Policy Reforms of Informatics Education of Mongolia

As informatics has been accepted by countries around the world as the basic form of literacy education in the 21st century, it has become universally taught as a compulsory subject in primary education. School informatics is expanding in terms of content since students are needed to obtain not only ICT application knowledge and skills but also digital communication-collaboration, ethics, basic knowledge of computers, and programming. Children are definitely born into and develop in a society where ICT is widely used and their future careers are dependent on technology. Informatics education plays an important role in meeting the needs of young people. As a result, the policy of informatics education should be dramatically changed by considering the current needs and demands. This article introduces research findings with regard to how changes in informatics education have been made in Mongolia and how those changes have integrated with the reform policy of foreign countries. We conducted factual research using the policies, standards, curricula, and textbooks of informatics education as well as research papers of leading researchers. Methods such as comparison of documents on education and reflection have also been incorporated into our research. Keywords: school informatics education, digital literacy education, education of computer science.