Education in Armenia is held in particular esteem in Armenian culture. Education developed the fastest out of the social services, while health and welfare services attempted to maintain the basic state-planned structure of the Soviet era, following Armenia's independence in 1991.Curtis, Glenn E. and Ronald G. Suny. "Education". Armenia: A Country Study. Library of Congress Federal Research Division (March 1994). This article incorporates text from this source, which is in the public domain. Today, Armenia is trying to implement a new vision for its higher education system while pursuing the goals of the European Higher Education Area. The Ministry of Education and Science oversees education in the country.
K–12 education is a part of the education system and is required for 12 years. It consists of preschool, primary, middle, and high school education, with both government-run (public) and private institutions creating the educational landscape.
The Human Rights Measurement Initiative (HRMI) finds that Armenia is fulfilling only 84.9% of what it should be fulfilling for the right to education based on the country's level of income. HRMI breaks down the right to education by looking at the rights to both primary education and secondary education. While taking into consideration Armenia's income level, the nation is achieving 78.2% of what should be possible based on its resources (income) for primary education and 91.6% for secondary education.
Literacy rate
A literacy rate of 100% was reported as early as 1960. The numeracy level was amongst the lowest in the late 18th and 19th centuries, which might be an outcome of Ottoman and Persian education policies that only gradually improved during the Russian period. In the communist era, Armenian education followed the standard Soviet model of complete state control (from Moscow) of curricula and teaching methods and close integration of education activities with other aspects of society, such as politics, culture, and the economy. As in the Soviet period, primary and secondary education in Armenia is free, and completion of secondary school is compulsory.
In the early 1990s, Armenia made substantial changes to the centralized and regimented Soviet system. Because at least 98% of students in higher education were Armenian, curricula began to emphasize Armenian history and culture. Armenian became the dominant language of instruction, and many schools that had taught in Russian closed by the end of 1991. Russian is still widely taught, however, as a second language. Today, learning English is rapidly growing among Armenia's youth with several programs being implemented by the British Council aimed at learning English language and development of skills among youth. In September 2018, a decision was made by the Armenian government to open the first Chinese language school in Yerevan. The Chinese-Armenian Friendship School became the first link in a network of technically equipped educational institutions with an in-depth learning of Chinese and is set to become the largest training center for teaching Chinese not only in Armenia, but also in Eastern Europe and the CIS region.
K-12 education
Preschool Preschool education generally begins at two and lasts approximately 4 years. Armenia had 808 community, 10 public, and 50 private preschool education amenities in 2017. Armenian institutional education involves two types of preschool education, nursery and kindergarten. Children aged 2-3 years usually attend nursery, while those aged 3-6/7 attend kindergarten. Preschool education helps children develop communication skills in their mother tongue and learning new languages while providing some essential background for mathematics, paving the way for school education.
Secondary general education According to the Constitution of Armenia, secondary education is compulsory and provided free of charge. It spans 12 years and is structured into three levels: primary, middle, and high schools. There are 1,400 schools in Armenia with about 563,000 students both in general and professional schools. Armenia has a high percentage of enrollment in both primary and secondary schools (91.3% and 90.1% in 2019), but high school enrollment is at 65.5%, which is less than the European Union (EU) and the Organisation for Economic Co-operation and Development (OECD) criteria and falls below of universal education.World Bank. Analysis of Learning in Armenia. World Bank, 2020. https://documents1.worldbank.org/curated/en/099165002012328951/pdf/P1749800007e7703509aac0261edaee2ee6.pdf
Primary/elementary school Primary education covers grades 1 to 4, catering to children aged 6 to 10. The duration of this level is four years. Primary schools in Armenia provide students with foundational skills in reading, writing, and mathematics. The curriculum is designed to nurture students with social skills while encouraging collaboration with and respect for classmates.
Basic school/middle School Middle school lasts 5 years and encompasses 5-9 grades of K-12 education. The curriculum is sophisticated and involves various subjects such as mathematics, natural and social sciences, language skills, arts, and physical education, enabling students to have a comprehensive education about their surrounding world. At this level, students are already ten years old, and by the time they graduate, they are fifteen, earning a Certificate of Basic Education (Himnakan Yndhanur Krtutyan Attestat).
High school In Armenia, high school spans grades 10 to 12, with students ranging from 16 to 18 years old. The duration is three years. The education system of high school is primarily split into two categories: general secondary education and specialized secondary education. General secondary education provides a broad curriculum, including subjects like mathematics, science, humanities, and foreign languages, to give students a well-rounded education. Specialized secondary education, in contrast, concentrates on particular fields such as technical, artistic, or vocational studies. These schools are intended for students who prefer practical, experience-based learning that aligns with their career goals. Upon finishing, students earn the Certificate of Full Secondary Education (Mijnakarg Yndhanur Krtutyan Attestat). High schools in Armenia guide students toward higher education or career opportunities.
Exams Entrance exams At the end of secondary education, assessments and exams are conducted to measure how well students have understood the material and how prepared they are for the next steps in life. State exam results are especially important because they determine whether students are qualified to enter universities or vocational schools. In Armenia, applying to higher education institutions follows a generally uniform process. Students must complete their secondary education and often sit for entrance exams that test their knowledge in certain subjects. Commonly, the application requires documents like transcripts, ID cards, and occasionally, recommendation letters or personal essays.
Types of schools Public school Public schools are the leading type of school in Armenia, making up 97% of all schools. Public schools are established by the government based on the national education policy and sponsored by the state budget. The budget constitutes "operational costs, infrastructure maintenance, salaries for educators," and other necessary educational materials.
The process to lay the foundation for a public school entails an exhaustive assessment of the "educational programs, teaching staff qualifications, and infrastructure compliance with established norms" to acquire a license. All public institutions must align with national educational strategies by customarily going through inspections to meet licensing requirements. Even though the Armenian government underscores equal access to education, it still struggles to provide sufficient funding for the evolving educational system. However, according to 'Generis legal,' the government has developed several standards involving "curriculum requirements, teacher qualifications, and assessment measures" for student's holistic development.
The national curriculum is the backbone of public schools' education, giving important knowledge and developing necessary skills. It follows global educational trends, blending them with local culture and historical contexts. Public schools must stick to the national curriculum's guidelines to prepare students both academically and professionally for their lives. Teachers are supposed to have high degrees and certifications to guide students for twelve years. In order to achieve the desired outcome, public schools have to exert the mentioned measures, hold them accountable to the government, and remain transparent during their operation.
Private school
Armenian private schools must follow specific licensing guidelines established by the Ministry of Education. A thorough application and all necessary supporting documentation, such as proof of financial health, a charter, and an organizational chart, must be submitted as part of the process.
In Armenia, private schools function using a distinct funding mechanism that frequently involves tuition fees, individual donations, and outside assistance. Private educational institutions, having a significant access to financial resources, are able to provide specialized programs and well-equipped facilities. However, because only families who have enough financial resources can attend elite schools, this reliance on tuition can also result in unbalanced access to high-quality education. Additionally, private schools might look to donations from individuals or agreements with foreign groups for funding, which could improve their educational offerings but also lead to resource availability changes.
To guarantee that they deliver quality education, private schools—which tend to operate independently—must go by certain rules specified by the Ministry. The private sector is given freedom under this dual system, but it is still subject to the same quality criteria as public schools. Precisely, private educational institutions must prove that their curricula meet national criteria. Additionally, they need to simplify the procedure for inspection to assess the condition of their premises, the quality of their instruction, and compliance with curriculum standards. Private schools are allowed to create unique monitoring methods, which might lead to a variety of learning experiences. The major objective, however, is still to maintain the highest possible standards of education in every area of the Armenian educational system.
Private schools can occasionally result in differences in students' preparedness. The differences are the varying quality and level of complexity of the curricula used regardless of the possibility of a more individualized educational experience. There may be differences in qualifications for teachers since private schools may have more freedom in their hiring procedures. To keep their accreditation, private schools, however, frequently stick to tough requirements, hoping to meet or surpass public school standards. However, according to 'Generis legal,' teachers at private schools can explore modern teaching strategies, which could eventually improve learning outcomes and student engagement.
Educational institutions