneralrequirementsandsamplejobdescriptions.

AppendixtoMinisterofEducationandScienceDecreeNoA/278.June27,2016).Despitetheseattempts

toformalizetherequiredqualifications,mediareportsonhowapplicantsbribedtheirwayintosecuring

apositionasschoolprincipalexistandareacauseforconcernamongeducatorsandthegeneralpublic.

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3. The TAME Project Transparency and Accountability in Mongolian Education (TAME) is a four-year project (2015-2018)

fundedbytheWorldBank/GlobalPartnershipforSocialAccountability(WB/GPSA)andimplementedby

GlobeInternationalCenteranditsCSOpartners.Theprojectobjectiveistostrengthencivicengagement

intheeducationsectortoimprovetransparencyofbudgetingandprocurementprocessesforthedelivery

of better quality education services in western and central Mongolia (Mongolia-Transparency and

AccountabilityinMongolianEducation,P150842-ImplementationStatusResultsReport:Sequence03and

GPSAGranteeMidtermReport).

Theprojectisbeingimplementedinthreeaimags(provinces)ofMongolia:intheArkhangai,Bulgan,and

Khuvsgul aimags. Even though the Memoranda of Understanding are signed with the Education

Departments in the three aimags, the governments at aimag and soum (district) level are considered

importantcounterpartsintheproject.TheEducationDepartmentfromBayan-Ulgiiaimag,inspiredbythe

process taking place in the fellow three aimags, started using some of the tools and expressed their

interestinjoiningtheproject.Thereistalkofpossiblyexpandingtheprojectinwaysthatwouldallowto

alsoincludethewesternaimagofBayan-Ulgiiintheproject.

Thefollowingarethemainactivities:

Organizing(establishmentandsupport)ofParentTeacherAssociations(PTAs)atthe10projectschools:

Organizinginitialmeetingswithschoolprincipals,teachers,andparents,firstseparatelyandthenjointly,

tointroducethePTAconceptfollowedbysettingupacoreteamofparentsandteacherswhoaregiven

trainingontheprocess(settingup,organizingelections,developingregulations,andrecruiting).Thecore

teammembersthenself-organizethemselvesintoseveralgroupstostarttheprocess.Oneofthegroups

draftthePTAregulations,whileanothergrouptakesonthetaskoforganizingtheelectionsprocess.Once

the PTA is set up, the third group tackles the membership issues by informing, communicating and

recruitingmemberstoPTA.Currently,PTAsaresetupatfiveoftheprojectschools.

MonitoringschoolsusingtheGoodSchoolSupportTool:aschoolenvironment(self-)assessmenttoolby

multi-stakeholder teams examining 3 aspects of school environment - physical, psychological, and

governance.Ajointteamthatcomprisesofrepresentativesofschoolcommunity(teachers,non-teaching

staff,students,parents,etc.)andothercommunities(localgovernment,CSOsandothercivicactorsand

groups,otherpartnersincludingbusinesses)doesthe(self-)assessmentanddevelopsreportwithasetof

recommended actions using the template provided. The report template has two sections: first, the

processreportthatincludestheinformationonthejointteammembers,backgroundinformationabout

theschool,goalandprocessof theassessment,andachievementand lessons learnt,andsecondpart

detailsthecurrentsituation,problemswithconcretecasesandexamples,theircausesandanalysis,and

recommendations on each of the three aspects. At the end, the team holds a meeting where all

stakeholders including the relevant decision-makers and media are informed about the assessment

findingsandrecommendations.Basedontheexperiencessofar,thelocalmediatreatstheinitiativeonly

asanewsitem,buttheprojecthasplansforfurtherengagementwiththemformorecoverage.Theteam

can then be involved in the next stepswhere the school community designs and takes on actions to

improvetheirschool.Anyadditionalsupportneededfromtheoutsideoftheschoolcommunityincluding

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from the provincial Department of Education is identified and sought after. There aren’t any formal

sanctions or rewards associated with the outcomes of the assessment within the current settings;

however,itisexpectedthat,similartomanyotherprojectswiththesamenature,recommendationsfor

policyandorregulatorychangesaretobeproposed.Currently,thewholecycleofassessmentistaking

placeatfouroftheprojectschools.

Monitoringschool/educationbudgetusingBudgetTrustToolsonEducationandProcurement:LocalNGOs

aretrainedtomonitorbudgetandprocurementbytheaimageducationdepartments.Asetof12tools

aredevelopedtolookatfollowingthewholecycleofthebudgetprocessandprocurementsstartingfrom

thechecklisttoseethecommitmenttobudgettransparency(bylookingattheaimag-levelregulations),

to observe if these are practiced in reality (by checking whether information is displayed at the

informationboardofEducationDepartments,websites,etc.)and,incasewhennotpracticed,demand

disclosureofinformationbythetimelinerequiredbyrelevantlegislation.Moreover,theNGOsattendthe

aimagCitizensKhuralsessionswhereaimagbudgetisdiscussedandapproved.Duringtheprocess,the

NGOsarealsoinformingthelocalmediaabouttheprocesssothattheyinformthegeneralpublic.Atthe

end of the fiscal year/cycle, theNGOs develop a set of recommendations based on their continuous

analysisoftheprocesstoimprovetransparencyinthebudgetingandprocurementprocessesandorganize

apublichearing/meetingtopresenttheirfindingsandrecommendations.Theprocessison-goingineach

ofthethreeaimags.ThisisacapacitybuildingprocessforlocalNGOs,atleastthreeNGOsineachaimag,

as they are learning-by-doing.At themoment it is too early to see any impact of both the tools and

involvementofCSOsingeneral;however,thereisagreatpotentialthattheseinitiativescreateenabling

environmentformeaningfulparticipationandthecapacitywillstaywith localCSOswhoarewillingto

continuetobeengaged.

Organizing stakeholder meetings and workshops at local levels: Meetings at aimag and soums are

organized to raise awareness on legislations on (citizen) participation including Budget Law,

Law on procurement of goods, works and services with state and local funds, Law on Information

TransparencyandRighttoInformation,LawonGlassAccounts,andLawonGeneralAdministrationand

educate the public on social accountability in education. As of June 2016, 10meetings took place as

indicated in the GranteeMidterm Report. It is expected that the general public are informed about

differentchannelsthroughsuchawarenessraisingandpubliceducationactivitiesandbecomeactively

involvedinactivitiesthatenabletheirinvolvementinimprovingquality,transparency,andaccountability

ineducation.

Two aspects of the TAME projects are novel as compared to other social accountability initiatives in

education:First,theprojectstrengthensthecollaborationbetweenparentsandteachersineducational

matters. In addition to Parents’ Councils and Teachers’ Councils that traditionally exist and work

separatelyattheschool,thenewlycreatedPTAsareaforumforengagedparentsandteacherswhojoin

forcestoimprovethequalityofeducationattheirschool.ThePTAsonlyhaveconsultativestatusanddo

not constitute a decision-making body. Second, the CSOs in the capital Ulaanbaatar have had the

opportunity in thepast tobuild theircapacity in financialmonitoringofnationalorcentral-level state

institutions.TheTAMEprojecthasextendedtheradiusbyprovidingtrainingtolocalCSOsthatarebased

12

in theprovinces (aimags)andsoums(districts).Theprojectbuilds theircapacity to financiallymonitor

stateinstitutionsandgovernmentswhichoperateataimagandsoumlevel.

4. Policy Recommendations Thisreportoffersthreepropositions:

1. Aswithotherdonor-fundedprojects,thetwocurrentaccountabilityinitiatives—pursuedin

MASAMandTAME—focusonselectpilotlocationswiththeexpectationthatthelineministries

lateronscaleupthepositiveexperiencesnationwide.Thisisunlikelytohappenunlessthetwo

projectsprovideactivepolicysupporttorevisethelegislationinwaysthatensureamore

participatoryformofgovernanceineducation.2. Thereisanover-supplyofformerteacherswhoacquiredthenecessaryqualificationtoapplyfor

thepositionofschoolprincipal.Despitetheprofessionalizationofschooladministrationthat

aimedatcurbingpoliticalappointmentsandeliminatingbribes,corruptpracticesre-surfaceall

fouryearsaftertheelectionswhenthenewadministrationappointsitsownmanagers.Thereis

aneedforamoreprofessional,bipartisanreviewofjobapplicantsandagreaterjobsecurityfor

well-performingschooladministrators.3. Governmentadministrationaftergovernmentadministrationassureareductionofuseless

paperworkandtime-consumingreportingbyteachersandeducationseniormanagersincluding

schoolprincipals.Inpractice,however,everynewgovernmentadministrationaddsitsown

regulation,salarysupplements,andbonusrequirementswithoutreplacingthepreviousones.As

aresult,themuch-awaitedreductioninadministrativeeffort,accompanyingmanagerial

accountability,remainstobeseen.

13

5. References Amarbayasgalan, D. (2016). Social Accountability – Social Responsibility, Social Reporting, or Citizen

Monitor/Watch?AppliedLinguistics,1(16),95–105.

ANSA-EAP.(2012).OpeningtheSpaceforSocialAccountabilityinMongolia.Manila:ANSA-EAP.

Beck,L,Mendel,T.andJ.Thindwa(2007).TheEnablingEnvironmentforSocialAccountabilityinMongolia.Washington,DC:WorldBank,SocialDevelopmentDepartment,SustainableDevelopmentNetwork.

Davaaddulam,T.(2010).Goodgovernanceandsocialaccountabilityterms.Ulaanbaatar:MunkhiinUseg

PublishingCompany.

GlobeInternationalNGO(2016).GPSAGranteeMidtermReport.June2016.

Ministry of Education, Culture and Science. (2016). Key areas and requirements of incorporating andimplementing the concept of Education for Sustainable Development I the training and activities ofsecondaryschools.Ulaanbaatar:MECS.

OpenSocietyForumMongolia. (2016).WebsiteofOSFMongolia.DownloadedonNovember1,2016:

https://www.opensocietyfoundations.org/about/offices-foundations/open-society-forum-mongolia.

Steiner-Khamsi,G.(2012).Theglobal/localnexusincomparativepolicystudies:analysingthetriplebonus

systeminMongoliaovertime.ComparativeEducation,48(4),455-471.

Steiner-Khamsi, G. and I. Stolpe (2006). Educational Import. Local Encounters with Global Forces inMongolia.NewYork:Palgrave.

Tungalagtuul,Kh.(2016).MongoliainPISA/PISA-D.PresentationheldataUNESCOBangkok“CapacityBuildingWorkshop:PISAforDevelopment,”March1-2,2016.Ulaanbaatar:EducationEvaluationCenter.

DownloadedonDecember8,2016: http://www.unescobkk.org/fileadmin/user_upload/epr/Quality/NEQMAP/Mongolia.pdf

Verger,A.andM.Moschetti(2016).Public-PrivatePartnershipsinEducation:ExploringDifferentModelsandPolicyOptions.BackgroundStudyfortheSymposiumoftheOpenSocietyFoundations,June27-28,

2016.NewYork:OpenSocietyFoundations.

UNICEF Mongolia. (2012). Teachers in Mongolia: An Empirical Study on Recruitment into Teaching,ProfessionalDevelopment,andRetentionofTeachers.Ulaanbaatar:UNICEFMongolia.

WorldBank.(2006).MongoliaPublicExpenditureTrackingSurvey.Washington,DC:WorldBank.

WorldBank(2016).Mongolia-TransparencyandAccountabilityinMongolianEducation(TAME):P150842– Implementation Status Results Report: Sequence 03. Downloaded on Sep 15, 2016:

http://projects.worldbank.org/P150842?lang=en

14

Annex No.1, Decree No A/293, Minister of Education and Science, August 13, 2013

REGULATIONTOEVALUATEPERFORMANCEOFGENERALEDUCATIONSCHOOLTEACHERS

One.GeneralProvisions

1.1. Thisregulationshallbefollowedtoevaluatetheperformanceofgeneraleducationschool

teachers(hereinafter,teachers).

1.2. Thepurposeofthisregulationistoevaluatetheoutcomesoftheperformanceofteachersin

developing,upbringing,anduncoveringtalentsofeverychild,improvingthequalityof

teaching,andcreatingchild-friendlyenvironmentthroughcreativeworkofteachers.

1.3. Theevaluationofteacherperformanceshallbecomethebasisforevaluatingteacher’s

performanceindicatedinthejobdescriptionandemploymentcontract,appraisingthe

fulfilmentofemploymentcontract,andcalculatingthequarterlyperformancebonusand

competencebonus.

1.4. Theprogressandachievementofteacherperformanceshallbeevaluatedbyscoreeveryterm,

theaverageofwhichshallservethescoresforsemi-annualandannualperformance.

1.5. Teachersshalldevelopactionplansforeverytermoftheschoolyear.

1.6. TeacheractionplansshallbedevelopedusingthetemplategivenintheAnnextothis

regulation.

1.7. Theteacherperformanceandachievementsshallbeevaluatedaccordingtotheemployment

contractsignedwithteachersandfulfilmentoftheactionplansdevelopedbyteachers.

Two.Evaluationprinciples

2.1. Befairandobjectiveandbefreefromconflictofinterestandsubjectivity;

2.2. Bedirectlylinkedtothedefinedgoal,objectives,andstudentperformanceandachievement;

2.3. Berespectfulofindividualandprofessionaldignityandrights;2.4. Evaluationcriteriaandproceduresshallbetransparent;2.5. Beaimedatsupporting,motivating,anddevelopingteachers;

2.6. Beacombinationofself-evaluationandexternal([other]teachers,staff,parents,headof

teachingunit,educationmanager)evaluationtoverify;

Three.Organizationofteacherperformanceevaluation

3.1. Theaverageofthefinalscoreofthepreviousyear’sannualperformanceandteacherself-

evaluationscoreatthebeginningoftheschoolyearshallserveasthebaselinescoreforthe

schoolyear.Performancescoreofthe1sttermshallserveasthebaselinescoreforGrade1and

newsubjects.

15

3.2. Teachersshallcompleteself-evaluationoftheirperformanceof1stand3

rdtermsandreportto

theirrelevantteachingmethodologyunitsaccordingtothecriteria4.1.ofthisregulation.

3.3. Inthe2ndand4thterms,theself-evaluationofteachersshallbevalidatedbytheteam,

consistingofteachers,otherstaff,parents,headoftheteachingmethodologyunit,and

educationmanager,establishedbytheorderoftheschoolprincipal.

3.4. Inthecasewhenthedifferencebetweentheteacherself-evaluationscoreandvalidationscore[bytheteam]is10ormorepoints,thequarterlymonetarybonusoftheconcerningquarter

shallnotbegranted.

3.5. Inthecasewhentheteacherdeemsthevalidationscoreinaccurate,theteamsetupbythe

principalordershallreviewandrevalidate.

3.6. Theschoolprincipalconfirmstheteacherself-evaluationandevaluationbytheteambythe

orderoftheprincipal.

Four.Teacherperformanceevaluationcriteria

4.1. Teacherperformanceshallbeevaluatedbythefollowinggeneralcriteria.No Criteria Definition Performanceindicators

1.

Upbringing/20

points/

1. Participation

2. Habits

3. Behavior

1. Levelofcreationofmotivationand

opportunitiesforeverychildtoparticipate

inlearning,voluntary,andpublicactivities

2. Levelandeffortofobedienceofeverychild

tofollowschoolandsocialnorms

3. Embeddingofself-regulatory,self-

expression,positivecommunication/hard-

working,kind,andhelpful/behaviorsto

behaveinthesocialsettings

2

Progressand

attainmentof

knowledgeandskills

achievedbyevery

child/20points/

1. Progress

2. Attainment

1. Levelofprogressinknowledgeandskills

attainmentofeverychild

2. Assessmentoftheachievementofevery

childintermsofknowledgeandskillsby

term

3Uncoveringoftalents

/20points/

Uncoveringand

developingnatural

potentialsandabilities

• Inquiryanduncoveringoftalents

• Levelofdevelopmentoftalents/number

andqualityofthingsthatstudentslearntor

cando/

4

Satisfactionof

educationservice/20

points/

• Ofstudent

• Ofparentsand

caregivers

• Ofotherparties

Outcomesofthesurveys/questionnaires:

1. Teachersupporttothedevelopmentof

everychild

2. Teacherethics

16

5 Health/20points/

1. Healthand

wellbeing

2. Healthy

relationships

3. Healthyand

safe

environment

1. Improvementofchildhealth

2. Contributiontocreatinghealthy

relationships

3. Contributiontocreationofhealthyandsafe

environment

4.2. Thetotalperformancescoreofteachersshallbe100pointswitheachcriterionof20points.

4.3. Incriteria1and5,teachersteachinginGrades6to12canworkasateambyGradelevelor

groupswithingrades.

Five.Teacherperformanceevaluation

5.1. Teachersshallbeevaluatedbythefollowinglevelsbasedontheaveragescoresofperformance

evaluation:

90-100points-“Excellent”

80-89points-“Verygood”

70-79points-“Good”

60-69points-“Average”

31-59points-“Belowaverage”

0-30points-“Unsatisfactory”

5.2. 70ormorepointsor“Good”performanceservesasthejustificationforgrantingteachers

quarterlymonetarybonus.

5.3. Quarterlymonetarybonusshallbegivenquarterlybasedonthemonthlycalculationsonthe

basesalarybytheratedefinedbytheCabinetwithintheamountallocatedforbonusesaspart

oftheannualbudget.

5.4. 80ormorepointsor“Verygood”performanceservesasthejustificationforgrantingteachers

competencebonus.

5.5. Competencebonusshallbegrantedaspercentageofbasesalarybytheratedefinedbythe

Cabinetwithintheannualsalaryfundoftheschool.

5.6. Thedecisiontograntteachersquarterlymonetaryorcompetencebonusesshallbemadeby

theschoolprincipal.

5.7. “Belowaverage”performanceshallbethejustificationforassigningadministrativechargesor

penaltiessuchasnoticeorsalarydeduction.

5.8. Teacherswhoareevaluatedwith“unsatisfactory”performanceshallbegivenadministrative

chargesandprovideda3-monthmentoringsupport.Inthecaseofnoimprovement,thisshall

bethejustificationfornullifyingteachinglicenseorterminatingtheemploymentcontract.

5.9. Inthecaseateacher’sperformanceisevaluatedbelow69points2-3times,therespective

superiorofficialshallbeliableforprovidingprofessionalandmethodologicaladvice/support.

------оОо-------

17

Annex to ”Regulations to evaluate the performance of general education school teachers”

TEMPLATEFORTEACHERACTIONPLAN

APPROVEDBY:PRINCIPAL.....................

Nameofteacher:................

Schooltarget

•

Teachertarget:

•

Classincharge:..................

Subjectsteach:........................

Additionalactivities:

•

Teachersshallplanaccordingtothefollowingareasandsettargetsforthestudentstheyareresponsible

for:

Criteria

Scope

Term1 Term2 Term3 Term4 Endofyear

Baseline TargetAttain-

mentBaseline Target

Attain-

mentBaseline Target

Attain-

mentBaseline Target

Attain-

ment

1.Progressandattainmentofknowledgeandskillsachievedbyeverychild

Students

responsible

Previous

year’sannual

performance

scoreand

teacherself-

evaluation

scoreatthe

beginningof

schoolyear

Attainment

attheend

ofterm1

Attainment

attheend

ofterm2

Attainment

attheend

ofterm3

Average

of4

terms

score

2.Upbringing 3.Uncoveringoftalents 4.Satisfactionofeducationservice 5.Health

ActionstotakePerformance

indicatorActionstotake

Performance

indicatorActionstotake

Performance

indicatorActionstotake

Performance

indicator

18

PerformanceevaluationsheetofeducationmanagersatSchoolNo.…:2015-16schoolyear

No

Indicators

Discipline

/Classteachersareincharge/

20points

Progressandattainmentofknowledgeandskillsofeachchild

/Teachingmethodologyunitsincharge/

20points

Uncoveringand

improvementof

talents

20points/Sections

incharge/

Satisfactionineducation

serviceprovision

20points/Sectionincharge/

Health

20points/classes/

GRANDTOTAL

Participation Habit Behavior

Total

Progress

Achievement

Total

Surveythattheeducation

managerinitiated

Enrolm

entinclubs-

extracurricular

Developmentofstudenttalents

Total

Educationm

anager'ssupportto

developmentofeachstudent

Professionalethics

Total

Wellbeing/activitiescompleted

onhealth/

Healthyrelationship

Healthyandsafe

environment

Total

Names

Studenttimem

anagement

Participationinextracurricularactivities

Resultsandachievementofparticipation

Uniform

,hair

Line-up,discipline

Discipline

Abilitytobehavewellinthesociety

Goodcommunication

%ageofbaselineperform

ance-September

Progressoftheexternalvalidationexam

/percentage/

Varianceofperform

ance/Upordownby10/

Progressandachievementinterm

1andannual

perform

ance

timem

anagement

Documentation/paperw

ork

Completionoftasks

Ethics

Healthyandsafeenvironment

Healthyandsafeenvironment

0,1-1%

1,1-2%

2,1-3%

3.1-4%

4,1-5%

5,1-6%

6,1-7%

7,1-8%

8,1-9%

9,1-10%

Points 3 3 3 2 2 2 3 2 20 1 2 3 4 5 6 7 8 9 10 0 10 20 5 5 10 20 10 2 2 2 4 20 5 5 5 5 20 100

1Education

manager13.0 2.0 2.0 2.0 2.0 2.0 3.0 2.0 18 8.0 10 18.0 5.0 4.0 9.0 18 10 2.0 2.0 2.0 4.0 20.0 5.0 5.0 5.0 5.0 20.094.0

2Education

manager22.0 3.0 3.0 2.0 1.0 2.0 3.0 2.0 18 8.3 10 18.3 4.0 4.0 9.0 17 10 2.0 2.0 2.0 4.0 20.0 5.0 5.0 5.0 5.0 20.093.3

TOTAL 2.5 2.5 2.5 2.0 1.5 2.0 3.0 2.0 18 8.2 0.0 0 10 18.2 4.5 0.0 9.017.5 10 2.0 2.0 2.0 4.0 20.0 5.0 5.0 5.0 5.0 20.093.7

Evaluatedby:Principal:……………..

Appendix to Decree No 41, Minister of Education, Culture and Science. February 12, 2007.

TeachersCodeofEthicsforGeneralEducationSchoolsandKindergartens

Generalprovision

Thecompliancetoteacherethicalnormsservesasoneoftheguaranteestoenjoytherighttoreceivepublic education services equally and to meet the demand to possess complex competences required forstudentstoliveandworkcriticallyandresponsiblyinhumane,civil,democraticsociety.

LegalbasisofthisCodeofEthicsshallbetheConstitutionofMongoliaandotherrelevantlegislations,teacherrightsanddutiesdefinedintheLawonEducation,andchildrightsespeciallytheprovisionsontherightstoeducationprescribedintheUNChildRightConvention.

Every teacher and teacher assistant at public and private kindergartens and schools that provideeducationserviceintheterritoryofMongoliashallfollowthisCodeofEthics.

One.PurposesoftheCodeofEthics1.1.To regulatemoral relations thatarisebetween the teacherandcustomersofeducation settings

duringimplementationofeducationreforms,topreventteachersfromprofessionalmisconductandtoraisethedignityoftheteachingprofession.

1.2.Inconsiderationofthefactthatprofessionalmisconductdiminishesequalopportunityofallcitizenstodevelopthroughsocialandnationalcultureanddepriveself-confidenceofyoungsters,everyteachershallhavethedutytoobeytheprofessionalcodeofethics.

Two.Teacherethicalnorms2.1.InthesightoffulfillingtherightsanddutiesspecifiedintheLawonEducationandtheLawon

PrimaryandSecondaryEducationtoprovidequalityeducationtostudents,theteachershall:

2.1.1. Treat students without discrimination on grounds of social and cultural background, nationalorigin,parentandguardian’seducationandlivingstandard,andtheirownlearningabilityandappearanceandevaluatetheirlearningachievementobjectively.

2.1.2.Notrefusetoenrollchildreninschoolorkindergartenandexclude,dismissortransferchildrenonthebasisofchild’sfamilybackground,physicalandpsychologicaldevelopment,andlearningabilityviolatingtheexisting regulations making sure that all compulsions conform to their physical, intellectual and socialdevelopmentalfeatures.

2.1.3.Keeptheinformationofaconfidentialnaturepertainingtoachildwithacutecareandnotinsulttheirdignityandpointsofviewwithverbalorphysicalpunishment.

2.1.4.Notabusestudentsinachievingsuccessinstudentperformanceortheirownworkbyviolatingstudent’ssubjectselectionrights,deterioratingtheirhealthandreducingtheirholidayandfree-timeandnotunderminequalityofeducationforallbypayingoverattentiontocompetitionsandOlympiads.

2.1.5. Not to push students to purchase books, trainingmaterials and other resources involuntarily,demandtopaypayments,feesandcontributionsnotoutlinedinthelegislationsandofferpaidprivatetutoring.

20

2.1.6.Honordignityofteachingprofessionatalltimes,bearresponsibilitiesforhis/herbehavior,wordsandteachingpractice,andnotbepassiveduring lessonsandtrainingactivitiesandusealcohol inschoolandkindergartenpremises.

2.1.7.Protectstudent’shealthandwellbeingatschoolandkindergartenpremisesduringclasshours,prevent them from sexual abuse and criminal offence and demonstrate concern for student regarding peerpressure,negativeimpactoffamilyandsocialenvironment.

2.2.Inthesightofmaintainingprofessionalreputationandcooperatingwithparentsandguardians,theteachershall:

2.2.1. Ensureparents and familyparticipation ineducation relationsopenly andequallywithoutanydiscriminationbasedonage,sex,ethnicbackground,education,religion,politicalstandandlivingconditions.

2.2.2. Bear responsibilities for students to obtain complex competences and rendermethodologicalassistancetotheparentsandguardiansdependingonurbanandrurallifestyleandemploymentfeatures.

2.2.3.Receiveparent’srequestsanddemandsrelatedtoeducationserviceanditsqualitiesandmakehonestcompulsionsonparentsregardingtheissuesrelatedtotheirchild.

2.2.4.Notacceptanygratuityfromparentsforperformingteachingdutyandnotpressureparentsandstudentstogivevaluablegiftsonoccasionsincludinggraduationandadmissionandpublicholidays.

2.3. In thesightofcooperatingwithcolleaguesandbuildingcreative, friendlyand fair-competitiveenvironment,theteachershall:

2.3.1. Treat his/her colleagueswith respect regardless of diversity in age, sex, personality, position,knowledgeandexperiences.

2.3.2. Not cause loss of organizational or individual’s reputation, health, emotional condition andpropertyofcolleaguesforthesakeofhis/herownororganizationalreputation.

2.3.3. Share pedagogical experiences with others, combine private and organizational interests andhonorcollegiality.

2.3.4. Be responsible in participating in decision-making activities of the organization, bear jointresponsibilitiesandstrictlyfollowlabordisciplines.

2.3.5. Pay attention to the improvement of working condition within the legislations, improvingprofessionalskillsinlinewithdevelopmentalrequirementsandpreventfromlaggingbehindtheoreticallyandmethodologically.

2.3.6.Protectcolleagues’andhis/herreputationfromtheharmfulriskfromthesideofmanagement,colleagues,students,parentsandpublic.

2.4.Insightofrelationshipwithsocietytopromoteeducationforall,theteachershall:

2.4.1.Beabletoparticipateinactivitiesofnon-governmentalorganizationsandbeelectedinvoluntarypositions,butitshallnotimpactonfulfillmentofhis/herfull-timejobduties.

2.4.2.Notcompelhis/herownopinionsandpoliticalbeliefstostudents,parentsandcolleaguesthuscausingdetrimentstohis/herandothers’teachingduty.

21

2.4.3.Safeguardandpromoteeducationquality,interestsofeducationalinstitutionandstudentswhenhe/she exercises authority to use school premises, select and supply learning equipment, textbooks anduniforms.

Three.ImplementationoftheTeacher’sCodeofEthics3.1.TeacherswhoviolatedTeacher’sCodeofEthicsshallbebornetheresponsibilities inaccordance

with Labor law, Regulations to grant and dismiss teaching license and Regulations to award and nullifyprofessionalrankstoteachersandsuchprovisionsshallbeprescribedininternalrulesoftheorganizationandlaborcontract.

3.2.1.Thelevelofliabilitiesbornebyteacherswhomadeethicalviolationsshallbeinaccordancewithlossesbroughtintosociety,organizationandstudents.

3.3.AnunpaidEthicsCommittee/hereinafterreferredtoas“Committee”/underEducationandCultureDepartmentatprovincialandcapitalcitylevelshallfunctiontomonitorimplementationoftheCodeofEthics.

3.3.1.Membersofthecommitteeshallbeelectedfromteacher’sconferenceoftheprovinceorcapitalcity. The committee shall comprise of representatives from the Education and Culture Departmentmethodologists, management of schools and kindergartens, teachers, local public servants, parents andrepresentativefromnon-governmentalorganizations.Thecommitteeshallhave9-11members.

3.3.2.OnthebasisofgenericruleonthecommitteeactivitiesadoptedbytheMinistryofEducation,adetailedoperationalruleofCommitteeoftheprovinceandcapitalcityshallbedevelopedandapprovedbytheHead of Education and Culture Department. The requirements for head of the committee, secretary andmembersandtheirmandateandruleofthemeetingtomakedecisionaboutethicalissuesshallbeprescribedinthisrule.

3.3.3. Thecommittee shallmakeconclusionon thebasisofofficial letterandcomplaints concerningprofessional misconduct borne by education manager, social worker, teacher, kindergarten methodologist,teacher, teacher assistant compiled by school, parents, teachers, students and governmental and non-governmentalorganizationsandinformtherelevantauthoritiesandaninitiatorofcomplaint.

3.3.4.Thecommitteecanconsideranalysis, inspectionandconclusionofstateadministrativecentralorganization in charge of education, specialized inspection department, local state and governmentalorganizationandEducationandCultureDepartmentofcapitalcity.

3.3.5. The committee shall deliver its conclusion to management of the school and kindergarten,province,capitalcityandsoumgovernors,orteacherandmonitortheactivitiestobemadeinaccordancewiththeconclusion.

3.3.6.Theteacherwhoregardsthatresponsibilityforethicalviolationsisnotsubstantialorexcessive,theteachercanmakehis/hercompliantinwritingtotherelevantorganizationswithin30days.