<Education>

Education in Mongolia follows the older Soviet model of nursery school, kindergarten, ten-year primary and secondary school, and then university. After a decline in enrollment ratios during the transition to a market economy in the 1990, school attendance is now once more near-universal: primary school attendance rate is estimated at 97%, and adult literacy at 98%

1)    Pre-school education

Mongolia has an extensive, state-financed pre-school education system. Currently there are over 700 state and private kindergartens (name for a day care). While during socialist times, every sum used to have at least one nursery school and a kindergarten. Currently there only exist kindergartens that enroll children over the age of 3. In Ulaanbaatar, there are also some privately run nursery schools and kindergartens, many offer language training, for example, Russian.

2) Schools

As in many post-socialist countries, Mongolia's school system, previously based on the ten-year school, has been shifting towards eleven years of education. The official school entrance age has been lowered to six starting 2008. Compulsory education is eight years. Each school year begins on September 1st. Schools in sum centers usually have boarding schools for pupils from the countryside. Many of these sum schools only go to the eighth grade, pupils who want to complete the secondary school then have to attend schools in the aimag centers. In Ulaanbaatar and cities like Erdenet there are private schools, though of mixed quality. Ulaanbaatar also has some foreign-language themed public schools, for example for Russian, Chinese, English, and German.

3)     Tertiary education

Mongolia's most well-known university is the National University, but there are some more universities, for medicine, for agriculture, for the military etc. There are a number of public colleges, and a multitude of privately owned institutions of higher learning that also call them themselves "college". Tuition is generally not free. The quality of education in the privately owned institutions is usually perceived as inferior. Education in Mongolia traditionally was controlled by the Buddhist monasteries and was limited to monks. Tibetan was the language of instruction, the canonical and liturgical language, and it was used at the lower levels of education. Higher-level education was available in the major monasteries, and often many years were required to complete formal degrees, which included training in logic and debate. With the exception of medicine, which involved an extensive pharmacopoeia and training in herbal medicines, higher education was esoteric and unworldly. Major monasteries supported four colleges: philosophy, doctrine, and protocol; medicine; mathematics, astrology, and divination; and demonology and demon suppression. In the early twentieth century, officials and wealthy families hired tutors for their children, and government offices operated informal apprenticeships that taught the intricacies of written records, standard forms, and accounting. Official Mongolian sources, which tended to depict the prerevolutionary period as one of total backwardness, probably underestimated the level of literacy, but it was undoubtedly low. Secular education began soon after the collapse of Chinese authority in 1911. A Mongol-language school under Russian auspices opened in Yihe Huree in 1912; much of the teaching of the forty-seven pupils was done by Buryat Mongols from Siberia. In the same year, a military school with Russian instructors opened. By 1914 a school teaching Russian to Mongolian children was operating in the capital. Its graduates, in a pattern that was to become common, went to cities in Russia for further education. Perhaps in response to the challenge of the few secular schools, monasteries in the 1920s were running schools for boys who did not have to take monastic vows. Such schools used the Mongol language and the curricula had a heavily religious content.

Creation of public school system

Education expanded slowly throughout the 1920s. As late as 1934, when 55 percent of all party members were illiterate, secular state schools enrolled only 2.7 percent of all children between the ages of eight and seventeen, while 13 percent of that age group were in monastic schools. Suppression of the monasteries in 1938 and 1939 closed the monastic schools, and the state schools expanded steadily throughout the 1940s and the 1950s. In 1941 the traditional Mongol script, based on the Uighur script, was replaced by Cyrillic. It took from 1941 to 1946-- sources differ on the date--to implement the change completely. Mongolian authorities announced that universal adult literacy had been achieved by 1968. A Russian-owned printing shop, opened in Yihe Huree in the early twentieth century, turned out Mongolian translations of Russian novels and political tracts; in 1915 it printed Mongolia's first newspaper, Niysleliyn Hureeniy Sonon Bichig (News of the Capital Huree). In 1981 education consumed 20 percent of the state budget, and by 1985 27 percent (511,200) of the country's population was enrolled in educational institutions from primary through university levels. The education system, based on the Soviet model, had eight years of compulsory education and a ten-year school system, enrolling students between the ages of seven and seventeen. The first four years were primary education; the second four, were secondary. Some students left school after the eighth year, while the others went on to either two more years of general secondary education or to specialized vocational schools. Some remote settlements offered only four-year primary schools, after which students transferred to a central eight-year school. Many schools in rural areas were eight-year schools, called incomplete secondary schools. Full ten-year schools, complete secondary schools, were common in cities, and they represented the goal that all regions hoped to achieve. In 1988 about 40 percent of the graduates of general schools went on to vocational schools; 20 percent, to higher education; and the remainder joined the work force. Most rural schools had boarding facilities to serve the children of dispersed and nomadic herders; 77 percent of rural pupils in 1984 were boarders. From the lowest grades, efforts were made to link schooling with the world of work, and students routinely put in a few hours a week on useful work outside the school. Military training, including weapons instruction and outdoor exercises, began in the schools. For students who had completed eight years of schooling, there were two types of career-oriented schools: vocational schools (sometimes called vocational/technical schools in Mongolian publications) and specialized secondary schools. The distinction between the two was not clear. Vocational schools appeared to train more highly skilled workers, such as machinists, heavy-equipment operators, and construction workers, providing a terminal education to students who did not excel in the classroom. The specialized secondary schools, which corresponded to the Soviet technicum provided two-year or three-year courses at the junior college level. They trained paraprofessionals and technicians, such as primary school teachers, medical technicians, or bookkeepers. Students with diplomas from specialized secondary schools could apply for admission to higher education. As more funds and more technically trained teachers became available, the number of vocational schools increased. In 1988 there were 43 vocational schools, which enrolled 30,000 students in 110 fields. Specialized secondary schools offered two-year or three-year courses, and students received room and board and a monthly stipend. During their stints of practical work in factories or other enterprises, they received the normal salary for their work. The reform of secondary education under way in the 1988-89 school year called for three-year vocational courses for students with eight years of general education. Students who graduated from complete ten-year courses could spend one year in vocational schools. The ninth-year and tenth-year classes in general education schools prepared students for college admission or for generalized whitecollar work.

In 1985 Mongolia had more than 900 general education schools, 40 vocational schools, 28 specialized secondary schools, 1 university, and 7 institutes. The general schools enrolled 435,900 students; vocational schools, 27,700; specialized secondary schools, 23,000; and higher education, 24,600 (see table 6, Appendix). Women made up 63 percent of all students in higher education, and girls constituted 58 percent of students in specialized secondary schools. Women were 67 percent of all teachers in general schools, 50 percent of teachers in specialized secondary schools, and 33 percent of higher education faculty. In 1985 kindergartens, serving families in which both parents worked full time, enrolled 20 percent of the children who were three to seven years old.

Higher education

Mongolian State University in Ulaanbaatar was founded in 1942 (as Choybalsan University) with three departments: education, medicine, and veterinary medicine. The faculty was Russian, as was the language of instruction. In 1983 the university's engineering institute and Russian-language teacher training institute became separate establishments, called the Polytechnic Institute and the Institute of Russian Language, respectively. The Polytechnic Institute, with 5,000 students, concentrated on engineering and mining. Mongolian State University, with about 4,000 students, taught pure science and mathematics, social science, economics, and philology. More than 90 percent of the faculty were Mongolian; teachers also came from the Soviet Union, Eastern Europe, France, and Britain. Much instruction was in Russian, reflecting the lack of Mongol-language texts in advanced and specialized fields.

Besides Mongolian State University there were seven other institutions of higher learning: the Institute of Medicine, the Institute of Agriculture, the Institute of Economics, the State Pedological Institute, the Polytechnic Institute, the Institute of Russian Language, and the Institute of Physical Culture. In the summer, all students had a work semester, in which they helped with the harvest, formed "shock work" teams for construction projects, or went to work in the Soviet Union or another Comecon country. In early 1989, the educational authorities announced that third-year and fourth-year engineering students would be told which enterprise they would be assigned to after graduation, so that their training could be focused with practical ends in mind.

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Geography of Mongolia

Mongoliais a landlocked country in Northern Asia, strategically located between Chinaand Russia. The terrain is one of mountains and rolling plateaus, with a high degree of relief. Overall, the land slopes from the high Altay Mountainsof the west and the north to plains and depressions in the east and the south. The Khüiten Peakin extreme western Mongolia on the Chinese border is the highest point (4,374 meters). The lowest is 518 meters, an otherwise undistinguished spot in the eastern Mongolian plain. The country has an average elevation of 1,580 meters. The landscape includes one of Asia's largest freshwater lakes (Lake Khövsgöl), many salt lakes, marshes, sand dunes, rolling grasslands, alpine forests, and permanent montane glaciers. Northern and western Mongolia is seismically active zones, with frequent earthquakes and many hot springs and extinct volcanoes.

Mountain regions

Mongolia has three major mountain ranges. The highest is the Altai Mountains, which stretch across the western and the southwestern regions of the country on a northwest-to-southeast axis. The Khangai Mountains, mountains also trending northwest to southeast, occupy much of central and north-central Mongolia. These are older, lower, and more eroded mountains, with many forests and alpine pastures. The Khentii Mountainsnear the Russian border to the northeast of Ulaanbaatar, are lower still. Much of eastern Mongolia is occupied by a plain, and the lowest area is a southwest-to-northeast trending depression that reaches from the Gobi Desertregion in the south to the eastern frontier. The rivers drain in three directions: north to the Arctic Ocean, east to the Pacific, or into the deserts and the depressions of Inner Asia. Rivers are most extensively developed in the north, and the country's major river system is that of the Selenge, which drains into Lake Baikal. Some minor tributaries of Siberia's Yenisei Riveralso rise in the mountains of northwestern Mongolia. Rivers in northeastern Mongolia drain into the Pacific through the Argunand Amur(Heilong Jiang) rivers, while the few streams of southern and western Mongolia do not reach the sea but run into lakes or deserts.

Climate

Mongolia is high, cold, and dry. It has an extreme continental climate with long, cold winters and short summers, during which most precipitation falls. The country averages 257 cloudless days a year, and it is usually at the center of a region of high atmospheric pressure. Precipitation is highest in the north, which averages 20 to 35 centimeters per year, and lowest in the south, which receives 10 to 20 centimeters. The extreme south is the Gobi Desert, some regions of which receive no precipitation at all in most years. The name Gobi is a Mongol meaning desert, depression, salt marsh, or steppe, but which usually refers to a category of arid rangeland with insufficient vegetation to support marmots but with enough to support camels. Mongols distinguish Gobi from desert proper, although the distinction is not always apparent to outsiders unfamiliar with the Mongolian landscape. Gobi rangelands are fragile and are easily destroyed by overgrazing, which results in expansion of the true desert, a stony waste where not even Bactrian camels can survive.

Average temperatures over most of the country are below freezing from November through March and are about freezing in April and October. January and February averages of -20°C are common, with winter nights of -40°C occurring most years. Summer extremes reach as high as 38°C in the southern Gobi region and 33°C in Ulaanbaatar. Most of Mongolia is covered by discontinuous permafrost (grading to continuous at high altitudes), which makes construction, road building, and mining difficult. All rivers and freshwater lakes freeze over in the winter, and smaller streams commonly freeze to the bottom. Ulan Bator lies at 1,351 meters above sea level in the valley of the Tuul River. Located in the relatively well-watered north, it receives an annual average of 31 centimeters of precipitation, almost all of which falls in July and in August. Ulaanbaatar has an average annual temperature of -2.9°C and a frost-free period extending on the average from mid-June to late August.

Mongolia's weather is characterized by extreme variability and short-term unpredictability in the summer, and the multiyear averages conceal wide variations in precipitation, dates of frosts, and occurrences of blizzards and spring dust storms. Such weather poses severe challenges to human and livestock survival. Official statistics list less than 1 % of the country as arable, 8 to 10 % as forest, and the rest as pasture or desert. Grain, mostly wheat, is grown in the valleys of the Selenge river system in the north, but yields fluctuate widely and unpredictably as a result of the amount and the timing of rain and the dates of killing frosts. Although winters are generally cold and clear, there are occasional blizzards that do not deposit much snow but cover the grasses with enough snow and ice to make grazing impossible, killing off tens of thousands of sheep or cattle. Such losses of livestock, which are an inevitable and, in a sense, normal consequence of the climate, have made it difficult for planned increases in livestock numbers to be achieved.

Area and boundaries

Area:
total: 1.565 million km²
land: 1.565 million km²
water: 0 km²

Area - comparative: slightly smaller than Alaska

Land boundaries:
total: 8,114 km
border countries: China 4,673 km, Russia 3,441 km

Coastline: 0 km (landlocked)

Maritime claims: none (landlocked)

Elevation extremes:
lowest point: Hoh Nuur 518 m
highest point: Khüiten Peak 4,374 m

Resources and land use

Natural resources: petroleum, coal, copper, molybdenum, tungsten, phosphates, tin, nickel, zinc, fluorspar, gold

Land use:
arable land: 1%
permanent crops: 0%
permanent pastures: 80%
forests and woodland: 9%
other: 10% (1993 est.)

Irrigated land: 800 km² (1993 est.)

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<Political government>

Prime Minister: Sanj Bayar (2007)

Total area: 604,247 sq mi (1,565,000 sq km)

Population (2009 est.): 3,041,142 (growth rate: 1.4%); birth rate: 21.0/1000; infant mortality rate: 39.8/1000; life expectancy: 67.6; density per sq km: 1

Capital and largest city (2003 est.): Ulaan Baatar, 804,200

Monetary unit: Tugrik

Government

Parliamentary republic now in transition from communism.

History

Nomadic tribes that periodically plundered agriculturally based China from the west are recorded in Chinese history dating back more than 2,000 years. It was to protect China from these marauding peoples that the Great Wall was constructed around 200 B.C. The name Mongol comes from a small tribe whose leader, Ghengis Khan, began a conquest that would eventually encompass an enormous empire stretching from Asia to Europe, as far west as the Black Sea and as far south as India and the Himalayas. But by the 14th century, the kingdom was in serious decline, with invasions from a resurgent China and internecine warfare.

The State of Mongolia was formerly known as Outer Mongolia. It contains the original homeland of the historic Mongols, whose power reached its zenith during the 13th century under Kublai Khan. The area accepted Manchu rule in 1689, but after the Chinese Revolution of 1911 and the fall of the Manchus in 1912, the northern Mongol princes expelled the Chinese officials and declared independence under the Khutukhtu, or “Living Buddha.”

Mongolian Democratic Revolution

In 1989, the Mongolian democratic revolution began, led by Sanjaasurengiyn Zorig. Free elections held in Aug. 1990 produced a multiparty government, though it was still largely Communist. As a result, Mongolia has moved only gradually toward a market economy. With the collapse of the USSR, however, Mongolia was deprived of Soviet aid. Primarily in reaction to the economic turmoil, the Communist Mongolian People's Revolutionary Party (MPRP) won a significant majority in parliamentary elections in 1992. In 1996, however, the Democratic Alliance, an electoral coalition, defeated the MPRP, breaking with Communist rule for the first time since 1921. But in 1997, a former Communist and chairman of the People's Revolutionary Party, Natsagiyn Bagabandi, was elected president, further strengthening the hand of the antireformers. Then, in 1998, Tsakhiagiin Elbegdorj, a pro-reform politician, became prime minister, but parliamentary cross-purposes led to his resignation, and a succession of prime ministers followed.

In 2005, Nambaryn Enkhbayar of the former Communist party MPRP became president, and Miyeegombo Enkhbold, also of the MPRP, was elected prime minister in 2006. Enkhbold resigned in Nov. 2007 after the MPRP ousted him as chairman of the party, citing his weakness as a leader. Sanj Bayar succeeded Enkhbold as both party chairman and prime minister. Unprecedented violence and rioting followed June 2008's parliamentary elections, prompting the government to declare a state of emergency. Five people were killed, hundreds were injured, and more than 700 people were detained. Preliminary results gave 45 seats to the governing MPRP and 28 seats to the opposition Democratic Party. International observers did not report any irregularities in the voting, but the Democratic Party accused the MPRP of fraud. Meanwhile, Mongolia continues to be plagued by poor economic growth, corruption, and inflation.

In presidential elections, former prime minister, Tsakhiagiyn Elbegdorj (opposition Democratic Party), defeated incumbent Nambaryn Enkhbayar Won (MPRP) in a 51% to 47% victory. Elbegdorj took office in June 2009.

I want be a psychologist. Everyone knows what they are doing. They cure other people who have mind problem. Being a psychologist is not easy. Studying psychology is difficult. They study about Philosophy, religion, family relationship and human brain effect.

 Psychologists talk about other people who have problems. Its looks simple however it is difficult. Most people don't know about themselves. Everyone think about "Who am I?" it evidence of human nature. So, think about a person like this who can help other people. It's not physical. Psychologists help other people about mental issues. Actually, some people have mental problems. Like Mental retardation. But it's not at all. Other people have mind problems. Like depressive disorder and insomnia. Nowadays, most people have depressive disorder. It's big problem. Depressive disorder kills people. I have experienced depression. I thought about suicide. But I went to counseling with a psychologist.  He cured my mind. Nowadays, I'm studying at his academy and helping him. I want to be a psychologist like him. I hope to work at his academy or university and psychology school. If I have a chance to work in another country, I want to work in America. Because it has different races, cultures, religions and ideologies. These are important to me. I want to reinvent myself. 

I want introduce famous psychologist. His name is Sigmund Freud. He has a doubt about unconsciousness of human, and in order to find out endeavors on that. With the result, he asserts 2 types in unconsciousness. These are 'Id', 'Ego' and 'Superego' in consciousness. As a result, his assertion to unconscious have Id, ego and consciousness has superego.

-         Id (natural impulse) - appetite, sexual desire. Natural impulse is the belief that gaining pleasure is the most important thing in life. The theory of Sigmund Freud is libido. Libido is from Id (natural impulse). These are impulse and an aggressive personality.

-         Ego - Ego means realism. It's diametric from Id and it decisions from circumstance. Ego controls instinct.

-         Superego - Superego influence from family, friend and closely human. These are receiving to themselves values. It has conscience and ego-ideal. 

I interest to Sigmund Freud. He is great psychologist and genius.  As a result, I want to be a Psychologist. I love having conversations with other people and help people who have problems. I have the confidence in being a good psychologist.