KEY MANAGEMENT ISSUES OF ARMENIAN EDUCATIONAL SYSTEM

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KEY MANAGEMENT ISSUES OF ARMENIAN EDUCATIONAL
SYSTEM

• Serob Khachatryan
• Yerevan State University
• AIPRG Conference, Washington D.C, May 17-18, 2008

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Changing Role of Government in the Education
System
Old Role New Role
Design education development Develop and implement curricula Interfere with all details 4. Provide all educational services 5. Act as the only source of funding Develop a vision Manage by outcomes, set criteria, and govern nationwide exams Monitor outputs by evaluating the system and the learners Consolidate and coordinate beneficiaries Act as an important source of funding by facilitating cooperation with local authorities and the private sector.
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NEW DIMENSIONS OF MANAGEMENT

• 1. Information as a management tool
• The Education Management Information System is
  operating in Armenia since 1999 and collects
  valuable information on the formal basic
  education system. It was created within the
  framework of the World Bank credit project
  Education management and financing reforms.
• But the practice of analyzing information and
  managing the system based on that analysis is not
  yet established in Armenia. If the collected
  information is not used in the decision-making
  process, then its collection is not helpful.

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2. Management of investments

• Programs in Armenia financed by international
  organizations are not always becoming sustainable
  or serving as inputs. It is only logical that the
  term most frequently used is international
  projects. As a result, there are cases when
  programs ensuring significant investments are not
  continued.

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Strong Individuals, Weak Institutions

• Application

Aim
Individual
Institution
Baseline
Perception
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From Individual Strengthening to Institutional
Strengthening

• Application

Aim
Individual
Institution
Baseline
Perception
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3. Links between Research, Educational Policy,
and Investments

• The educational policy in Armenia is formed more
  on the basis of international experience, rather
  than on research conducted in the country.
• The number of dissertations defended in pedagogy
  has increased sharply. According to official data
  from the Higher Education Qualification
  Commission, 31 pedagogical doctorate
  dissertations were defended in Armenia in
  1996-2000, while the number was 100 in 2001-2005

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Corruption and Social capital

• The structure of schools does not promote
  cooperation between teachers. A significant
  number of schools have only one specialist per
  subject, which limits the possibilities of
  teachers for interacting with other specialists
  on the same subject.
• Newmann and Wehladge (1995) mention that If
  schools want to have better student achievements,
  they need to establish professional communities,
  based on objectives acknowledged by everyone,
  cooperative work and collective responsibility.

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Management of outputs

• A World Bank report (2005) states The struggle
  to improve the quality of public education has
  shifted from inputs to outputs.
• Despite the gradual introduction of certain
  elements of an output-based system in Armenia,
  the system continues to talk more about
  investments and other processes and management of
  outputs is not taking place.

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Value-added assessment approach
1. High proficiency Low growth 2. High proficiency High growth
3. Low proficiency Low growth 4. Low proficiency High growth
Source Hershberg, T. (2005)
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Management of human capital

• The quality of teachers is the most important
  variable with an impact on the progress of
  students. OECD Teachers matter report (2005)

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Management of teacher training

• The current system of university admittance
  exams does not attach priority to the factor of
  selecting specialization, which means that many
  students admitted to pedagogical universities did
  not initially intend to become teachers. In this
  context, pedagogical universities are
  institutions exclusively offering pedagogical
  qualifications.

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Management of teacher induction

• It is not clear how a teacher who is willing to
  work can find out about vacancies in any school.
  In effect, only a few people have information on
  vacancies, which is inherent with corruption
  risks. On the other hand, the absence of public
  announcements deprives schools from the
  possibility to collect a large number of
  applications and to select the best candidate.

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Management of novice teachers work

• In Armenia the principle of sink or swim is
  applied to novice teachers. Novice teachers
  basically try to overcome the unavoidable
  difficulties and obstacles of the initial phase
  by themselves.