Abstract:
It is believed that
whatever is rational is actual what is actual is rational. In this regard, it
is reasonably questioned whether many groundless (empty-worded) talks on
education reform constantly aired by the newly established government of
Mongolia are rationalized, then potentially being considered actual. This
question again enables educators and researchers to build concerns about what
extent such empty-sounded words are underpinned from human awareness on
education, development, progress and reform in terms of both conceptualization
and contextualization.
Reforming education is not simple, instead, complex, but inevitable. It relies on many diverse factors and their intrinsic relationships. Truly speaking, its complexity in turn underlies that of education.
As a matter of fact, education has no single definitions so far. Its sole function is, but, so clear. It is to deliver services to citizens and societies indispensible to survive and thrive from time to time in respect of changes both social and individual. However, functioning education in this regard is recognized as necessary, but, complicated task; it also depends upon many diverse factors internal and external. That is why almost all governments and educators over the world have been seriously challenged initially, mostly, easily failed eventually from time to time; from culture to culture.
As a matter of fact, the governments of Mongolia, particularly in those ruling this country since 1990 when democracy started and echoed, are not excluded from the failure list of governments, instead, might be often exemplified. In fact, it can be evidenced that the Mongolian governments repeatedly fail in bringing education changes into practice because of the lack of awareness and reasons on policy development and decision making. So does the newly established one.
As far as we know, the newly established government, which attempts to label itself as an innovation one, seemingly talks so as the previous ones did and then acts so as they did. Hence, it seems to be considered as that they are in a same boat. Therefore, it has been strongly reasoned that the new one tends to be not excluded from the failure list of the governments unless it draws up on its attention on a truth that only policy which is grounded from research and awareness is rational, thus actual.
Despite the truth in policy making, such groundless (empty-worded) talks and acts on education reform by the new government again prompt educators and researchers to build diverse concerns about what extent such empty-sounded words are underpinned from human awareness on education, development and progress and reform in terms of both conceptualization and contextualization. Such concerns are in turn questioning whether such words constantly being aired from the newly established government in Mongolia can gain firm grounds from current awareness of human beings and the national contexts; if so, how they are accurately shaped so that the reforms can be strengthened; facilitated; supported and promoted due to knowledge power rather than money power and administrative pressure.
Thus, this article aims to seek and gain theoretical grounds, practical possibilities and contextual consistencies of the current education reform being aired by the new government of Mongolia.
Reforming education is not simple, instead, complex, but inevitable. It relies on many diverse factors and their intrinsic relationships. Truly speaking, its complexity in turn underlies that of education.
As a matter of fact, education has no single definitions so far. Its sole function is, but, so clear. It is to deliver services to citizens and societies indispensible to survive and thrive from time to time in respect of changes both social and individual. However, functioning education in this regard is recognized as necessary, but, complicated task; it also depends upon many diverse factors internal and external. That is why almost all governments and educators over the world have been seriously challenged initially, mostly, easily failed eventually from time to time; from culture to culture.
As a matter of fact, the governments of Mongolia, particularly in those ruling this country since 1990 when democracy started and echoed, are not excluded from the failure list of governments, instead, might be often exemplified. In fact, it can be evidenced that the Mongolian governments repeatedly fail in bringing education changes into practice because of the lack of awareness and reasons on policy development and decision making. So does the newly established one.
As far as we know, the newly established government, which attempts to label itself as an innovation one, seemingly talks so as the previous ones did and then acts so as they did. Hence, it seems to be considered as that they are in a same boat. Therefore, it has been strongly reasoned that the new one tends to be not excluded from the failure list of the governments unless it draws up on its attention on a truth that only policy which is grounded from research and awareness is rational, thus actual.
Despite the truth in policy making, such groundless (empty-worded) talks and acts on education reform by the new government again prompt educators and researchers to build diverse concerns about what extent such empty-sounded words are underpinned from human awareness on education, development and progress and reform in terms of both conceptualization and contextualization. Such concerns are in turn questioning whether such words constantly being aired from the newly established government in Mongolia can gain firm grounds from current awareness of human beings and the national contexts; if so, how they are accurately shaped so that the reforms can be strengthened; facilitated; supported and promoted due to knowledge power rather than money power and administrative pressure.
Thus, this article aims to seek and gain theoretical grounds, practical possibilities and contextual consistencies of the current education reform being aired by the new government of Mongolia.
Luvsandorj (Ph.D),
professor
26 Jan 2013
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