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Багш ажилтан
Өнөөдөр МУИС-д ‘Хөгжлийн бэрхшээлтэй оюутнуудад үйлчлэх төв’ үүдээ нээхээр зэхэж, зарим байруудад ариун цэврийн өрөөний хүртээмж сайжирч, уншлагын танхим, аудио брайл сургалтын хэрэгслүүдтэй, оюутан багш нар Хөгжлийн бэрхшээлтэй оюутнуудын талаар тодорхой мэдлэг мэдээллийг авч аль болох туслан дэмжих ажиллагаанд оролцдог болсон зэрэг дэвшилтэйгээр 2023 оны хичээлийн жил эхэлж байна. Энэ амжилтад хүрэхийн тулд зөвхөн МУИС-ийн бодлого боловсруулагчид биш, мэргэжлийн Нийгмийн ажилтан бэлтгэж байгаа Социологи Нийгмийн Ажлын тэнхимийн үүрэг, Нийгмийн Ажил мэргэжлээр суралцаж буй оюутнуудын бакалаврын судалгааны ажлуудыг МУИС-ийн хөгжлийн бэрхшээлтэй оюутнуудыг асуудал уруу хандуулсан сэдвээр чиглүүлж, нотолгоонд суурилсан өөрчлөлтийг хийхээр зорьсон, МУИС-ийн оюутанд үйлчлэх албаны үүрэг хэрхэн хамтран ажиллаж байгаа тухай багахан туршлагаа товчлон хүргэхээр зорьлоо.
Сургуулийн хүүхдийн үдийн хоол хөтөлбөр хэрэгжихдээ эрх зүйн хувьд ямар зохицуулалттай байгааг мөн хоол хөтөлбөрийн санхүүжилтийн өнөөгийн байдал, цаашид үргэлжлүүлэх боломжуудыг МУИС-ийн Социологи, Нийгмийн Ажлын тэнхмийн мэргэших дадлагын хүрээнд эцэг эхчүүдээс авсан судалгаанд үндэслэн та бүхэнтэй хуваалцаж байна. Судалгаанд 558 эцэг эхчүүд оролцож, хүүхдийн хоол хөтөлбөрийн нэг хүүхдэд ноогдох зардал бага байгааг, эцэг эхчүүд хүүхдийнхээ хоолонд тодорхой хэмжээний зардлыг төвлөрүүлэхэд татгалзах зүйлгүй ч, өнөөгийн явагдаж байгаа хэлбэр, хяналтыг сайжруулах шаардлагатайг судалгаа харуулж байна. Эрх зүйн зохицуулалт, зардалд хийсэн шинжилгээ, эцэг эхчүүдийн санал бодол гэсэн гурван хэсэгтэйгээр толилуулж байна.
Social workers are facing major challenges due to the restricted measures imposed by the Covid-19 pandemic, which have brought unprecedented changes to the daily life of vulnerable populations. Due to these challenges there had increased demand for services, limited resources, balancing personal safety with providing in-person support, and navigating issues related to confidentiality and informed consent. During the COVID-19 pandemic, Mongolia, like many other countries, faced significant challenges in its social welfare and protection systems.
NUM opened the Student Development Centre for students with disabilities in the academic year 2023. Some improvements are now visible in in terms of facilities, including accessible toilets in some buildings, the library has converted some audio and reading materials to braille letters and teachers and students have acquired more knowledge about students with disabilities. Three important resources exist for students with disabilities studying at NUM: The Department of Sociology and Social Work, the head of the Student Development Center and a specialist in the Student Development Centre. This article will briefly discuss how these three resources interact and successfully assist students with disabilities at NUM.
This study was done during February till April 2022, and 410 citizens were participated. For these citizens, the answers were obtained based on their experiences of being infected with the coronavirus, either by themselves or by one of their spouses or relatives, and by their experiences of being infected with their spouses. A total of five provinces, namely Dornod in the eastern region, Hovd in the western region, Umnogovi in the Govi region, Arkhangai in the Khangai region, and Seleng in the central region, were selected from the local area. From the 9 districts of the capital city, Sukhbaatar and Bayangol were selected as central districts, Bayanzurkh and Sogninohairkhan as peripheral districts, Khan-Uul and Nalaykh as remote districts, and they were considered to be able to represent them at the national level. Based on the research that examined the issues related to medical care and medical services during the Covid-19 disease in the context of diagnosis, treatment and rehabilitation activities, there are many examples have shown that Mongolian health institutions and the Ministry of Health were not prepared for the outbreak of infectious diseases.
Citizen Groups, almost exclusively comprising women, are emerging in ger district, an intriguing mix of the nomadic culture and rapid urbanization with significant social challenges. Current knowledge and policy to support citizen-led initiatives is limited in Mongolia. except for those successful examples of micro-financing and micro enterprising in Southern and South East Asian countries. In Mongolia government policies and funding schemes lack mechanisms to financially support groups like CGs.This paper draws on insights from research with three Citizens Groups seeking to build social and economic opportunities for ger residents through collaborative partnerships with governments, NGOs and the business. The paper argues that whilst Citizens Groups create bonding and bridging social capital that reduce the social, economic, and environmental vulnerability of ger residents their capacity to mobilise linking social capital remains tenuous. Citizens Groups remain institutionally weak, and this paper calls for greater recognition and support of their activities.
Over the past 30 years, Mongolia has transformed into a vibrant democracy, tripling its GDP per capita since 1991. As a result, Mongolia's education sector has made great strides in the past 25 years. During the last 10 years, the strategic objectives of access to education have been successfully implemented and the enrollment has reached 98.5%. Today, Mongolia is one of the most literate countries in the world. Green growth, education for sustainable development, and education for world peace are essential for the development prospects of Mongolia, which has vast agricultural, livestock, and mineral resources as well as an educated population. Mongolia has pursued a peaceful, open, independent, and multi-faceted foreign policy in its international relations. In addition, Mongolia has created sufficient government policies to promote peace education at all levels. Like other democratic countries, Mongolia values world peace education, which aims to partner and cooperate with the global community to solve many problems through nonviolent means. In Mongolia's case, peace education includes anti-bullying education, moral education, global citizenship education, and education for sustainable development (ESD). The second phase of ESD, focusing on peace education, assessed the extent to which school students are aware of the world's civic education and values. 86.7% of the students said that they know the value of civic education in the world. By defining the current situation, government policies, and challenges of peace education in Mongolia, we will be able to look at peace education more broadly in Northeast Asia.
Currently there are 609 MDTs have provided services in 330 soums and 270 khoroos in Mongolia. The MDT is playing an important role in strenghtening the child protection system and has started 12 years aog in Mongolia
Currently, there are 609 multidisciplinary teams have provided services in 330 soums and 270 khoroos in Mongolia. The Multidisciplinary team is the legal unit to provide child protection services, which is managed by the soum and khoroo governors also includes social workers, family doctors, policemen, welfare officers and civil society representatives. Many developed countries have showed that multidisciplinary team have successfully carry out preventative intervention and delivering appropriate services into the people. The Multidisciplinary team is playing an important role in strengthening the child protection system and has started 12 years ago in Mongolia.
Бизнесийн орчин дахь авлигын шалтгаан нөхцлийг уул уурхай, барилга, худалдаа, үйлчилгээ зэрэг томоохон салбарт хэрхэн илэрч байгааг судалгааны үр дүнд тулгуурлан авч үзсэн болно.
Энэхүү өгүүлэлд Монголын хүүхэд хамгааллын хамтарсан багийн өнөөгийн байдалд шинжилгээ хийсэн үр дүнгээс танилцуулах болно. Нийслэлийн болон орон нутгийн хүүхэд хамгааллын хамтарсан багийн туршлагыг тоон болон чанарын аргаар харьцуулан судалж, түүний үр дүнд энэхүү хамтарсан багийн үйл ажиллагааг сайжруулах зөвлөмжийг боловсруулсан байна. Ингэхдээ, судлаачдын баг хамтарсан багийн тогтолцоо ба удирдлага, хамтарсан багийн хүүхэд хамгааллын үйлчилгээ, хамтарсан багийн талаарх оролцогч талууд, эцэг эхчүүдийн болон хүүхдүүдийн мэдлэг, ойлголт, хандлага гэх зэрэг бүрэлдэхүүн асуудлуудын хүрээнд шинжилгээ хийсэн байна.
