An Analysis of the Coherence Between The Education Goal and The Content of Education in Mongolia, using the example of a Textbook on The History of Secondary Education

Abstract

The declining output, effectiveness, efficiency, and competitiveness of our country's education system in recent years indicate the need to review the input and operational aspects of the system and conduct empirical research and analysis. In particular, the numerous changes in education policy documents over the past 30 years have exacerbated the issues of policy coherence, continuity, and sustainability, although they are related to social needs.
The purpose of this study is to analyze from a coherent perspective how the educational objectives formulated in the Education Law (2002), which has been in force in Mongolia for over 20 years, have been reflected in textbooks without the "intermediate" stage of the curriculum. The study developed seven criteria based on the concepts reflected in the educational goals, and used content analysis to determine the extent to which elements such as topics, exercises, and illustrations that contained these were reflected in four basic education history textbooks for grades 6-9.
The analysis found that the content of educational objectives in textbooks varies and is inadequate in most cases. There is also a need to improve the coherence between educational objectives, learning content, and textbooks.