13 January 2023

Feasibility Analysis of the National School Management and Governance Approaches in Armenia

A strong governance system of schools is essential not only for ensuring a quality learning experience for all students, but also for maintaining a high level of job satisfaction for teachers, school administration, and efficient functioning of school councils. This study, conducted by UNICEF 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, analyses the school management and governance practices in Armenia, pinpointing areas of improvement. UNICEF triangulated various quantitative methods for this analysis, using a desk review of the national system and governance systems used in other countries, as well as key informant interviews and focus group discussions at national, regional and local levels, including with parent-teacher associations and student councils. The study uncovers the main areas of improvement at various levels, including for the Ministry of Education, Science, Culture and Sports, education departments of regional administration across the country, school principals and the range of councils at schools from students to parents and pedagogical councils. While Armenia has made progress in developing policies and regulations related to school management, there are a range of new challenges that need to be addressed, spanning from institutionalization of participatory approaches and transparent decision making to role clarity and capacity building to exercise the existing provisions in place. The study identified opportunities for developing and strengthening school networks and cooperatives, promoting greater collaboration and sharing of best practices among schools, and providing more support and resources for school leaders to develop their skills and knowledge. The report also includes a set of recommendations to invest in professional development opportunities for school leaders, promoting greater community involvement in school governance, and exploring new models of school management and organization that can better meet the needs of students and communities.
13 January 2023

Analysis of National Learning Assessment System in Armenia

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.
13 January 2023

Analysis of School Teacher Management System in Armenia

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.