Бидний тухай
Багш ажилтан
Rapid changes in social, political, economic, and technological spheres have significantly altered citizens’ expectations and demands toward their governments. As a result, citizens in many countries now demand more efficient, transparent, accessible, and accountable public services than ever before. With increasing access to education and information, and the rise of civic engagement, public expectations toward government policy and performance have also escalated. When government reforms fail to meet these expectations, it can lead to decreased citizen satisfaction and a loss of trust in public institutions. This situation highlights the need for governments to respond in a timely and science-based manner grounded in real research and societal needs. In this context, the digitalization of public services has emerged as an integral part of global e-governance trends, becoming a strategic lever to deliver transparent, accessible, timely, and high-quality services. However, alongside digital government transformation, many countries are increasingly adopting technology-driven approaches to deliver public services and support remotely and inclusively—regardless of geographic location. While the transition to digital government services has been rapidly progressing, whether these services are equitably and effectively accessible to all citizens remains uncertain. Therefore, enhancing the accessibility of e-government services to meet citizens’ diverse needs requires studying international best practices and leveraging technological solutions to improve the quality and inclusivity of digital public services.
Since the 2008/2009 academic year Mongolia has transitioned to a 12-year general education system, enrolling six-year-old children in school. Consequently, there is a requirement for six-year-old children to be physically, mentally, and socially prepared for school. At this stage, a child's primary activity becomes learning. The fundamental prerequisite for successful learning is being physically and mentally ready. If a child is not ready to learn, it can negatively impact their academic performance and hinder their transition to subsequent developmental stages. Therefore, there is a need to study the psychological phenomena that influence the school readiness of six-year-old children in early childhood. Psychology and educational theories emphasize the importance of developmental stages. Developmental psychology, a major branch of psychology, asserts that human cognitive, intellectual, and social development varies by age, leading to differing needs and stress factors at each stage. Prominent psychologists have developed various theories on human development, highlighting childhood as a crucial phase in shaping an individual's personality and overall development. Scholars such as Russian psychologists L. S. Vygotsky and D. B. The characteristics, needs and factors of crisis influencing the development of a child have been studied from various angles by such outstanding scientists as D. B. Elkonin, Z. Freud (Austrian psychoanalyst), E. Erickson and A. Maslow (American psychologists), as well as the Swiss psychologist Jean Piaget.
Mongols are a people with a nomadic culture that has been passed down from ancient times to the present. This is what distinguishes us from other nations. We can learn about the characteristics of the economy of any nation, its daily life experience, history, culture, social institutions, and customs from its traditional national words. In this article, we will discuss the characteristics of translating Mongolian horse names and breeds into Japanese by Mongolians who are nomadic herders. These words are part of the national vocabulary of the Mongolians, and the aim is to study some horse names in Mongolian and Japanese side by side, observe similarities and differences, and clarify the characteristics of how to translate Mongolian horse names into Japanese.
This research paper is a study based on the statistical data of examinees who took the Japanese language NAT-TEST exam that was conducted 33 times between 2019 and 2024. Japanese language NAT-TEST is an internationally recognized proficiency test for non-native speakers of Japanese, and this study examines the number of examinees and the success rates during this period in Mongolia. Results of the study revealed that the largest number of people took the NAT-TEST exam in 2019 and the number of examinees decreased sharply due to the COVID-19 pandemic, and the exam success rate also decreased in 2020. However, starting in 2021, the number of test takers gradually increased, reaching its highest level in 2023, with a pass rate of 50.7%. However, despite a decrease in the total number of examinees in 2024, the success rate remained relatively stable, which may be due to improved teaching methods and increased student preparation. This study highlights the importance of NAT-TEST and provides a basis for developing policy recommendations aimed at improving the quality of Japanese language teaching and the effectiveness of test preparation in Mongolia.
