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Narrative review uncovers persistent disparities in access, resources, and learning outcomes across preschool and general education, highlighting systemic gaps in intervention evidence.
This is an independent research preprint and has not been peer reviewed. This protocol-guided structured narrative review synthesises Mongolia-specific empirical studies and official statistics on inequality in preschool and general education, mainly from 2015 to 2026. It examines disparities in access, educational resources, learning outcomes, and transition thresholds, and assesses the available evidence on interventions. Thirty records were retained after screening, with 24 sources supporting the final claims. Full texts were inspected for 12 cited sources; 12 additional sources were verified at abstract or metadata level. The review does not include a meta-analysis or new primary dataset. The author is solely responsible for the analysis and conclusions.
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Amarbat Amarnaran (2026) studied this question.
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