Alternative preschool education in Mongolia: an international comparative policy document analysis

Abstract

Alternative early childhood education (ECE) programs expand access for children and families unable to use center-based services. This study compares Mongolia’s alternative ECE policies with those of New Zealand, Australia, and Ukraine to identify commonalities and differences. Using qualitative comparative document analysis, 19 policy and regulatory documents were examined across eight dimensions: objectives, target groups, service delivery, curriculum, workforce, governance and financing, quality assurance, and family and community engagement. Findings reveal that all four countries aim to improve access, but differ in policy rationales, target populations, service organization, financing, and family engagement. Mongolia primarily addresses geographical barriers and nomadic lifestyles, whereas the comparison countries emphasize family needs, preferences, and service flexibility. Nevertheless, all maintain core curriculum requirements, professional standards, and quality assurance mechanisms. Mongolia should strengthen professional support, sustainable financing, quality assurance, and family engagement while maintaining alternative ECE’s access-oriented function.