Since the transition to democracy in 1990, Mongolia it was recognized the necessity of National level curriculum and has begun to be develop the documents corresponding to national curriculum from 2004. However, at the present day, a third national c... Since the transition to democracy in 1990, Mongolia it was recognized the necessity of National level curriculum and has begun to be develop the documents corresponding to national curriculum from 2004. However, at the present day, a third national curriculum has been developed and is being implemented, there is still not having comprehensive review of the development process, present condition, characteristics and improving points of the national curriculum in Mongolia. The National curriculum is the criterion for planning of learning activity , and serves as a foundation of educational objectives, contents, teaching methods, and evaluation to organize and operate the curriculum at the school. As follows, it is necessary to review whether the national curriculum can be properly served as the basic and criterion of nationwide education, and how to improve it in qualifying the education system reflecting the social needs. The purpose of this study is to evaluate the changing process and characteristics of the curriculum in the social and historical context in order to examine how national curriculum of Mongolia has been introduced and developed since the 1990s and to draw some suggestions for improvement. In order to accomplish this goal, a framework was established for analyzing the process, construction and documentary system, operation and implementation of national curriculum. Specific research issues are as follows: First, for what process has been national curriculum of Mongolia developed through? Second, what is the structure of the national curriculum document system in Mongolia? Third, how has been national curriculum of Mongolia operated and implemented? For such research issues, the study conducted literature research and applied interview (focus group interviews and individual interviews) for research methodology to complement the necessary information. The results of the study are summarized as follows: First, the national curriculum of Mongolia can be viewed as a historical process that has been introduced and developed according to social change and educational needs. In other words, since 1990, Mongolia has developed the education curriculum standard in 2004 (the first), the national curriculum in 2008 (the second) and currently has been implementing the core national curriculum(the third) developed in 2014. The direction of national curriculum development is transforming from standardization to liberalization, the balance and adjustment between these directions appear to be as important issue. The development method was constructed as two parts in the past: development to experiment and operation. However, now the experiment and improvement happen at the same time. In other words, implementation of curriculum is part of the curriculum development, and the method of national curriculum development is improving and participation scope is expanding with overall approach. Second, the structure of the curriculum document system at each period was similar, however, the scope and content of each section were expanded. Educational standards are stated in terms of contents, but the core curriculum tends to be objected on achievement capacity with the contents of curriculum being integrated into it. Content of core curriculum documents have increased in the introductory and appendices parts, and additional extra curricular activities have been added to support academic subjects. Existing curriculum was published by grade level or subject level, but the core curriculum was published into one book by each school level. The design of curriculum document was improved, terms and expressions were stated easy to understand, the readability and convenience were upgraded, also it was accessible online. Third, the importance of implementation in the development of national curriculum is emphasized. Existing curriculum neglects the implementation aspects, while the core curriculum has paid particular attention to this aspect. Problems related to the implementation of curriculum were handled by a specialized agency called Institute of Teacher’s Professional Development, and education and consulting services were provided for diffusion of education. The Ministry of Education, Culture and Science also took various public activities and follow-up measures. Especially, the core curriculum of elementary school achieved successful results in practical aspect, and it is analyzed that there are arising actual changes in teachers, students, teaching methods, and school management. School response was also positive. Based on the above research results, this study is proposing following suggestions. First, there should be the improvement plan that compromises the uncertainty of national curriculum development ideology, balance between standardization and liberalization, and content-oriented presentation method or ability-oriented presentation method while maintaining continuity of existing national curriculum. Second, the theoretical aspects of the curriculum and the professionalism of the curriculum should be strengthened in developing national curriculum in the future. Third, various research and studies on the curriculum should be conducted.
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