The Institute
for Democracy and Human Rights (IDHR) - an independent non-governmental
organization in Armenia ,
regards education as a strategic domain of national priority for the Republic of Armenia and attaches special importance
to the latter.
The IDHR
believes that particularly in a landlocked state like Armenia with
limited natural resources and relatively unfavorable geopolitical position,
great importance must be attached to the HUMAN and human resources to ensure
sustainable development of our country.
Education is the course of life, incessant and continuous, which first aims to
make a HUMAN out of a human being, thereafter, to build conscious and
responsible citizen and afterwards, to craft useful specialist for the country.
In a democratic state, education has an essential mission; tutoring a conscious and responsible
human-individual-citizen.
In May-July
2006, the IDHR held a series of citizen conferences in Yerevan city, in Lori, Shirak, Vayots Dzor and Armavir regions
entitled, “The role and future of education in Armenia: for the development of
democratic statehood based on the principles of human rights, social justice
and solidarity.” Parallel to the central theme, the issues and
analyses of education and citizenship presented in “Democracy, Education and Multiculturalism: The Dilemmas of
Citizenship in the Global World” , a book by C. A. Torres were
raised during these conferences. In 2005 IDHR initiated translation and
publication of the book in Armenian.
The purpose
of the citizen conferences was to once again raise the issue and importance of
education in Armenia,
to formulate the public demand on it, and to enhance public civic monitoring of
the state education policies.
About 100
participants of citizen conferences were selected by the IDHR from those who
responded to the announcement made in advance to that effect. They were
citizens and inhabitants of the Republic
of Armenia, among them, educators,
students, parents, and people of different professions and social strata
concerned about the future of education in Armenia.
In the first
part of the citizen conferences they were comprehensively advised and informed
about the education system and the education reforms in Armenia. Thereafter,
the participants were divided into various thematic groups, according to the
educational issues that were of interest for them, wherein with the help of the
IDHR and invited experts, stances, comments and proposals on a number of
education related issues in Armenia
were drafted.
This
two-month activity of the IDHR demonstrated that the population of our country
is very poorly aware about education reforms. Most participants, who by the
way, in this or that way were related to education, had just a superficial idea
about the reforms, and this was mainly about the transition to the 12-year
general education system. In fact,
teachers, parents and other representatives of the people and the society were
excluded from the decision making. IDHR believes that in a democratic
country, public policy makers and implementers shall ensure public
participation not only during election campaigns. Major state policies, especially the ones concerning
the majority of the people , shall be drafted and formulated
with immediate participation of stakeholders, in consultation with the
beneficiaries, and taking into account their demands. Any public policy and reform is likely to fail when
the people do not participate in and has no ownership of the latter.
In the case
of education reform, we can surely claim that the people or at least a part
thereof is extremely interested and willing to contribute its ideas, time and
efforts to formulate and deliver its demands.
The IDHR
appeals to the people and the society not to remain indifferent about the
education domain of our country. IDHR calls upon the people responsible for the
education domain to use mechanisms for ensuring public awareness and
involvement in decision making and implementation process .
Another
crucial issue raised by the citizen conference participants and education
specialists was the formal nature of
reforms . For example, many people claim that along with the
transition to 12-year general education system, needed logistic conditions have
not been ensured in schools; the curricula have not been adjusted to the new
education system; the teachers have not been sufficiently trained… In the case
of higher education, for instance, the transition to bachelor-master degree
school was done mechanically: the former curricula for 4 or 5 academic years
were artificially extended and divided into the “4+2” system without relevant
content changes.
The IDHR
shares concern about these issues and emphasizes that the purpose of any
innovation and change in the sphere of education must be the improvement of
education quality, while the currently used mechanical approach is not
contributing to that in any way.
* * *
Presented
below is a summary of the opinions, stances and proposals of the citizen conference
participants. We invite the attention of the relevant state bodies to these
problems and call on them to respond. These opinions and analyses are also
forwarded to all those who are concerned about education, in order to promote
public debate on education in issues in Armenia, public awareness and
involvement in decision making in the education domain.
* * *
Proposals
on civic education in the Republic
of Armenia (RA)
We believe that the problems in civic education in the
RA are as follows:
Little interrelation between civil society institutions and
education institutions.
Poor integrated approach towards
the formation a democratic, humanistic
outlook and a value system of a citizen in school.
We propose:
In educational institutions: to draft an integrated approach to the
formation of a law-abiding citizen; establishment
of a democratic environment in school; incorporation of civic education
elements in all textbooks.
Participation and certain engagement of civic institutions in the
education process (implementation of projects
enhancing civic education in education institutions, encouragement thereof
by the state, encouragement of such participation by schools.)
The authors of proposals:
Esther Barseghian, Yerevan, student/pedagogue;
Armineh Ivanian, Yerevan, school # 27, deputy principal;
Susan Barseghian, Yerevan, sociologist, Armenian Center for Strategic and
National Research;
Anna Asatrian, Yerevan, student/pedagogue;
Yepraxia Hakopian, Yerevan, parent.
* * *
Proposals
on education quality in the Republic
of Armenia (RA)
We approve of
the 12-year education and admission of 6-year olds to the first grade, we
believe, however, that a number of important considerations have been left out.
We believe the 12-year education system shall provide a single
school+kindergarten system which is not envisaged in the reform program.
Another
education reform issue is the transition of higher education to the
bachelor-master degree system where, again, we see serious drawbacks. Our
studies have shown that in formal terms, having made the transition to the
4-year bachelor and 2-year master model, the former 5-year system was
mechanically divided by six: 4 years of baccalaureate and 2 years of master
degree school, thus baccalaureate, in fact, was turned into incomplete higher
education. Therefore, in terms of higher education curricula, it is urgent to
review and discuss them in compliance with international standards.
The authors of proposals:
Artemis Lepejian, Yerevan, St. Sandukht NGO, chairman;
Emilia Sayadian, Yerevan, school # 135, deputy principal;
Inessa Amirbekian, Yerevan, bank employee;
Anahit Lepejian, Yerevan, Matenadaran employee;
Hayarpi Keshishian, Yerevan, translator.
* * *
Proposals
on the improvement of the content of general education
We propose:
Changes in drafting and approval procedure of textbooks. When
shaping the content of textbooks, to establish commissions on different
levels with relevant authorities. To engage experts from specific spheres
in these commissions: teachers, intellectuals, NGO representatives.
To make textbook drafting transparent ensuring public
participation; prior to textbook drafting, to conduct opinion polls
amongst students, teachers, and be governed by the results.
To integrate national history and environment studies in all
subjects studied at school; to incorporate national song, music, dancing
and other forms of arts and crafts in the mandatory curriculum.
To hold regular discussions, thematic tests, debates with student
participation (preferably, students will participate in arrangements) on
global and public interest subjects.
The authors of proposals:
Laura Gevorkian, Yeghegnadzor, Yeghegnadzor local
history museum;
Siranush Poghosian, Armavir, teacher;
Sophia Stepanian, Armavir, economist;
Vahan Tumasian, Gyumri, Shirak Center NGO, chairman;
Naneh Asatrian, Yeghegnadzor, journalist;
Ovsanna Simonian, Yeghegnadzor, young public activist.
* * *
Proposals
on improvement of general education methods
Since we are
building a democratic state, there is a need to rear individuals capable of
creativity, independent thinking and independent decision making. Our education
system has changed. New requirements arise and new methods must be devised for
the successful transition to the 12-year system.
We suggest to
publish the progressive and well-established methods used in our best schools,
even in abridged form, and to circulate them over to all schools.
We also
suggest organizing relevant programs on public television by state order, for
our teacher community, parents and students to be aware of the latest teaching
methods and to have an opportunity for dialog.
The authors of proposals:
Ruzanna Pilikian, Armavir, Armavir school # 5,
teacher;
Margarita Poghosian, Armavir, Armavir school # 5, teacher;
Azatuhi Galstian, Armavir, teacher;
Naira Arakelian, Armavir, Armavir Development Center NGO, chairman;
Mariam Janoyan, Gumry, teacher;
Mushegh Poghosian, Armavir, Armavir Development Center NGO;
Artak Grigorian, Nor-Armavir, Nor-Armavir school deputy principal.
* * *
Proposals
on Human resource policy improvement in general education schools
Human
resource policy is extremely important in any school for the selection of
relevant cadre.
In this
respect it is necessary:
Through continuous lesson hearings, to reveal the teachers'
positive and negative properties, and to make poor specialists realize
that they are lagging behind, which will be an incentive for the latter to
improve themselves.
To conduct teacher assessment by students;
To select new teachers through the parents' and school councils;
To sign a one-year contract with the teacher thus providing the
latter with a job and opportunity; if the latter does not prove oneself as
a good teacher, to dismiss him/her.
In terms of
human resource policy, we would like to note that it is strange and
unacceptable that presently in Armenia
even a new graduate teacher needs re-training in order to study the new approaches
and methodologies. This proves that our higher education institutions do not
teach based on modern curricula and methods. Old methods are in use and higher
education institutions provide the schools with teachers who do not comply with
the new requirements of this country. If the Ministry of education and science
wishes to raise the quality of education, then this shall be done, and
professional cadre shall be trained in higher education institutions, which
would save time and finances and avoid double work.
The authors of proposals:
Gayaneh Jomardian, Vanadzor, Socio-economic and legal
reform center;
Ashot Antinian, Margahovit, school principal;
Arpik Aloyan, Getap, teacher;
Samson Ulikhanian, Pambak, village mayor;
Karen Badishian, Gyumri, Shirak NGO Center, coordinator.
* * *
Proposals
on financial management of general education schools
It is known
that schools are financed based on the number of students. Since 1999, the
amount allocated per student has been increased 4-5 times. If in 1999 annual
allocation per 1 student was 14,000 AMD, now it is equal to 57,000 AMD.
However, the
amounts allocated to schools are usually only enough for covering the teacher's
fees, pension fund deductions, electricity, water and other utilities
(especially in schools with a small number of students.) No money is allocated
on the additional expenditures of the school.
It is
proposed that all extra-budgetary income without interest remains in school
budget so that the school administration could cover additional expenditures.
The authors of proposals:
Lucineh Petrosian, Armavir, Mayisian secondary school,
teacher;
Hamlet Voskanian, Azatan, teacher;
Norik Mkrtchian, Yeghegnadzor, National Education Institute, Vayots-Dzor
branch;
Gayaneh Akulian, Vanadzor, “Girls Rule the World” NGO, chairman;
Sophia Galstian, Gladzor, teacher;
Khoren Pnjoyan, Vanadzor, Vanadzor school #10, principal.
* * *
Proposals
on the Education Policies of the Republic
of Armenia (RA)
Having
studies and analyzed the policy in RA education domain, we believe:
- education
shall be in direct dependence of economic development, for which a
comprehensive state strategy for the development of education and economy shall
be devised;
- education
shall promote the development of civil society;
- sufficient
prerequisites shall be created for the development of science (sufficient
foundations for science.)
Education
shall be a major and indispensable part of the National security concept. Education,
like defense, shall be regarded as national priority sphere.
To
depoliticize education - education can not be reduced to a test field for
propaganda purposes of this or that political party.
Proposals
on efficiency improvement in the RA education system and enhancement of
participatory processes and mechanisms therein
Due to the
fact that any process implemented in the education system first of all concerns
various stakeholders in the society, any change and reform in this system must
be primarily initiated and supervised by the stakeholders of the society.
To that end
we propose the following:
To establish initiative groups/commissions in RA regions
incorporating stakeholders and organizations related to education.
The initiative groups must be assisted by the Ministry of education
that would use its leverage, and these groups must be previously advised
about any policy.
The established initiative groups, working regularly, must report
on the revealed drawbacks in the education sphere and present their
proposals to the relevant state bodies.
To establish a body comprised of provincial initiative groups that
would meet once in 6 months or once a year.
During the supreme national conference, to which representatives
from relevant state bodies will be invited, the activities will be
summarized, discussed and experience will be exchanged.
After the supreme conference, a proposal package will be formulated
and forwarded to the government. The government must respond to all
proposals within a prescribed deadline.
The authors of the proposals:
Arthur Ghazinian, Vanadzor, Dashink NGO, chairman;
Sevak Derdzian, Vanadzor, party member, Constitutional Law-protection Union
Party;
Inessa Hakobjanian, Vanadzor, young public activist;
Derenik Malkhasian, Gyumri, political scientist, journalist, analyst.
* * *
Proposals
on the public monitoring of state policy in the education system
Since the society and the people must participate in all radical
changes implemented by the authorities, hence it is necessary to advise
the public prior to their adoption and implementation and, moreover, to
take public opinion into consideration.
To implement public awareness and public monitoring, public
initiative and activism are extremely important. It is necessary to shape
public initiative groups concerned about education problems; the former
can be comprised of NGO members and civic activists. The latter, based on
common public interest, will establish collaboration with the government
and will become a link between the authorities and the public.
The authors of the proposals:
Sarkis Avetisian, Armavir, Armavir Development Center
NGO;
Ruzanna Azarian, Yerevan, teacher, musician;
Marineh Avetisian, Gyumri, Meghvik NGO member;
Karapet Matosoghlian, Gyumri, social worker;
Narineh Avetisian, Gyumri, young public activist.
