Reports and Resources

Over the past 20 years, in cooperation with international and local partners, Armenia developed its national learning assessment system with its underlying operational structures and institutions with the capacity to assess 5,000 or more participants, generating relevant evidence for education sector planning. High quality learning assessment systems are a key element of effective and efficient education systems. UNICEF used the internationally developed and tested ANLAS approach by the Global Partnership for Education to analyse the national learning assessment system of Armenia, which is a first of its kind look into how the system functions. ANLAS enables developing countries to build effective and sustainable learning assessment systems leading to evidence-based decision making in education policy and sector planning. The analysis includes three key areas: the context of the assessment system, quality of assessment programmes, and the coherence of the assessment system. Each dimension has several key areas with a defined quality objective against which the key area is evaluated. The analysis was carried out with the support of the Global Partnership for Education and in partnership with the Ministry of Education, Science, Culture and Sports of the Republic of Armenia and the Asian Development Bank. One of the key conclusions is to further improve the national learning assessment system through focusing on the quality of learning programmes at the national level. This will only increase interest towards education services, making them an integral part of the policy on education.

The role of teachers in both the education of children and the development of society cannot be overstated. To support the improvement of the teacher management system in Armenia, UNICEF conducted a study with the support of a grant from the Global Partnership for Education (GPE), in partnership with the RA Ministry of Education, Science, Culture and Sports and the Asian Development Bank. The study focused on three main policy areas related to teachers: teacher recruitment, preventing staff turnover, and continuous professional development. While the teacher management system in Armenia has important regulations, the study found that it needs to be reviewed in order to improve existing policies and introduce new regulations. The study demonstrates that, although there are important policy regulations, there is a need for new regulations. Particularly, a huge gap is within the dimension of teacher recruitment since predominantly those without other professional options choose to teach due to the comparatively low salaries and poor working conditions as well as lack of career advancement opportunities. In addition, positive personal relationships, and the working environment were mentioned as possible incentives not to leave the job, these factors were not prioritized by the research participants and, for many of them, the lack of monetary incentives leaves many teachers unsatisfied with their profession. The study also shows that there are neither career growth opportunities nor salary increases due to the participation in professional development activities, and the willingness for continuous improvement is left to individual teachers. The study findings revealed there is a need to review some of regulations and introduce new ones. Therefore, the recommendations derived from the main findings would support the further improvement of the existing regulations and the introduction of new ones to contribute to a well-designed and implemented schoolteacher management system for the success of the whole education system of Armenia. This will ensure the success of the entire education system, emphasizing the vital role of teachers in shaping the future of society.

Accessible and quality preschool education plays a critical role in children’s development, paving the way for future success at school and in life. Through this analysis, conducted with the support of the Global Partnership for Education and in partnership with the RA Ministry of Education, Science, Culture and Sports and the Asian Development Bank, UNICEF examined the state of preschool education in Armenia, assessing the existing management capacity, policy and regulatory framework of early childhood education, and public demand. Additional four key functions of early childhood education were also taken into account, including planning, development of national standards, implementation, workforce development, and family and community engagement. Based on the Early Childhood Education Accelerator toolkit, which was developed by UNICEF in partnership with around 50 partner organisations, the analysis, presented to national stakeholders, identifies strengths, gaps, key challenges, and opportunities in the sub-sector of early education, taking into account the principles of equity, inclusion, and gender sensitivity, as well emergency situations. The report also includes recommendations for policy makers on the development of comprehensive data-driven strategies for further improvement and growth.

The Sustainable Development Goal 4 aims to achieve inclusive and quality education for all, recognizing that education is a powerful tool for sustainable development. A classroom assessment approach based in equity and fairness is essential to ensure that every student receives quality education. To determine the optimal framework and equity-based practices in classroom assessment, UNICEF conducted a study with the support of the Global Partnership for Education, in partnership with the RA Ministry of Education, Science, Culture and Sports and the Asian Development Bank. The study puts forward recommendations to policy makers and practitioners on how to improve the classroom assessment system in Armenia based on evidence, considering the individual needs of students, their knowledge, and their development characteristics, conducive to a fair learning process for all students.

UNICEF and the Armenian Association of Child and Educational Psychologists developed this guidebook in 2020 to support the work of professionals that provide psychosocial assistance to children and parents. The guidebook was developed with the financial support of the UK Government’s Conflict, Stability and Security Fund (CSSF). From psychologists, social workers, case managers to special educators and other professionals that work with children and their parents, this guidebook will help to understand the specifics of age-related developmental phases during childhood and the myriad of issues confronted by children at different stages of life. The guide will equip practitioners with necessary knowledge and understanding of children’s psychology and mental health, and how to put it into practice, avoiding common pitfalls and upholding children’s best interest. The guide includes separate sections focusing on psychosocial assistance for children with special education needs or children in difficult life circumstances, as well as work with parents and caregivers.

UNICEF and the Armenian Association of Child and Educational Psychologists developed this guidebook in 2022 to support the work of professionals that provide assistance to families in crisis situations. The guidebook was developed with the financial support of the UK Government’s Conflict, Stability and Security Fund (CSSF). From psychologists, social workers, case managers to educators and other professionals that work with families, this guidebook will help to understand how to delve into the nature of various crises that families may confront, highlighting the nuances of crisis intervention across diverse social settings and specific scenarios. It will help professionals to better provide support services to children and adolescents, understand and identify their needs, as well as various issues faced by children in difficult life situations.

The World Health Organization (WHO) defines child development as a dynamic process that encompasses physical, cognitive, social, and emotional components. It involves acquiring and improving various skills, progressing from complete dependence on parents to relative independence in childhood and later adolescence. A child's development is influenced by both biological factors (genetics, pregnancy and childbirth, acquired diseases) and the environment, particularly close interaction with parents and the child's physical, emotional, and social environment. Fully stimulating a child's development from intra-uterine life, detecting deviations early, and carrying out timely intervention and rehabilitation are of utmost importance. Early intervention should be integrated, encompassing health, education, and social issues, given the interconnected nature of a child's development. This guidebook covers children’s developmental milestones, developmental disorders, and important aspects, such as communication, behavior, nutrition, sleep, and play. It provides theoretical background on various theories of development, as well as practical guidance for healthcare professionals on early intervention. It is intended to equip healthcare professionals with a comprehensive understanding of child development and the importance of early intervention.

Developed by UNICEF in partnership with SOS Children’s Village in Armenia in 2022, this guide aims to support professionals that work with children and families as well the larger society in identifying and responding to various forms of violence that children and adolescents may face in their family or community. It will help readers to understand violence and its negative life-time effects on children, the risks and implications, as well as how to identify if children are faced with violence, what are the early signs and what to watch out for. It will also help to identify what possible support services children who have faced or witnessed violence will need and how to enable a nurturing environment for children to rebuild. The suggested referral systems and guidance aim to ensure timely and appropriate response to potential cases of violence against children, both in the family and in the community.

This guide starts with a description of the kit content and guidelines and ideas on specific activities using the content. The module also contains guidance on psychosocial activities and on how to create of an inclusive class environment. This publication is part of a series of manuals that provide training and curricular guidance on UNICEF…

This guide starts with a description of the kit content and guidelines and ideas on specific activities using the content. The module also contains guidance on psychosocial activities and on how to create an inclusive class environment. This publication is part of a series of manuals that provide training and curricular guidance on UNICEF…

During and after the Nagorno-Karabakh conflict, it became apparent that it was difficult to provide psychological support to all children that were affected. While UNICEF was already working in the field to provide psychosocial assistance to children and caregivers, additional means and resources were needed to reach more children, from human resources to materials and time. We partnered with the Paradigma Educational Foundation and Tigran Mangasaryan, a prominent artist, to create a resource for school-age children that would walk them through various scenarios of adverse situations, offering ways to cope with the hard feelings that come with it. It is designed to help children develop skills on self-awareness, going through bereavement and dealing with uncertainty and fears. The graphic novel was then effectively paired with other forms of psychosocial support for the greater benefit of children and adolescents.

UNICEF and Human Rights Defender’s Office developed this manual to support teachers in strengthening their understanding of child rights at all levels, from international to national, regional, and local. The long-term objective of this manual is to support child rights education at school and through that prevent and better monitor violations of child rights in the country. The manual discusses key concepts related to the Convention on the Rights of the Child and Armenian legislation with regard to child rights. It connects teachers to online resources and hotlines that can be further used. We hope that the manual will increase the level of awareness of teachers and students about child’s rights, as well as contribute to child-friendly practices at school and in communities.