Enabling Access to Higher Education in Post-socialist Mongolia: Empirical Results for Implementation and Implications of Government Policies

Abstract

This quantitative study examines the effectiveness of government financial assistance policies in access to higher education in post-socialist Mongolia as of 2012, using probabilistic, cross-sectional Household Social and Economic Survey data. Using a six-subscale composite socioeconomic status (SES) variable, the study examines the effect of SES on government financial assistance, relationship between the State Budget Organization employee status on the assistance and the SES levels. Cross tabulations and multinomial regression models were applied in the analyses. The study reveals that the design and implementation of the policies were not entirely targeted at the poor and marginalized, and demonstrates a rather flattened-out distribution of the limited resource. It demonstrates how the policies reinforced the status quo and favored those who were not the ones with the most needs.

Yükseköğreti̇mde Hakkani̇yet Ölçeği̇: Geçerli̇k Ve Güveni̇rli̇k Çalişmasi

“…The first component of equity in higher education is ensuring access to higher education. Equity in access to education is related to the socioeconomic background of individuals, their expenditures in preparation for higher education, family factors, gender, as well as social origin, which includes the geographical region of residence (Okhidoi, 2016). In addition to access to higher education, the necessary components for ensuring equity in higher education include the fair distribution of organizational resources and academics who play a major role in implementing education and training in universities.…”

“…Yükseköğretimde hakkaniyetin ilk bileşeni yükseköğretime erişimi sağlamaktır. Eğitime erişimde hakkaniyet, bireylerin sosyoekonomik altyapıları, yükseköğretime hazırlıkta yaptıkları harcamaları, ailevi faktörler, cinsiyet ve aynı zamanda ikamet edilen bölge yani coğrafi bölgeyi kapsayan sosyal köken ile ilgilidir (Okhidoi, 2016). Ülkemizde yükseköğretime erişimi etkileyen durumlar incelendiğinde, yükseköğrenim derecesine sahip olma oranları ülke içerisinde bölgelere göre farklılık göstermektedir (Himmetoğlu vd., 2021).…”