Analysis of the General Education School Curriculum (Using the Example of a School with Specialized Religious Education)

Abstract

Regarding the issue of what structure a curriculum system should have, most scholars accept and apply in practice the view of M.J. Eash, who considered the curriculum to be a system consisting of fundamental components such as needs, goals, objectives, content, teaching methods, learning environment, and evaluation.

Examining the perspectives of Mongolian scholars on curriculum, Dr. B. Jadamba (Б. Жадамба) posited that "the curriculum is composed of five elements: goals, objectives, scope of study, methodology, evaluation, and conclusions." He emphasized that the function of the curriculum and its presentation depends on how optimally and accurately the planned goals and objectives are defined, and the basis upon which these are defined serves as the foundation for various models of the curriculum or its presentation.

Dr. Ts. Luvsandorj,(Ц. Лувсандорж) in explaining the curriculum, stated that "the curriculum is a system consisting of five parts: learners' needs, perspectives on these needs, goals and objectives, content of study, teaching methods, and evaluation."

In this study, we conducted an analysis of the curriculum in schools with specialized religious education under the general education system in the capital city.