Historical trajectory

In the 1990-1991 academic year , the first changes were made to all professional curriculum plans prepared by the school, including creating a reasonable ratio of time between basic education, professional, and specialization courses, increasing the amount of time for students to study independently, and expanding the form of elective study. The duration of bachelor’s studies was reduced from 5 years to 4 years.

Starting from the 1991-1992 academic year , the transition to a hierarchical education system of bachelor’s, master’s, and doctoral degrees was made, and the professional descriptions and curriculum for these degrees were revised.

In order to solve the problem of transitioning to a school-wide credit system from the 1993-1994 academic year, a unified principle for assigning credits to subjects and updating the curriculum in this regard was developed and implemented at the school level. On this basis, more than 60 professional curriculum plans for 43 fields of bachelor’s degree education were updated. The features of this updated curriculum were to update the content and technology of the curriculum in accordance with market conditions, to establish an optimal ratio of higher education basics, professional basics, and professional courses, and to take into account credit hours in all subjects. This updated plan was implemented in training starting from the 1994-1995 academic year .

Since 1991 , the school has been conducting postgraduate admissions independently, initially admitting 8 postgraduate students through competitive examinations.

In the 1993-1994 academic year , the school graduated its first 13 students with a master’s degree. The hierarchical education system that began in this way expanded and developed further. In the 1992-1993 academic year , the ratio of undergraduate to master’s and doctoral students was 67:12, but in 1997-1998 , it was 9:1. The number of students enrolled in master’s and doctoral programs increased significantly, so a new master’s and doctoral program was established in this academic year.

In May 1999, NMU was accredited for the first time as a higher education institution by the National Council for Accreditation of Higher Education.

In May 2000 , in order to improve the management and organization of the educational process, improve educational technology, and improve quality, a training office was established and operated on a trial basis for a period of 2 years in each school and faculty of the department. In April 2002 , the results of this work were discussed at the director’s consultation and it was decided to continue operating in the future.

The strategic plan for the development of the National University of Mongolia for 2016-2024 defines its Vision as “The vision of the National University of Mongolia is to become a world-class university. As a result, by 2024, the National University of Mongolia will become a leading research university in the region based on the liberal arts tradition, and will be among the top 100 universities in Asia.” The strategic priorities are being defined to achieve this goal.

According to Article 4.1.4 of the National University of Mongolia Charter, the Board of Directors of National University of Mongolia shall perform the following functions:

• Discuss, approve, and amend the development policy and strategic plan of the National University of Mongolia.
• To discuss and approve the charter of the National University of Mongolia, its amendments, structure and organization based on the proposal of the Director.
• Approve the annual budget and investment schedule of the National University of Mongolia, monitor its performance and spending, and establish procedures for receiving donations from businesses, organizations, and citizens.
• Discuss and approve the amount of tuition and student accommodation fees
• The founders shall propose the appointment and dismissal of the director.
• Discuss, evaluate, and review the activity report of the National University of Mongolia
• Determine the number of participants
• Prepare an annual report on the activities of the Board of Directors and submit it to the founders.

• Business school
• School of Political Science, International Relations, and Public Administration
• Law School
• School of Engineering and Technology
• School of Information Technology and Electronics
• School of Science

• School for the Blind
• Orkhon School
• Baikal-Ekh Lyceum High School
• Dornod School

NUM has collaborations with 129 foreign universities. Including 65 in the Asia -Pacific region, 8 in North America , and 56 in Europe .

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