在世界各地，我们看到越来越多以循证为指导的教育政策和实践所做的努力。但是，在蒙古国，这种发展只是在卫生或司法等其他部门开始实施，而在教育政策制定过程中却没有。因此，“基于证据的决策”以及基于证据或阐述循证政策和实践的压力已成为蒙古教育部门的主要问题。

为了使研究得到充分的信息并提供研究的理论框架，本研究从研究者进行文献综述开始。研究者们对政策形成过程的回顾性研究给予了极大的关注，这些研究主要集中在政策形成过程的信息传递的意义上。审查了蒙古和其他地方的研究报告，其中大多数强调了确保政策制定过程以证据为基础的重要性。特别是，蒙古进行的研究表明，在这方面存在很大差距，因为大多数教育政策遵循的是一种主要受政治竞选承诺影响的临时政策制定过程。这促使研究者更多地探索研究对教育政策的影响程度，以及有多少学者参与了政策制定过程。

此外，本文试图研究基于证据或基于研究的政策制定的影响，政策制定过程的影响因素，学者的参与度及其对政策制定过程的潜在贡献。研究人员试图评估当前的状态和未来理想的工作方向，以通过知识动员加强研究在教育政策制定中的作用。

本研究强调将知识动员作为政策制定过程中的重要步骤，因此有助于改善蒙古和其他地区的政策制定过程。根据蒙古宪法，三个机构有权立法。但是，值得怀疑的是，这些立法者在起草法律或政策时是否意识到研究的重要性或是否确实向知识渊博的专家寻求过意见。有人指出，由于缺乏信息和知识，错误的法律改革/修正带来了许多消极体验。因此，在完成本研究的过程中，我们考虑了这些困境。所以，本研究的重点是进一步利用研究，并咨询特定领域的学者，从而为教育部门和其他政府部门提供更为有效的政策。

同样，本研究采用的研究方法是分析和比较在政策制定过程中运用了知识动员的其他国家/地区的经验，希望将这些经验应用到蒙古的政策制定过程中，纠正教育系统中出现的一些扭曲现象。希望通过本研究，蒙古的政策制定者将在政策制定过程中愿意并能够利用研究、与学者合作。此外，本研究还对教育政策制定过程的相关文献具有重大贡献意义。

本研究发现并提出了定量和定性的研究结果。结果表明，尽管政策制定者在蒙古的政策制定过程中利用了研究并咨询了学者，在制定政策时，要充分利用研究和学者建议，还是困难重重。因此，教育政策大多并非基于知识而制定，而是由政治家自行制定。本研究还提出了一些建议，以进一步利用政策制定过程中的研究和顾问。

另一方面，事实证明，影响蒙古政策制定过程的主要挑战是政客对政策制定者的政治影响。结果表明，尽管在政策制定过程中利用了研究，但它对最终政策成果的贡献不大。据了解，研究主要流于形式，为了满足法律要求，但最终政策成果几乎并未基于研究。这与蒙古政策制定过程中的政治干预密切相关，因为据表明，政治和政客对蒙古政策制定的巨大影响主要来自其自身的、政治的利益。从这个角度来看，他们已完成了某些事情并实现了其竞选承诺。

政治影响不仅影响政策制定过程中研究的利用程度。本研究还表明，由于在政策制定过程中受到了政治影响，学者提出的建议（其中大多数是政策领域的专家）在起草最终政策文件时往往被忽略。本研究表明，尽管学者参与了政策制定过程，但在大多数情况下，尤其是当学者的建议与政客的政策期望背道而驰时，学者的建议就会被完全忽略。

本研究的另一个重要发现是学者需要确保政策制定者可以获取研究结果。据表明，政策制定者忽略研究论文的另一个重要原因是他们不了解研究在政策制定过程中的重要性。这主要归因于这样一个事实，即政策制定者无法轻易理解研究人员的研究论文。这不仅是由于实用性较低，而且还由于政策制定者有时难以理解文章所使用的语言。因此，要强调的是，政策对政策制定者来说需为易于理解的，且在需要时是有利于其自身的。所以，这些政策是以证据为基础的。

本研究的局限性在于，研究是在蒙古进行的，所以需要将问卷和访谈材料翻译成英文。因此，在翻译过程中，有些观点可能会失去其原始含义。这可能已经影响了研究成果的表述。

最后，本课题在蒙古一直是一个新的课题。事实证明，研究文化刚刚在蒙古教育者中兴起，所以研究人员很难找到有关教育政策制定过程的文献，这使得研究人员只能使用外部文献，很难将本研究运用于具体情境中。但是，现有的有限研究在蒙古的人口统计和现有法律框架的支持下至少让我们对蒙古法律和教育环境有了一个大致了解。

Around the world, we are witnessing increasing efforts to have education policy and practice guided by evidence-based research. However, in Mongolian grounds, this development is only starting to be implemented in some other sectors such as health or justice, but not in the education policy-making process. Thus, the pressures for 'evidence-based decision making' and evidence-based or evidence-informed policy and practice have become primary concerns in the education sector of Mongolia.

For the study to be well informed and to provide the theoretical framework of the study, the study began with the researcher conducting a literature review. The researcher paid much attention to review studies which focused much on the significance of research in informing the policy formation process.  Studies both from Mongolia and other elsewhere were reviewed, most of which highlighted the importance of ensuring that the policy formulation process should be evidence-based. In particular, studies done in Mongolia demonstrated a significant gap on the same as it was shown that most education policies followed an ad hoc policy formulation process mostly influenced by political campaign promises. This motivated the researcher to explore more of how much education policies are informed by research and indeed how much scholars are involved in the policy-making process.

Also, this dissertation tried to examine the impact of evidence-based or research-based policy-making, influencing factors on the policy-making process, scholars' participation and their possible contribution towards to policy-making process. The researcher tried to assess the current state and desirable future directions of efforts to strengthen the role of research in education policy-making via knowledge mobilization.

The study may of benefit to the improvement of the policy-making process in Mongolia and elsewhere as it has emphasized on the use of knowledge mobilization as a significant step in the policy-making process. In accordance to the Mongolian constitution, there are three authorities who have the right to initiate the law. However, it is doubtful if these stakeholders realize the significance of research and if indeed they seek advice from experts with high knowledge, while drafting the law or policy. It has been noted that many negative experiences occur from the wrong reform/amendment of the law, due to the shortage of information and knowledge. Thus, this study was done by taking into consideration such challenges. Consequently, its emphasis has been to promote the use of research and consultations with scholars in specific areas to come up with policies that are more effective in the education sector and other sectors of the government.

Similarly, this study was conducted in one way by analyzing and comparing experience of other countries which have adopted knowledge mobilization in the policy-making process, hopefully to adapt such practices to Mongolian policy-making process and help to correct some distortion occurring in the education system. It is hoped that through this study, policy-makers in Mongolia will be willing and able to utilize research and cooperate with scholars during the policy-making process. In addition, the study also has a significant contribution to the literature on the education policy-making process.

Findings of the study have presented both the quantitative and qualitative results of the study. The results have shown that despite that policy makers utilize research and consult with scholars during the policy-making process in Mongolia, there are a number of challenges which hinder full utilization of research and scholars suggestion in the policy making. Consequently, the education policy outcome is mostly not knowledge-based as mostly the final policy outcome as in the hands of politicians. The research has also come up with suggestions in order to improve the use of research and consultants in the policy-making process.

On the other hand it has been demonstrated that the main challenge affecting the policy-making process in Mongolia is the political influence that politicians exert on policy-makers. The results indicate that though research is used in the policy-making process, it does not contribute much to the final policy outcome. It was revealed that research is mainly used just for formality in order to fulfill the requirements by law, but the final policy outcome incorporates very little from the studies. This was strongly linked with political interference in the policy-making process in Mongolia as it was indicated that politics and politicians exert great influence on policy decisions mainly due to self, and political interest so that they are seen that they have done something and met their campaign promises.

Not only has the political influence affected how much research is utilized in the policy-making process. The study has also shown that due to political influence in the policy-making process, suggestions made by scholars, most of whom are experts in the policy area are ignored in coming up with the final policy document. It has been shown in the study that though scholars are engaged in the policy-making process, in most cases, their suggestions are completely ignored especially if they are contrary to the policy expectations of politicians.

Another important finding from the study is about the need for scholars to make sure that research findings are made accessible to policy-makers. It was revealed that another significant reason that policy-makers ignore research articles is that they are not aware of the significance of research in the policy-making process. This was mainly attributed to the fact that the policy-makers do not easily access research articles from the researchers, not only in terms of availability but also due to the kind of language used which sometimes is difficult to be understood by policy-makers. Thus, it was emphasized that there is a need to make the policy accessible to policy-makers and that policy-makers avail them when needed so that the policies are evidence-based.

In relation to the limitations of the study, due to the research was done in Mongolia, questionnaires and interviews required to be translated to English. Therefore there is a possibility that some ideas would have lost their original meaning during the translation process. This may have affected the presentation of the results of the study.

Finally, due to this topic was and is being a new topic in Mongolia, compounded with the fact that the culture of research is just developing among Mongolian educators; it was hard for the researcher to find literature on the education policy-making process. This forced the researcher to utilize literature from outside which made it hard for the researcher to contextualize the study. However, the available limited studies supported with the population statistics and existing legal frameworks in Mongolia provided at least an overview of the Mongolian legal and education context.