USAID/Armenia Education Sector Discovery Workshops

Findings and Recommendations

Attachment 2

+-----------------------------+----------------------------------------+
| ![](media/im                | REPORT                                 |
| age1.png){width="2.74375in" |                                        |
| heig                        | "EDUCATION SECTOR DISCOVERY WORKSHOP.  |
| ht="0.36736111111111114in"} | HIGHER AND VOCATIONAL EDUCATION"       |
|                             | NOVEMBER 14, 15, 2005                  |
| Facilitators:               |                                        |
|                             | #                                      |
| Nara Chirkinyan, Davit      |                                        |
| Sahakyan,                   |                                        |
|                             |                                        |
| Hripsime Nazaretyan,        |                                        |
| Zhirayr Edilyan             |                                        |
+-----------------------------+----------------------------------------+

**Content**

[I. Introduction 5](#introduction)

[Information on the workshop 5](#information-on-the-workshop)

[Structure of the report 5](#structure-of-the-report)

[II. Methodology 6](#methodology)

[III. Participants and group-work peculiarities
9](#participants-and-group-work-peculiarities)

[RoA National Assembly and the Government
9](#roa-national-assembly-and-the-government)

[University and VET institutions admin staff
9](#university-and-vet-institutions-admin-staff)

[University and VET institutions admin staff was represented by four
state and 5-6 non-governmental university rectors, lecturers and other
staff, heads and instructors of Yerevan and region based VET
institutions, etc.
9](#university-and-vet-institutions-admin-staff-was-represented-by-four-state-and-5-6-non-governmental-university-rectors-lecturers-and-other-staff-heads-and-instructors-of-yerevan-and-region-based-vet-institutions-etc.)

[Students 10](#students)

[Civil society representatives 10](#civil-society-representatives)

[Private Sector 10](#private-sector)

[International donor organizations
11](#international-donor-organizations)

[IV. Hypo discussions in the working groups **Error! Bookmark not
defined.**](#__RefHeading___Toc122758571)

[1. Hypothesis C1 -- The link with basic education **Error! Bookmark not
defined.**](#__RefHeading___Toc122758573)

[1.1. Hypo description **Error! Bookmark not
defined.**](#__RefHeading___Toc122758574)

[1.2. Problem identification **Error! Bookmark not
defined.**](#__RefHeading___Toc122758575)

[1.3. Major findings **Error! Bookmark not
defined.**](#__RefHeading___Toc122758576)

[1.4. Suggested solutions, matrix **Error! Bookmark not
defined.**](#__RefHeading___Toc122758577)

[1.5. Quotes **Error! Bookmark not
defined.**](#__RefHeading___Toc122758578)

[2. Hypothesis C2 -- The Bologna process, Hypothesis C3 -- Composition
of unoversity boards **Error! Bookmark not
defined.**](#__RefHeading___Toc122758579)

[2.1. Hypo description **Error! Bookmark not
defined.**](#__RefHeading___Toc122758580)

[2.2. Problem identification **Error! Bookmark not
defined.**](#__RefHeading___Toc122758581)

[2.3. Major findings **Error! Bookmark not
defined.**](#__RefHeading___Toc122758582)

[2.4. Suggested solutions, matrix **Error! Bookmark not
defined.**](#__RefHeading___Toc122758583)

[2.5. Quotes **Error! Bookmark not
defined.**](#__RefHeading___Toc122758584)

[3. Hypothesis C4 -- Student motivation **Error! Bookmark not
defined.**](#__RefHeading___Toc122758585)

[3.1. Hypo description **Error! Bookmark not
defined.**](#__RefHeading___Toc122758586)

[3.2. Problem identification **Error! Bookmark not
defined.**](#__RefHeading___Toc122758587)

[3.3. Major findings **Error! Bookmark not
defined.**](#__RefHeading___Toc122758588)

[3.4. Suggested solutions, matrix **Error! Bookmark not
defined.**](#__RefHeading___Toc122758589)

[3 5. Quotes **Error! Bookmark not
defined.**](#__RefHeading___Toc122758590)

[4. Hypothesis C5 -- Matching demand and supply **Error! Bookmark not
defined.**](#__RefHeading___Toc122758591)

[4.1. Hypo description **Error! Bookmark not
defined.**](#__RefHeading___Toc122758592)

[4.2. Problem identification **Error! Bookmark not
defined.**](#__RefHeading___Toc122758593)

[4.3. Major findings **Error! Bookmark not
defined.**](#__RefHeading___Toc122758594)

[4.4. Suggested solutions, matrix **Error! Bookmark not
defined.**](#__RefHeading___Toc122758595)

[5. Hypothesis C6 --Aging resources and faculty **Error! Bookmark not
defined.**](#__RefHeading___Toc122758596)

[5.1. Hypo description **Error! Bookmark not
defined.**](#__RefHeading___Toc122758597)

[5.2. Problem identification **Error! Bookmark not
defined.**](#__RefHeading___Toc122758598)

[5.3 Major findings **Error! Bookmark not
defined.**](#__RefHeading___Toc122758599)

[5.4 Suggested solutions, matrix **Error! Bookmark not
defined.**](#__RefHeading___Toc122758600)

[6. Hypothesis D1 -- Competing alternatoves **Error! Bookmark not
defined.**](#__RefHeading___Toc122758601)

[6.1. Hypo description **Error! Bookmark not
defined.**](#__RefHeading___Toc122758602)

[6.2. Problem identification **Error! Bookmark not
defined.**](#__RefHeading___Toc122758603)

[6.3. Major findings **Error! Bookmark not
defined.**](#__RefHeading___Toc122758604)

[6.4. Suggested solutions, matrix **Error! Bookmark not
defined.**](#__RefHeading___Toc122758605)

[6.5. Quotes **Error! Bookmark not
defined.**](#__RefHeading___Toc122758606)

[7. Hypothesis D2 -- The role of the government **Error! Bookmark not
defined.**](#__RefHeading___Toc122758607)

[7.1. Hypo description **Error! Bookmark not
defined.**](#__RefHeading___Toc122758608)

[7.2. Problem identification **Error! Bookmark not
defined.**](#__RefHeading___Toc122758609)

[7.3. Major findings **Error! Bookmark not
defined.**](#__RefHeading___Toc122758610)

[7.4. Suggested solutions, matrix **Error! Bookmark not
defined.**](#__RefHeading___Toc122758611)

[7.5. Quotes **Error! Bookmark not
defined.**](#__RefHeading___Toc122758612)

[8. Hypothesis D3 -- Equipment and faculty **Error! Bookmark not
defined.**](#__RefHeading___Toc122758613)

[8.1. Hypo description **Error! Bookmark not
defined.**](#__RefHeading___Toc122758614)

[8.2. Problem identification **Error! Bookmark not
defined.**](#__RefHeading___Toc122758615)

[8.3. Major findings **Error! Bookmark not
defined.**](#__RefHeading___Toc122758616)

[8.4. Suggested solutions, matrix **Error! Bookmark not
defined.**](#__RefHeading___Toc122758617)

# 

# Introduction

This report summarizes the activities of the second meeting within the
framework of the **"Education sector discovery workshop series" devoted
to higher and vocational education,** which was organized on November
14, 15 2005 at the AUA business center on the initiative and support of
USAID and AED.

# 

### [Information on the workshop]{.underline}

November 14 was devoted to higher education and November 15 to
Vocational education and training.

The goal of the workshop series was the identification of the existing
problems in the higher and vocational education sectors and outlining
ways of possible solutions. Experience and information sharing among and
between the participants was set as an additional goal.

The stated goal supposed a big representativeness of the event.
Representatives from each of the important stakeholder groups were
present - from Armenian Government, National assembly, University
rectors and heads of VET institutions to student associations, to
faculty and administration of private and public universities, donor
community, private sector and NGO representatives.

Sergo Yeritsyan, the RoA Minister of education and science opened the
first day of the workshop. Robin Phillips, USAID mission director,
followed opening remarks. The USAID representatives Mr. Pegor Papazyan
and Ms Yesther Hakobyan who introduced the logical relationship between
the meetings within the "Educational sector discovery workshop series"
ran the workshop.

### [Structure of the report]{.underline}

The group of the facilitators has prepared the report. It is descriptive
and summarizes the results of the working group activities, which in its
turn will become a basis for USAID to develop its strategy to support to
the further improvements/ reformations of the educational system in
Armenia.

The report outlines the methodology of organizing working group
discussions. It introduces the whole process with detailed description
of each phase, as well as, the strategies of achieving the set goals.

The major part of the report is devoted to the hypothesis discussions
and introduction of ways of solutions to the identified problems. It
includes (1) HYPO description; (2) Problems identified by the
participants; (3) Major Findings; (4) Solutions suggested by the
participants and the matrix; (5) Quotes made by the participants.

Additional information is introduced in the attachments.

# Methodology 

For the achievement of the workshop goals in a more effective way, the
facilitators suggested to organize and facilitate the working group
discussions through **[meta-cards]{.underline}** method. The suggested
method was in tune with the USAID\` intention to organize discussions on
**[hypothesis]{.underline}** which were developed on the basis of
different meetings with diverse stakeholder groups.

**[The Meta-cards]{.underline}**[^1] **[method]{.underline}** assumes
that the participants write down their suggestions, recommendations and
discussions results on the cards (meta-cards). Please find below some of
the advantages of the method:

  --------------------------------- -------------------------------------
  Advantages of the method          Factors

  Ideas of all the participants are All the participants write down their
  considered                        ideas on the cards. The number of the
                                    cards usually is not limited. The
                                    only principle is "one card, one
                                    idea".

  Ideas of all the participants and The facilitators read out-loud all
  worded out and visualized         the cards and pin on the board. The
                                    boards are in the eyesight all the
                                    time.

  The ideas are clustered and       The cards are clustered on the board
  prioritized                       with the active participation of the
                                    group members. The significance and
                                    the priority are identified according
                                    to the number of cards.

  The ideas of the participants are All the participants fill-in the
  actual and nominal                cards simultaneously, without knowing
                                    what have the others written.

  Active participation of all       All the participants are filling,
                                    making comments and recommendations
                                    and clustering cards in front of all.

  Spirit of collaboration and team  Starting from the first minute
  work                              participants are involved in active
                                    discussions. Often they are working
                                    in small groups.

  Open and free communication       
  --------------------------------- -------------------------------------

USAID has developed **[hypotheses]{.underline}** that try to reflect
diversity of opinions, background and statements that they have
collected during the meetings with different stakeholder groups. The
contradicting opinions were deliberately put I the hypotheses to make
the discussions more interesting and contextual.

The second meeting of the "Education Sector discovery workshop series"
was decided to be held in two days. The first day was devoted to higher
education issues, and the second day to vocational education. The same
methodology was used during both of the days, with slight changes,
depending on the number of participants and the number of hypos for that
day.

**[Day one (higher education) --]{.underline}** The activities were
organized in the following sequence:

At the end of the first plenary session, before the break, all the
participants were asked to fill in the cards that were distributed in
advance. They were requested to state two major problems in the higher
education system. The purpose was twofold; (1) to have the big picture
of the problems in the sphere, and (2) to classify the problems
according to their proprieties and to able to divide the participants
into two working groups. During the break, the facilitators made the
initial clustering of the cards according the initially set hypos. Based
on the prioritized hypos, the facilitators decided the principle of the
small group division, so that in both of the groups there were hypos
with more cards and hypos with fewer cards. During the break, the
participants were given the opportunity to be acquainted with hypos,
which were put on the walls. After the break, the choice of the working
group was given to participants:

The activities of this phase were organized parallely in two big groups,
with the facilitation of the two facilitators. The group work had two
purposes: (1) to make a joint effort to draw a general picture of the
problem understanding among the participants, and (2) to discuss the
hypos, taking into the consideration the participants' comments and
recommendations. At the beginning, the facilitators read out loud all
the cards, the participants decided under what hypo to put each card.
During that process, the facilitators introduced details of the hypo
statements and background. Participants, in their turn, made comments on
hypos, suggested certain solutions to the stated problems. The
facilitators wrote down all their ideas.

Need to mention that all the hypos devoted to higher education were
actively discussed, but none of them was changed. It was suggested to
combine the discussion of C1 and C2 hypos, but in a result, they were
separately discussed. The purposes of the phase were fully achieved. The
suggested solution in this phase were written down and made use of
during the next steps, when in the small group discussions concrete ways
of solutions were discussed and analyzed.

This phase was one of the important parts of the workshop, as it aimed
to summarize the activities of the previous phases and find out ways of
solutions for the initially identified problems in the sphere. The
following strategy was used by the facilitators: (1) The participants
were divided into small groups according to "one hypo, one group"
principle; (2) For the problem solution a joint format was developed in
a form of a matrix, which helped to summarize all the work at the end of
small group discussions. The matrix was developed to an **[Changes/
solutions]{.underline}** -- possible ways of suggestion to the
identified problems

2\. **[Stakeholders]{.underline}** -- All individuals and organizations
that are interested in the suggested solutions or will be influenced by
the solutions

3\. [**Resources** --]{.underline} Existing and potential resources that
will assist to the implementation of the changes, including human,
physical, financial and other resources.

4\. [**Opportunities** --]{.underline} These factors assist or may
assist to the implementation of the improvements.

5\. **[Constraints/ threats]{.underline}** -- Factors that hinder or may
hinder the changes.

The facilitators again led small group activities. Parallel small group
discussion allowed achieving the maximum result in a minimum time, as
well as, promoted group members' active and motivated involvement and
participation in the discussion process as they were working in
"competing" conditions.

The first day activities were summarized in a joint plenary session.
Each group introduced their work to the others presenting the matrix of
problem solutions. So, the fourth phase aimed to: (1) to summarize
workshop results for the further application by the organizers; (2) To
introduce to the participants their joint vision of higher education
development and to analyze whether their expectations were met or not.

**[Day two -- (Vocational education and training) --]{.underline}** The
activities were organized with the same approach, but the following
differences took place:

-   Problem discussion (phase two) was conducted with the big group as
    for the plenary session. This approach is conditioned with the fewer
    number of invitees, participants and number of hypos (three hypos
    for the second day as compared with the six hypos for the previous
    day). If was more effective to organize the discussion of the
    problem cards and the suggested hypos in a one big group.

-   The participants decided not to discuss the hypo D1 -- competing
    alternatives, instead, they suggested a new hypo D4 -- Demand and
    supply. However, the statements in the hypo D1 found their
    reflection in the discussion of the other hypos in the small group
    discussions during phase three.

# Participants and group-work peculiarities

The workshop provided the representation of almost all the stakeholders
-- RoA national assembly, the Government, rectors of higher educational
facilities, instructors, lecturers, and administrative staff, and
students, representatives of civil society, NGOs, intergovernmental
structures, private sector, and international donor organizations. The
expectations of each stakeholder group and the description of their
participation level is introduced below:

*Among the workshop participants were such knowledgeable, experienced
people who are familiar with the problems of the sphere. The
facilitators suggestion is to involve these people local experts in the
process of further analysis of this process and strategy development (in
particular, [Manire Hakobyan]{.underline} from NA, [Sona
Harutiunyan]{.underline} form National employment agency, [Jury
Sargsyan]{.underline}, YSPU Rector, [Arevik Sargsyan,]{.underline}
advocate of LLL, and others).*

### [RoA National Assembly and the Government]{.underline}

RoA Government was represented by the representatives of the National
assembly, Ministry of Education and science, RoA National institute of
education, RoA national state employment agency and others.

Expectations

-   Strategic planning and reformations in the sphere (the Bologna
    process)

-   Improvement of application mechanisms of the law on education and
    quality assessment mechanisms

-   Discussion of issues concerning the instructors/lecturers within the
    new credit system

-   Improvement of school-university links

-   Identification of USAID investment possible directions

This group was active, presenting its viewpoint during the small group
discussions, as well as, if needed, giving information on legislation
and sector related state policy. Besides having relatively positive
impact during the discussions, some of these group representatives were
imposing their opinion on others. Sometimes other participants were
expressing their disagreement.

### [University and VET institutions admin staff]{.underline}

### University and VET institutions admin staff was represented by four state and 5-6 non-governmental university rectors, lecturers and other staff, heads and instructors of Yerevan and region based VET institutions, etc.

Expectations

-   Development and application of new mechanisms in the system

-   Provision of links between demand and supply

-   Improvement of the links between school and the university

-   Creation of quality assessment mechanisms

-   Sharing of experience and different approaches

-   Adaptation of educational programs to credit system

-   Decentralization of the university management and identification of
    framework do academic freedom

-   New fundraising band investment opportunities in the sphere and
    educational facilities

-   Collaboration and experience sharing between and among the
    Educational facilities and the stakeholders

-   Expansion of opportunities for the professional improvement and
    development of the instructors

-   Development of the system management effectiveness

As the rectors were well aware of the existing problems of the sphere
and the educational institutions, they were identifying actual, tangible
priority problems and suggesting realistic solutions. Need to mention
that some this group participants of the first day expressed their
willingness to attend the second day of the workshop devoted to the
vocational education, which proves the awareness and readiness of higher
education specialists in consolidating their efforts and supporting the
development of the VET system.

### [Students]{.underline}

The students comprised only a very small percentage of the participants
(6 students) who were present only during the first day.

Expectations

-   Provision of links between supply and demand

-   New opportunities for experience sharing and partnership between
    educational institutions and stakeholders

-   Clarification of the frames of academic freedom providing students
    mobility

The workshop provided a broad opportunity to the students to express
their concerns and viewpoints on the equal basis. You may notice some
"contradiction" between the lecturers and students during the
discussions, but the students manage to have their important input with
their justified comments and recommendations to prove the necessity of
the innovations in the sphere, making education methods more
participatory and practice, etc.

### [Civil society representatives]{.underline}

This group was present during both of the days of the workshop. 5-6 NGO,
Foundation, Unions and associations representatives represented it.

Expectations

-   Provision of links between supply and demand

-   Management of the development pace of the sphere and its publicity

-   Expansion of opportunities for LLL and adult education

-   

This group as well was not representative and did not reflect the full
picture of this stakeholder group (they were not only civil society
representative, but also combining the role of private, educational and
other sector representatives), therefore the workshop lacked civil
society real interests and willingness.

### [Private Sector]{.underline}

The private sector was not represented during the first day of the
workshop. During the second day there were few representatives of this
sector, which was not enough to introduce the trends of this group.

Expectations

-   Provision of links between supply and demand, development of new
    models

-   Improvement of mechanisms for experience and information sharing

-   Management of the development pace of the sphere and its publicity

-   Vocational education quality improvement

Because of the limited number of participation, the representatives of
this sector manage to bring their input only during the second day, at
the discussion of the hypo on demand and supply.

### [International donor organizations]{.underline}

5-6 representatives represented this group from international and
intergovernmental organizations, USAID and AED included.

Expectations

-   Identification of priority problematic areas bin the sphere

-   Provision of links between supply and demand, development of new
    models

-   Development of quality assessment mechanisms

-   Create a group to assist to reformations / there are not enough
    number of students and NGO representatives

The representatives of the international organizations played an
important role during the workshop by introducing their international
experience .

# Hypo discussions in the working groups

> **[1.Hypothesis c1 -- The link with basic education]{.underline}**

Facilitator -- Zhirayr Edilyan

1.  **[HYPO description]{.underline}**

**The link with basic education**

Schools don't prepare students for entrance exams or the analytical
thinking required in higher education, while the exams themselves don't
test for relevant aptitude or knowledge.

2.  **[Problem identification]{.underline}**

The small group discussion members identified the following problems and
concerns;

-   Unified examinations are important.

-   Students' knowledge on the country economy

-   School education does not respond to the requirements of the
    university entrance exams.

-   We need to revise the entrance exams totally.

-   There is a need to revise university education programs and
    curriculums due to the transition to 12-year basic education.

-   Lack of interrelation between schools and universities

-   The issue of organizing university entrance exams.

-   Students have insufficient knowledge for entering universities.

-   The importance of vocational/professional orientation for mid and
    high school students

    1.  **[Major findings]{.underline}**

Many comments were made on the above-mentioned problems during the small
group discussion. See below the most interesting viewpoints and
comments:

-   There is disconnection between current basic education provided in
    schools and the requirements for the university entrance exams.
    Though different viewpoints were introduced concerning this issue,
    one thing was clear, that there is a vast needs to revise and
    improve school curricula.

-   It was mentioned, that it is important to improve the relationship
    between the school and the universities to assist to the vocational
    orientation process of the students.

-   Special attention was paid to the idea that there is an increased
    risk of corruption in both of the sectors. Monitoring activities
    should be organized in the sectors, the results should be
    publicized, and if needed, propose legal solutions.

    1.  **[Suggested solutions, matrix]{.underline}**

During the small group discussion, the members suggested solutions
and/or desired changes to the identified problems, classified the
stakeholders and the needed resources for these changes and internal and
external opportunities and constraints. It was introduced in matrix.

+-------------+-------------+-------------+-------------+--------------+
| *           | **Sta       | **          | **Oppo      | **Threats/** |
| *Changes/** | keholders** | Resources** | rtunities** |              |
|             |             |             |             | **C          |
| **          |             |             |             | onstraints** |
| solutions** |             |             |             |              |
+-------------+-------------+-------------+-------------+--------------+
| > Provision | -   The     | -   Loan    | -           | -   Lack of  |
| > of        |     met     |             |  Transition |     problem  |
| > program   | hodological |  programmes |     to 12   |     u        |
| >           |             |             |     year    | nderstanding |
|  continuity |   structure | -           |             |              |
| > and       |     of the  |    National |   education | -   Lack or  |
| >           |             |             |             |              |
|  permanence |    ministry |   Institute | -   Laws,   | insufficient |
|             |             |     of      |     legal   |     amount   |
|             | -           |             |     field   |     of       |
|             | Educational |   education |             |              |
|             |             |             | -           |  information |
|             | facilities/ | -   Trained |   Strategic |              |
|             |     i       |     and     |             |              |
|             | nstitutions |             | educational |              |
|             |             |   retrained |     system  |              |
|             |             |             |             |              |
|             |             |    teaching | -   In      |              |
|             |             |     staff   | ternational |              |
|             |             |             |             |              |
|             |             | -           | cooperation |              |
|             |             | Educational |             |              |
|             |             |             |             |              |
|             |             |   standards |             |              |
|             |             |             |             |              |
|             |             | -           |             |              |
|             |             | Educational |             |              |
|             |             |             |             |              |
|             |             | facilities/ |             |              |
|             |             |             |             |              |
|             |             | institution |             |              |
|             |             |             |             |              |
|             |             |   (schools, |             |              |
|             |             |     un      |             |              |
|             |             | iversities) |             |              |
+-------------+-------------+-------------+-------------+--------------+
| To decrease | -   U       | -   The     | -           | -   Sys      |
| certain     | niversities |             |  Transition | tematization |
| subjects on |             |    existing |     to 12   |     of       |
| certain     | -           |     r       |     year    |              |
| topics at   |    Students | elationship |             |    curricula |
| schools     |             |     between |   education |     and      |
| with the    | -   Parents |     the     |             |              |
| purpose of  |             |     schools |             | professional |
| improving   | -   Public  |     and the |             |              |
| and         |     at      |     u       |             |    standards |
| re4vising   |     large   | niversities |             |     and      |
| the school  |             |             |             |              |
| curricula   | -   schools |             |             |    provision |
| for high    |             |             |             |     of their |
| school      |             |             |             |              |
| students    |             |             |             |   succession |
|             |             |             |             |              |
|             |             |             |             | -   Lack of  |
|             |             |             |             |              |
|             |             |             |             |    financial |
|             |             |             |             |              |
|             |             |             |             |    resources |
+-------------+-------------+-------------+-------------+--------------+
| Schools     | -   Social  | -   Teacher | -   Market  | -   The      |
| should be   |             |             |     demand  |              |
| provided    |    partners |    training |             |   stagnation |
| with        |             |     u       | -   New     |     of the   |
| qualified   | (employers) | niversities |             |     system   |
| teaching    |             |             | legislation |              |
| staff       | -           | -   Yerevan |     -- the  | -   Low      |
| (quality    |    Students |     state   |     schools |              |
| and         |             |             |     are     |   motivation |
| content)    | -   Parents |  University |     funded  |     of       |
|             |             |             |             |     teachers |
|             | -   Schools | -           |   according |              |
|             |             |   Residency |     to the  | -   Lack of  |
|             | -   Public  |     on      |     number  |     set      |
|             |     at      |     teacher |     of      |     r        |
|             |     large   |             |             | equirements/ |
|             |             |   training/ |    students |              |
|             |             |             |     at      |  regulations |
|             |             |    pedagogy |     schools |     on       |
|             |             |             |             |     c        |
|             |             |             |             | ertification |
|             |             |             |             |              |
|             |             |             |             | -   Lack of  |
|             |             |             |             |     staffing |
|             |             |             |             |     policy   |
|             |             |             |             |     towards  |
|             |             |             |             |     young    |
|             |             |             |             |              |
|             |             |             |             |  specialists |
|             |             |             |             |              |
|             |             |             |             | -   Low      |
|             |             |             |             |     quality  |
|             |             |             |             |     teach    |
|             |             |             |             | ers/trainers |
+-------------+-------------+-------------+-------------+--------------+

+-------------+-------------+-------------+-------------+--------------+
| P           | -   U       | -   Pr      | -   The     | -   Lack of  |
| rofessional | niversities | ofessionals |             |              |
| orientation |             |     from    |  importance |    financial |
| at schools  | -   Schools |             |     of      |              |
|             |             | university, |             |    resources |
| -   interr  | -   Public  |     country |   realizing |              |
| elationship |     at      |             |     the     | -   Lack of  |
|             |     large   |    economy, |     problem |     or       |
| -           |             |     etc     |             | ganizational |
| Development |             |             |             |     chain    |
|     of      |             | -   Mass    |             |              |
|     p       |             |     media   |             | -            |
| rofessional |             |             |             |    Mentality |
|     job     |             |             |             |     issues   |
|     d       |             |             |             |              |
| escriptions |             |             |             | -   I        |
|             |             |             |             | nsufficiency |
|             |             |             |             |     of       |
|             |             |             |             |     market   |
|             |             |             |             |     demand   |
|             |             |             |             |     with the |
|             |             |             |             |     supply   |
|             |             |             |             |     of       |
|             |             |             |             |              |
|             |             |             |             | universities |
|             |             |             |             |     (        |
|             |             |             |             | professions) |
+-------------+-------------+-------------+-------------+--------------+
| Implication | -           | -           |             | -   Lack of  |
| of research |    Students |    Scientif |             |              |
| activities  |             | ic-research |             |    financial |
| at schools  | -   Parents |     i       |             |              |
|             |             | nstitutions |             |    resources |
|             | -   U       |             |             |              |
|             | niversities | -   Human   |             | -   Lack of  |
|             |             |             |             |     or       |
|             | -           |   resources |             | ganizational |
|             |    Scientif |             |             |     chain    |
|             | ic-research | -   Loan    |             |              |
|             |     i       |     and     |             | -   Lack of  |
|             | nstitutions |     grant   |             |     s        |
|             |             |             |             | cientific-me |
|             |             |   resources |             | thodological |
|             |             |             |             |     base     |
|             |             |             |             |              |
|             |             |             |             | -   Lack of  |
|             |             |             |             |     physical |
|             |             |             |             |              |
|             |             |             |             |    resources |
|             |             |             |             |              |
|             |             |             |             | -   Lack of  |
|             |             |             |             |     u        |
|             |             |             |             | nderstanding |
+-------------+-------------+-------------+-------------+--------------+

### [Quotes]{.underline} 

" ...The issue is the transition of basic education to higher education.
The solution is in the creation of a coordinating body, which will
discuss all the problems. It can be any department of the ministry..."

"...The second issue is connected with the 12 year education system.
What professional subjects will be moved from higher education... The
ministry can be very active, though it was mentioned that it it the
responsibility and the center of knowledge assessment..."

"...The next issue is connected with the human resources at schools,
especially on young staff. People with good technical education don't
come to school, say physics specialist, mathematicians, software
specialists will never go to school. The state policy will be able to
make changes. Certain privileges should be given to the young
specialists..."

> **2. Hypothesis description-** **C2 The Bologna process,**

**C3 Composition of university boards**

Facilitator -- Hripsime Nazaretyan

[]{.mark}

> **[2.1. HYPO description]{.underline}**

**The Bologna process**

The transition of universities to the credit system and the
bachelor's/master's split mandated by

the Bologna process will address the important reforms needed in the
higher education system

**Composition of university boards**

The new University boards will either introduce positive change, or
prevent improvements by

stifling academic independence, depending on how the government makes
board appointments.

The group decided to combine the discussion of the hypo on composition
of university boards with the Bologna process hypo and to discuss in one
small group

> **[2.2. Problem identification]{.underline}**

[C2. The Bologna process]{.underline}

-   Unified examinations

-   Program over-load and lack of individual work

-   Lack of effectiveness of quality assessment mechanisms

-   Student assessment systems in the universities

-   There are a lot of issues connected with educational plans

-   Development of standards that are relevant with the international
    educational field

-   Lack of quality assessment mechanisms in the universities

-   Transition of higher education system to credit system

-   There is no clear distinction of requirements towards different
    educational degrees

-   Transition to credit system and its provision

-   The Bologna process

-   There is an issue on management of higher education system and
    quality assessment

-   Strategic planning

-   Control of knowledge quality

-   Liberalization of inter-university and intra-university flows

-   Insufficiency of the quality standards of knowledge of higher
    education and insufficiency of monitoring mechanisms

-   Bologna process. Introduction of western educational system

-   Provision of quality of higher education and development of
    mechanisms

-   During the reformation process, the localization or adaptation will
    bring to destruction.

-   Quality assessment and management

-   Insufficient higher education

-   The necessity of quality assessment mechanisms in all the levels

-   Life long learning and higher education

-   The titles of the educational subjects should correspond to the
    international ones.

-   Centralized monitoring of educational subjects and a more flexible
    local system

[C3 -- Composition of university boards]{.underline}

-   Development of students' self-governance, self-provision of
    students' structures

-   Management improvements of educational institutions

-   Self-governance of higher education institutions

-   Self-governance of higher education institutions is limited.

-   Strategic planning

-   The management of the higher education institutions should be
    organized through a centrifugal model

> **[2.3. Major findings]{.underline}**

-   The school and higher education programs are relevant, but the issue
    is in their application.

-   Everything is connected with the freedom of decision-making
    processed in higher education system.

-   We need to give freedom to universities to decide their own
    regulations of entrance examinations.

-   To ensure creative thinking in the universities

-   We need to revise the school assessment standards.

-   Mentioned that high school dose not have its mission towards the
    higher educations and it should be diversified. The high school
    should be oriented towards higher education.

-   School attestation results should become basis for universities,
    there is no need for internal other rings.

-   We need to discuss new regulations, timetable and resources of
    entrance exams, adopted by the government.

```{=html}
<!-- -->
```
-   We need to improve attestation process.

-   The level of higher education institution entrance exams should be
    made more complicated. The coach/re-tutor is training the students
    only for the purpose to meet entrance exam's needs.

-   Some of you stated that individual thinking is important, but to me
    the priority should be given to programs.

-   Some of the educational programs in the medical university do not
    meet up-to-date needs.

-   There is a lack of awareness on Bologna process. We may suggest
    USAID to raise the public awareness level on Bologna.

-   The Bologna process needs coordination, as well as, we need to
    improve the attestation process. There is a lack of awareness, lack
    of resources and strategic planning.

-   We need to raise the awareness of all the academic layers on the
    Bologna declaration and Bologna process.

-   in 2005 European Union has made a decision to make a transition to a
    two-degree education system. We have to discuss issues connected
    with the quality, infrastructures, policy, state allocations, and
    why not, USAID contributions. Only in this case we may achieve to
    some results. We have to think about the mechanisms for the
    implementations of the programs.

-   The credit system is important not only for higher education, but
    for schools as well. I am very sorry, that there are no
    representatives from ministry in our group.

-   Let me remind you about the Bologna declaration from the perspective
    of the legislation. Without having credits and standard, we have
    started to speak about the process. Armenian government has a
    strategic program. We have to approach to the concept from
    scientific viewpoint.

-   Did we need to join the Bologna process? They have adopted it
    without asking us. Now we are not putting a question mark on it,
    instead, we are trying to find ways to make it a reality.

### [Suggested solutions, matrix]{.underline}

-   Test out qualification degrees

-   Transition to European system,

-   Transition to credit system

-   Quality assessment and provision

-   Programmatic reform

-   To develop quality assessment new mechanisms, which will give us an
    opportunity to improve and assure the quality of higher education;

-   To formulate stable and clear relationship between the concepts of
    credit programs and content volume;

-   To revise the mechanisms and means of identification of
    qualifications;

-   To change the acting accreditation system of higher education
    institutions

-   To formulate the content of Bologna process initial triangle-
    Transition to European system, transition to credit system and
    Quality assessment and provision.

-   Amendments in the legislation

-   Credit compilation new system and mechanisms

-   Credit transmission mechanisms- ESTS

-   Quality assessment and provision

-   External assessment of quality and accreditation process

-   The main principles of composition of boards should be included in
    the legislation. Other details should be included in the university
    statutes.

-   To make graduate and post-graduate education relevant to the
    constitution , to make new changes

-   The procedure of the board composition should be regulated by the
    law

-   New edition of the law

-   Organize initial discussions in the higher education institutions
    and then edit the law

-   Before the law adoption organize broad discussions

-   Formulate unified attitude of universities and publicize

-   To assist to strategic planning activities of the universities

-   Provide universities with an opportunity to organize entrance exams
    individually

> [C2. The Bologna process]{.underline}

+------------+---+------------+---+---+------------+-------------+--------------+
| **         |   | > **Stak   |   | > |            | > **Oppo    | >            |
| Changes/** |   | eholders** |   |   |            | rtunities** | **Threats/** |
|            |   |            |   | * |            |             | >            |
| **S        |   |            |   | * |            |             | > **C        |
| olutions** |   |            |   | R |            |             | onstraints** |
|            |   |            |   | e |            |             |              |
|            |   |            |   | s |            |             |              |
|            |   |            |   | o |            |             |              |
|            |   |            |   | u |            |             |              |
|            |   |            |   | r |            |             |              |
|            |   |            |   | c |            |             |              |
|            |   |            |   | e |            |             |              |
|            |   |            |   | s |            |             |              |
|            |   |            |   | * |            |             |              |
|            |   |            |   | * |            |             |              |
+------------+---+------------+---+---+------------+-------------+--------------+
| To         |   |            |   |   |            |             |              |
| identify   |   |            |   |   |            |             |              |
| the        |   |            |   |   |            |             |              |
| content of |   |            |   |   |            |             |              |
| Bologna    |   |            |   |   |            |             |              |
| process    |   |            |   |   |            |             |              |
| initial    |   |            |   |   |            |             |              |
| triangle   |   |            |   |   |            |             |              |
|            |   |            |   |   |            |             |              |
| 1.         |   |            |   |   |            |             |              |
| Transition |   |            |   |   |            |             |              |
|     to     |   |            |   |   |            |             |              |
|            |   |            |   |   |            |             |              |
|   European |   |            |   |   |            |             |              |
|     system |   |            |   |   |            |             |              |
|            |   |            |   |   |            |             |              |
| 2.         |   |            |   |   |            |             |              |
| Transition |   |            |   |   |            |             |              |
|     to     |   |            |   |   |            |             |              |
|     credit |   |            |   |   |            |             |              |
|     system |   |            |   |   |            |             |              |
|            |   |            |   |   |            |             |              |
| 3          |   |            |   |   |            |             |              |
| .  Quality |   |            |   |   |            |             |              |
|            |   |            |   |   |            |             |              |
| assessment |   |            |   |   |            |             |              |
|     and    |   |            |   |   |            |             |              |
|            |   |            |   |   |            |             |              |
|  provision |   |            |   |   |            |             |              |
+------------+---+------------+---+---+------------+-------------+--------------+
| **         |   |            |   |   |            |             |              |
| Transition |   |            |   |   |            |             |              |
| to two     |   |            |   |   |            |             |              |
| degree     |   |            |   |   |            |             |              |
| system**   |   |            |   |   |            |             |              |
+------------+---+------------+---+---+------------+-------------+--------------+
| Test out   | - |            | - |   |            | -           | -   Lack of  |
| qua        |   |            |   |   |            |   Signatory |     new      |
| lification |   |            |   |   |            |     of      |              |
| degrees    |   |            |   |   |            |     Bologna |  educational |
|            | H |            | F |   |            |             |     methods  |
|            | i |            | i |   |            | declaration |     and      |
|            | g |            | n |   |            |             |              |
|            | h |            | a |   |            |             |    technical |
|            | e |            | n |   |            |             |     means    |
|            | r |            | c |   |            |             |              |
|            |   |            | i |   |            |             |              |
|            |   |            | a |   |            |             |              |
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|            |   |            | v |   |            |             |              |
|            | u |            | e |   |            |             |              |
|            | n |            | r |   |            |             |              |
|            | i |            | s |   |            |             |              |
|            | v |            | i |   |            |             |              |
|            | e |            | t |   |            |             |              |
|            | r |            | i |   |            |             |              |
|            | s |            | e |   |            |             |              |
|            | i |            | s |   |            |             |              |
|            | t |            |   |   |            |             |              |
|            | i |            |   |   |            |             |              |
|            | e |            |   |   |            |             |              |
|            | s |            |   |   |            |             |              |
|            |   |            |   |   |            |             |              |
|            | - |            |   |   |            |             |              |
|            |   |            |   |   |            |             |              |
|            |   |            |   |   |            |             |              |
|            |   |            |   |   |            |             |              |
|            | N |            |   |   |            |             |              |
|            | G |            |   |   |            |             |              |
|            | O |            |   |   |            |             |              |
|            | s |            |   |   |            |             |              |
+------------+---+------------+---+---+------------+-------------+--------------+
| Pr         | - |            | - |   |            | -           | -            |
| ogrammatic |   |            |   |   |            |   Readiness |    Readiness |
| reform     |   |            |   |   |            |     of      |     of the   |
|            |   |            |   |   |            |     in      |     public   |
|            | E |            | E |   |            | ternational |     at large |
|            | N |            | u |   |            |     or      |              |
|            | I |            | r |   |            | ganizations |              |
|            | C |            | o |   |            |     USAID   |              |
|            |   |            | p |   |            |             |              |
|            | - |            | e |   |            |             |              |
|            |   |            | a |   |            |             |              |
|            |   |            | n |   |            |             |              |
|            |   |            |   |   |            |             |              |
|            | C |            |   |   |            |             |              |
|            | e |            |   |   |            |             |              |
|            | n |            |   |   |            |             |              |
|            | t |            | c |   |            |             |              |
|            | e |            | o |   |            |             |              |
|            | r |            | m |   |            |             |              |
|            |   |            | m |   |            |             |              |
|            |   |            | i |   |            |             |              |
|            |   |            | t |   |            |             |              |
|            |   |            | t |   |            |             |              |
|            | f |            | e |   |            |             |              |
|            | o |            | e |   |            |             |              |
|            | r |            |   |   |            |             |              |
|            |   |            | - |   |            |             |              |
|            |   |            |   |   |            |             |              |
|            |   |            |   |   |            |             |              |
|            |   |            |   |   |            |             |              |
|            | t |            | F |   |            |             |              |
|            | h |            | i |   |            |             |              |
|            | e |            | n |   |            |             |              |
|            |   |            | a |   |            |             |              |
|            |   |            | n |   |            |             |              |
|            |   |            | c |   |            |             |              |
|            |   |            | i |   |            |             |              |
|            | d |            | a |   |            |             |              |
|            | e |            | l |   |            |             |              |
|            | v |            |   |   |            |             |              |
|            | e |            |   |   |            |             |              |
|            | l |            |   |   |            |             |              |
|            | o |            |   |   |            |             |              |
|            | p |            | r |   |            |             |              |
|            | m |            | e |   |            |             |              |
|            | e |            | s |   |            |             |              |
|            | n |            | o |   |            |             |              |
|            | t |            | u |   |            |             |              |
|            |   |            | r |   |            |             |              |
|            |   |            | c |   |            |             |              |
|            |   |            | e |   |            |             |              |
|            |   |            | s |   |            |             |              |
|            | o |            |   |   |            |             |              |
|            | f |            |   |   |            |             |              |
|            |   |            |   |   |            |             |              |
|            |   |            |   |   |            |             |              |
|            |   |            | f |   |            |             |              |
|            |   |            | r |   |            |             |              |
|            | q |            | o |   |            |             |              |
|            | u |            | m |   |            |             |              |
|            | a |            |   |   |            |             |              |
|            | l |            |   |   |            |             |              |
|            | i |            |   |   |            |             |              |
|            | f |            |   |   |            |             |              |
|            | i |            | t |   |            |             |              |
|            | c |            | h |   |            |             |              |
|            | a |            | e |   |            |             |              |
|            | t |            |   |   |            |             |              |
|            | i |            |   |   |            |             |              |
|            | o |            |   |   |            |             |              |
|            | n |            |   |   |            |             |              |
|            |   |            | g |   |            |             |              |
|            |   |            | o |   |            |             |              |
|            |   |            | v |   |            |             |              |
|            |   |            | e |   |            |             |              |
|            | p |            | r |   |            |             |              |
|            | a |            | n |   |            |             |              |
|            | s |            | m |   |            |             |              |
|            | s |            | e |   |            |             |              |
|            | p |            | n |   |            |             |              |
|            | o |            | t |   |            |             |              |
|            | r |            |   |   |            |             |              |
|            | t |            |   |   |            |             |              |
+------------+---+------------+---+---+------------+-------------+--------------+
|            |   |            | - |   |            | -           | -            |
|            |   |            |   |   |            |   Readiness |  Irrelevance |
|            |   |            |   |   |            |     of the  |     of the   |
|            |   |            |   |   |            |             |     existing |
|            |   |            | I |   |            |  population |              |
|            |   |            | n |   |            |     and the |  legislation |
|            |   |            | d |   |            |     u       |     to the   |
|            |   |            | i |   |            | niversities |     Bologna  |
|            |   |            | v |   |            |     to the  |     process  |
|            |   |            | i |   |            |             |              |
|            |   |            | d |   |            | reformation |              |
|            |   |            | u |   |            |     process |              |
|            |   |            | a |   |            |             |              |
|            |   |            | l |   |            |             |              |
|            |   |            |   |   |            |             |              |
|            |   |            |   |   |            |             |              |
|            |   |            |   |   |            |             |              |
|            |   |            |   |   |            |             |              |
|            |   |            | r |   |            |             |              |
|            |   |            | e |   |            |             |              |
|            |   |            | s |   |            |             |              |
|            |   |            | o |   |            |             |              |
|            |   |            | u |   |            |             |              |
|            |   |            | r |   |            |             |              |
|            |   |            | c |   |            |             |              |
|            |   |            | e |   |            |             |              |
|            |   |            | s |   |            |             |              |
|            |   |            |   |   |            |             |              |
|            |   |            |   |   |            |             |              |
|            |   |            |   |   |            |             |              |
|            |   |            |   |   |            |             |              |
|            |   |            | o |   |            |             |              |
|            |   |            | f |   |            |             |              |
|            |   |            |   |   |            |             |              |
|            |   |            |   |   |            |             |              |
|            |   |            |   |   |            |             |              |
|            |   |            |   |   |            |             |              |
|            |   |            | t |   |            |             |              |
|            |   |            | h |   |            |             |              |
|            |   |            | e |   |            |             |              |
|            |   |            |   |   |            |             |              |
|            |   |            |   |   |            |             |              |
|            |   |            |   |   |            |             |              |
|            |   |            |   |   |            |             |              |
|            |   |            | u |   |            |             |              |
|            |   |            | n |   |            |             |              |
|            |   |            | i |   |            |             |              |
|            |   |            | v |   |            |             |              |
|            |   |            | e |   |            |             |              |
|            |   |            | r |   |            |             |              |
|            |   |            | s |   |            |             |              |
|            |   |            | i |   |            |             |              |
|            |   |            | t |   |            |             |              |
|            |   |            | i |   |            |             |              |
|            |   |            | e |   |            |             |              |
|            |   |            | s |   |            |             |              |
|            |   |            |   |   |            |             |              |
|            |   |            | - |   |            |             |              |
|            |   |            |   |   |            |             |              |
|            |   |            |   |   |            |             |              |
|            |   |            |   |   |            |             |              |
|            |   |            | G |   |            |             |              |
|            |   |            | r |   |            |             |              |
|            |   |            | a |   |            |             |              |
|            |   |            | n |   |            |             |              |
|            |   |            | t |   |            |             |              |
|            |   |            | s |   |            |             |              |
|            |   |            |   |   |            |             |              |
|            |   |            |   |   |            |             |              |
|            |   |            |   |   |            |             |              |
|            |   |            |   |   |            |             |              |
|            |   |            | o |   |            |             |              |
|            |   |            | f |   |            |             |              |
|            |   |            |   |   |            |             |              |
|            |   |            |   |   |            |             |              |
|            |   |            |   |   |            |             |              |
|            |   |            |   |   |            |             |              |
|            |   |            | i |   |            |             |              |
|            |   |            | n |   |            |             |              |
|            |   |            | t |   |            |             |              |
|            |   |            | e |   |            |             |              |
|            |   |            | r |   |            |             |              |
|            |   |            | n |   |            |             |              |
|            |   |            | a |   |            |             |              |
|            |   |            | t |   |            |             |              |
|            |   |            | i |   |            |             |              |
|            |   |            | o |   |            |             |              |
|            |   |            | n |   |            |             |              |
|            |   |            | a |   |            |             |              |
|            |   |            | l |   |            |             |              |
|            |   |            |   |   |            |             |              |
|            |   |            |   |   |            |             |              |
|            |   |            |   |   |            |             |              |
|            |   |            |   |   |            |             |              |
|            |   |            | o |   |            |             |              |
|            |   |            | r |   |            |             |              |
|            |   |            | g |   |            |             |              |
|            |   |            | a |   |            |             |              |
|            |   |            | n |   |            |             |              |
|            |   |            | i |   |            |             |              |
|            |   |            | z |   |            |             |              |
|            |   |            | a |   |            |             |              |
|            |   |            | t |   |            |             |              |
|            |   |            | i |   |            |             |              |
|            |   |            | o |   |            |             |              |
|            |   |            | n |   |            |             |              |
|            |   |            | s |   |            |             |              |
|            |   |            |   |   |            |             |              |
|            |   |            | - |   |            |             |              |
|            |   |            |   |   |            |             |              |
|            |   |            |   |   |            |             |              |
|            |   |            |   |   |            |             |              |
|            |   |            | O |   |            |             |              |
|            |   |            | u |   |            |             |              |
|            |   |            | t |   |            |             |              |
|            |   |            |   |   |            |             |              |
|            |   |            |   |   |            |             |              |
|            |   |            |   |   |            |             |              |
|            |   |            |   |   |            |             |              |
|            |   |            | b |   |            |             |              |
|            |   |            | u |   |            |             |              |
|            |   |            | d |   |            |             |              |
|            |   |            | g |   |            |             |              |
|            |   |            | e |   |            |             |              |
|            |   |            | t |   |            |             |              |
|            |   |            |   |   |            |             |              |
|            |   |            |   |   |            |             |              |
|            |   |            |   |   |            |             |              |
|            |   |            |   |   |            |             |              |
|            |   |            | f |   |            |             |              |
|            |   |            | u |   |            |             |              |
|            |   |            | n |   |            |             |              |
|            |   |            | d |   |            |             |              |
|            |   |            | s |   |            |             |              |
|            |   |            |   |   |            |             |              |
|            |   |            |   |   |            |             |              |
|            |   |            |   |   |            |             |              |
|            |   |            |   |   |            |             |              |
|            |   |            | o |   |            |             |              |
|            |   |            | f |   |            |             |              |
|            |   |            |   |   |            |             |              |
|            |   |            |   |   |            |             |              |
|            |   |            |   |   |            |             |              |
|            |   |            |   |   |            |             |              |
|            |   |            | t |   |            |             |              |
|            |   |            | h |   |            |             |              |
|            |   |            | e |   |            |             |              |
|            |   |            |   |   |            |             |              |
|            |   |            |   |   |            |             |              |
|            |   |            |   |   |            |             |              |
|            |   |            |   |   |            |             |              |
|            |   |            | u |   |            |             |              |
|            |   |            | n |   |            |             |              |
|            |   |            | i |   |            |             |              |
|            |   |            | v |   |            |             |              |
|            |   |            | e |   |            |             |              |
|            |   |            | r |   |            |             |              |
|            |   |            | s |   |            |             |              |
|            |   |            | i |   |            |             |              |
|            |   |            | t |   |            |             |              |
|            |   |            | i |   |            |             |              |
|            |   |            | e |   |            |             |              |
|            |   |            | s |   |            |             |              |
|            |   |            |   |   |            |             |              |
|            |   |            | - |   |            |             |              |
|            |   |            |   |   |            |             |              |
|            |   |            |   |   |            |             |              |
|            |   |            |   |   |            |             |              |
|            |   |            | D |   |            |             |              |
|            |   |            | o |   |            |             |              |
|            |   |            | n |   |            |             |              |
|            |   |            | o |   |            |             |              |
|            |   |            | r |   |            |             |              |
|            |   |            |   |   |            |             |              |
|            |   |            |   |   |            |             |              |
|            |   |            |   |   |            |             |              |
|            |   |            |   |   |            |             |              |
|            |   |            | a |   |            |             |              |
|            |   |            | s |   |            |             |              |
|            |   |            | s |   |            |             |              |
|            |   |            | i |   |            |             |              |
|            |   |            | s |   |            |             |              |
|            |   |            | t |   |            |             |              |
|            |   |            | a |   |            |             |              |
|            |   |            | n |   |            |             |              |
|            |   |            | c |   |            |             |              |
|            |   |            | e |   |            |             |              |
+------------+---+------------+---+---+------------+-------------+--------------+
|            |   |            | - |   |            | -   New     | -   Limited  |
|            |   |            |   |   |            |             |     human    |
|            |   |            |   |   |            |  tendencies |              |
|            |   |            |   |   |            |     and     |    resources |
|            |   |            | M |   |            |     demands |              |
|            |   |            | a |   |            |     of the  | -   Limited  |
|            |   |            | t |   |            |     labor   |     internal |
|            |   |            | e |   |            |     market  |              |
|            |   |            | r |   |            |             |    expertise |
|            |   |            | i |   |            |             |              |
|            |   |            | a |   |            |             |    resources |
|            |   |            | l |   |            |             |              |
|            |   |            |   |   |            |             |              |
|            |   |            |   |   |            |             |              |
|            |   |            |   |   |            |             |              |
|            |   |            |   |   |            |             |              |
|            |   |            | c |   |            |             |              |
|            |   |            | o |   |            |             |              |
|            |   |            | m |   |            |             |              |
|            |   |            | p |   |            |             |              |
|            |   |            | e |   |            |             |              |
|            |   |            | n |   |            |             |              |
|            |   |            | s |   |            |             |              |
|            |   |            | a |   |            |             |              |
|            |   |            | t |   |            |             |              |
|            |   |            | i |   |            |             |              |
|            |   |            | o |   |            |             |              |
|            |   |            | n |   |            |             |              |
|            |   |            |   |   |            |             |              |
|            |   |            | - |   |            |             |              |
|            |   |            |   |   |            |             |              |
|            |   |            |   |   |            |             |              |
|            |   |            |   |   |            |             |              |
|            |   |            | I |   |            |             |              |
|            |   |            | n |   |            |             |              |
|            |   |            | c |   |            |             |              |
|            |   |            | l |   |            |             |              |
|            |   |            | u |   |            |             |              |
|            |   |            | s |   |            |             |              |
|            |   |            | i |   |            |             |              |
|            |   |            | o |   |            |             |              |
|            |   |            | n |   |            |             |              |
|            |   |            |   |   |            |             |              |
|            |   |            |   |   |            |             |              |
|            |   |            |   |   |            |             |              |
|            |   |            |   |   |            |             |              |
|            |   |            | o |   |            |             |              |
|            |   |            | f |   |            |             |              |
|            |   |            |   |   |            |             |              |
|            |   |            |   |   |            |             |              |
|            |   |            |   |   |            |             |              |
|            |   |            |   |   |            |             |              |
|            |   |            | D |   |            |             |              |
|            |   |            | i |   |            |             |              |
|            |   |            | a |   |            |             |              |
|            |   |            | s |   |            |             |              |
|            |   |            | p |   |            |             |              |
|            |   |            | o |   |            |             |              |
|            |   |            | r |   |            |             |              |
|            |   |            | a |   |            |             |              |
|            |   |            |   |   |            |             |              |
|            |   |            |   |   |            |             |              |
|            |   |            |   |   |            |             |              |
|            |   |            |   |   |            |             |              |
|            |   |            | i |   |            |             |              |
|            |   |            | n |   |            |             |              |
|            |   |            |   |   |            |             |              |
|            |   |            |   |   |            |             |              |
|            |   |            |   |   |            |             |              |
|            |   |            |   |   |            |             |              |
|            |   |            | t |   |            |             |              |
|            |   |            | h |   |            |             |              |
|            |   |            | e |   |            |             |              |
|            |   |            |   |   |            |             |              |
|            |   |            |   |   |            |             |              |
|            |   |            |   |   |            |             |              |
|            |   |            |   |   |            |             |              |
|            |   |            | p |   |            |             |              |
|            |   |            | r |   |            |             |              |
|            |   |            | o |   |            |             |              |
|            |   |            | c |   |            |             |              |
|            |   |            | e |   |            |             |              |
|            |   |            | s |   |            |             |              |
|            |   |            | s |   |            |             |              |
+------------+---+------------+---+---+------------+-------------+--------------+
| > **       |   |            |   |   |            |             |              |
| Transition |   |            |   |   |            |             |              |
| > to       |   |            |   |   |            |             |              |
| > credit   |   |            |   |   |            |             |              |
| > system** |   |            |   |   |            |             |              |
+------------+---+------------+---+---+------------+-------------+--------------+
| credit     | - |            |   |   | -          | -           | -            |
| c          |   |            |   |   |  Graduates |   Internati | Non-cohesion |
| ompilation |   |            |   |   |            | onalization |              |
| new system |   |            |   |   | -   Team   |     of      | -            |
| and        | H |            |   |   |            |     higher  |    Insertion |
| mechanisms | i |            |   |   |   building |             |              |
|            | g |            |   |   |            |   education | -   Lack of  |
|            | h |            |   |   | -          |             |              |
|            | e |            |   |   |  Trainings |             |    resources |
|            | r |            |   |   |     for    |             |              |
|            |   |            |   |   |     local  |             | -   Lack of  |
|            |   |            |   |   |     s      |             |     c        |
|            |   |            |   |   | pecialists |             | ollaboration |
|            |   |            |   |   |            |             |              |
|            | e |            |   |   | -          |             |              |
|            | d |            |   |   |  Trainings |             |              |
|            | u |            |   |   |     for    |             |              |
|            | c |            |   |   |     local  |             |              |
|            | a |            |   |   |            |             |              |
|            | t |            |   |   |    experts |             |              |
|            | i |            |   |   |            |             |              |
|            | o |            |   |   | -          |             |              |
|            | n |            |   |   | Invitation |             |              |
|            |   |            |   |   |     of     |             |              |
|            |   |            |   |   |     int    |             |              |
|            |   |            |   |   | ernational |             |              |
|            |   |            |   |   |            |             |              |
|            | i |            |   |   |    experts |             |              |
|            | n |            |   |   |            |             |              |
|            | s |            |   |   |            |             |              |
|            | t |            |   |   |            |             |              |
|            | i |            |   |   |            |             |              |
|            | t |            |   |   |            |             |              |
|            | u |            |   |   |            |             |              |
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|            | - |            |   |   |            |             |              |
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|            |   |            |   |   |            |             |              |
|            |   |            |   |   |            |             |              |
|            | ( |            |   |   |            |             |              |
|            | E |            |   |   |            |             |              |
|            | C |            |   |   |            |             |              |
|            | , |            |   |   |            |             |              |
|            |   |            |   |   |            |             |              |
|            |   |            |   |   |            |             |              |
|            |   |            |   |   |            |             |              |
|            |   |            |   |   |            |             |              |
|            | T |            |   |   |            |             |              |
|            | E |            |   |   |            |             |              |
|            | M |            |   |   |            |             |              |
|            | P |            |   |   |            |             |              |
|            | U |            |   |   |            |             |              |
|            | S |            |   |   |            |             |              |
|            | , |            |   |   |            |             |              |
|            |   |            |   |   |            |             |              |
|            |   |            |   |   |            |             |              |
|            |   |            |   |   |            |             |              |
|            |   |            |   |   |            |             |              |
|            | T |            |   |   |            |             |              |
|            | A |            |   |   |            |             |              |
|            | S |            |   |   |            |             |              |
|            | I |            |   |   |            |             |              |
|            | S |            |   |   |            |             |              |
|            | , |            |   |   |            |             |              |
|            |   |            |   |   |            |             |              |
|            |   |            |   |   |            |             |              |
|            |   |            |   |   |            |             |              |
|            |   |            |   |   |            |             |              |
|            | E |            |   |   |            |             |              |
|            | N |            |   |   |            |             |              |
|            | I |            |   |   |            |             |              |
|            | C |            |   |   |            |             |              |
|            | , |            |   |   |            |             |              |
|            |   |            |   |   |            |             |              |
|            |   |            |   |   |            |             |              |
|            |   |            |   |   |            |             |              |
|            |   |            |   |   |            |             |              |
|            | E |            |   |   |            |             |              |
|            | T |            |   |   |            |             |              |
|            | C |            |   |   |            |             |              |
|            | , |            |   |   |            |             |              |
|            |   |            |   |   |            |             |              |
|            |   |            |   |   |            |             |              |
|            |   |            |   |   |            |             |              |
|            |   |            |   |   |            |             |              |
|            | U |            |   |   |            |             |              |
|            | S |            |   |   |            |             |              |
|            | A |            |   |   |            |             |              |
|            | I |            |   |   |            |             |              |
|            | D |            |   |   |            |             |              |
|            | , |            |   |   |            |             |              |
|            |   |            |   |   |            |             |              |
|            |   |            |   |   |            |             |              |
|            |   |            |   |   |            |             |              |
|            |   |            |   |   |            |             |              |
|            | O |            |   |   |            |             |              |
|            | S |            |   |   |            |             |              |
|            | I |            |   |   |            |             |              |
|            | ) |            |   |   |            |             |              |
+------------+---+------------+---+---+------------+-------------+--------------+
| Credit     |   |            |   |   | -          |             | -            |
| tr         |   |            |   |   |  Awareness |             |    Mentality |
| ansmission |   |            |   |   |            |             |              |
| m          |   |            |   |   |    raising |             |              |
| echanisms- |   |            |   |   |            |             |              |
| ESTS       |   |            |   |   |   campaign |             |              |
|            |   |            |   |   |            |             |              |
|            |   |            |   |   | -   I      |             |              |
|            |   |            |   |   | nformation |             |              |
|            |   |            |   |   |            |             |              |
|            |   |            |   |   |  provision |             |              |
|            |   |            |   |   |            |             |              |
|            |   |            |   |   | -          |             |              |
|            |   |            |   |   |   Training |             |              |
|            |   |            |   |   |            |             |              |
|            |   |            |   |   |   courses, |             |              |
|            |   |            |   |   |            |             |              |
|            |   |            |   |   |   projects |             |              |
|            |   |            |   |   |            |             |              |
|            |   |            |   |   | -          |             |              |
|            |   |            |   |   | University |             |              |
|            |   |            |   |   |     joint  |             |              |
|            |   |            |   |   |     c      |             |              |
|            |   |            |   |   | onsortiums |             |              |
+------------+---+------------+---+---+------------+-------------+--------------+
| >          |   |            |   |   |            |             |              |
|  **Quality |   |            |   |   |            |             |              |
| >          |   |            |   |   |            |             |              |
| assessment |   |            |   |   |            |             |              |
| > and      |   |            |   |   |            |             |              |
| > p        |   |            |   |   |            |             |              |
| rovision** |   |            |   |   |            |             |              |
+------------+---+------------+---+---+------------+-------------+--------------+
| Quality    | - |            |   |   | -          |             | -   Re       |
| assessment |   |            |   |   |   Increase |             | sponsibility |
| and        |   |            |   |   |     in     |             |     low      |
| provision  |   |            |   |   |            |             |     level    |
|            | H |            |   |   |  awareness |             |              |
|            | i |            |   |   |     level  |             | -   Lack of  |
|            | g |            |   |   |            |             |     mobility |
|            | h |            |   |   |            |             |     of       |
|            | e |            |   |   |            |             |              |
|            | r |            |   |   |            |             |    lecturers |
|            |   |            |   |   |            |             |     and      |
|            |   |            |   |   |            |             |     u        |
|            |   |            |   |   |            |             | niversities. |
|            |   |            |   |   |            |             |              |
|            | e |            |   |   |            |             |              |
|            | d |            |   |   |            |             |              |
|            | u |            |   |   |            |             |              |
|            | c |            |   |   |            |             |              |
|            | a |            |   |   |            |             |              |
|            | t |            |   |   |            |             |              |
|            | i |            |   |   |            |             |              |
|            | o |            |   |   |            |             |              |
|            | n |            |   |   |            |             |              |
|            |   |            |   |   |            |             |              |
|            |   |            |   |   |            |             |              |
|            |   |            |   |   |            |             |              |
|            |   |            |   |   |            |             |              |
|            | i |            |   |   |            |             |              |
|            | n |            |   |   |            |             |              |
|            | s |            |   |   |            |             |              |
|            | t |            |   |   |            |             |              |
|            | i |            |   |   |            |             |              |
|            | t |            |   |   |            |             |              |
|            | u |            |   |   |            |             |              |
|            | t |            |   |   |            |             |              |
|            | i |            |   |   |            |             |              |
|            | o |            |   |   |            |             |              |
|            | n |            |   |   |            |             |              |
|            | s |            |   |   |            |             |              |
|            |   |            |   |   |            |             |              |
|            | - |            |   |   |            |             |              |
|            |   |            |   |   |            |             |              |
|            |   |            |   |   |            |             |              |
|            |   |            |   |   |            |             |              |
|            | M |            |   |   |            |             |              |
|            | i |            |   |   |            |             |              |
|            | n |            |   |   |            |             |              |
|            | i |            |   |   |            |             |              |
|            | s |            |   |   |            |             |              |
|            | t |            |   |   |            |             |              |
|            | r |            |   |   |            |             |              |
|            | y |            |   |   |            |             |              |
|            |   |            |   |   |            |             |              |
|            | - |            |   |   |            |             |              |
|            |   |            |   |   |            |             |              |
|            |   |            |   |   |            |             |              |
|            |   |            |   |   |            |             |              |
|            | A |            |   |   |            |             |              |
|            | r |            |   |   |            |             |              |
|            | m |            |   |   |            |             |              |
|            | e |            |   |   |            |             |              |
|            | n |            |   |   |            |             |              |
|            | i |            |   |   |            |             |              |
|            | a |            |   |   |            |             |              |
|            | n |            |   |   |            |             |              |
|            |   |            |   |   |            |             |              |
|            |   |            |   |   |            |             |              |
|            |   |            |   |   |            |             |              |
|            |   |            |   |   |            |             |              |
|            | g |            |   |   |            |             |              |
|            | o |            |   |   |            |             |              |
|            | v |            |   |   |            |             |              |
|            | e |            |   |   |            |             |              |
|            | r |            |   |   |            |             |              |
|            | n |            |   |   |            |             |              |
|            | m |            |   |   |            |             |              |
|            | e |            |   |   |            |             |              |
|            | n |            |   |   |            |             |              |
|            | t |            |   |   |            |             |              |
|            |   |            |   |   |            |             |              |
|            | - |            |   |   |            |             |              |
|            |   |            |   |   |            |             |              |
|            |   |            |   |   |            |             |              |
|            |   |            |   |   |            |             |              |
|            | N |            |   |   |            |             |              |
|            | a |            |   |   |            |             |              |
|            | t |            |   |   |            |             |              |
|            | i |            |   |   |            |             |              |
|            | o |            |   |   |            |             |              |
|            | n |            |   |   |            |             |              |
|            | a |            |   |   |            |             |              |
|            | l |            |   |   |            |             |              |
|            |   |            |   |   |            |             |              |
|            |   |            |   |   |            |             |              |
|            |   |            |   |   |            |             |              |
|            |   |            |   |   |            |             |              |
|            | P |            |   |   |            |             |              |
|            | a |            |   |   |            |             |              |
|            | r |            |   |   |            |             |              |
|            | l |            |   |   |            |             |              |
|            | i |            |   |   |            |             |              |
|            | a |            |   |   |            |             |              |
|            | m |            |   |   |            |             |              |
|            | e |            |   |   |            |             |              |
|            | n |            |   |   |            |             |              |
|            | t |            |   |   |            |             |              |
|            |   |            |   |   |            |             |              |
|            | - |            |   |   |            |             |              |
|            |   |            |   |   |            |             |              |
|            |   |            |   |   |            |             |              |
|            |   |            |   |   |            |             |              |
|            | I |            |   |   |            |             |              |
|            | n |            |   |   |            |             |              |
|            | t |            |   |   |            |             |              |
|            | e |            |   |   |            |             |              |
|            | r |            |   |   |            |             |              |
|            | n |            |   |   |            |             |              |
|            | a |            |   |   |            |             |              |
|            | t |            |   |   |            |             |              |
|            | i |            |   |   |            |             |              |
|            | o |            |   |   |            |             |              |
|            | n |            |   |   |            |             |              |
|            | a |            |   |   |            |             |              |
|            | l |            |   |   |            |             |              |
|            |   |            |   |   |            |             |              |
|            |   |            |   |   |            |             |              |
|            |   |            |   |   |            |             |              |
|            |   |            |   |   |            |             |              |
|            | o |            |   |   |            |             |              |
|            | r |            |   |   |            |             |              |
|            | g |            |   |   |            |             |              |
|            | a |            |   |   |            |             |              |
|            | n |            |   |   |            |             |              |
|            | i |            |   |   |            |             |              |
|            | z |            |   |   |            |             |              |
|            | a |            |   |   |            |             |              |
|            | t |            |   |   |            |             |              |
|            | i |            |   |   |            |             |              |
|            | o |            |   |   |            |             |              |
|            | n |            |   |   |            |             |              |
|            | s |            |   |   |            |             |              |
+------------+---+------------+---+---+------------+-------------+--------------+
| External   | - |            |   |   |            |             | -   Lack of  |
| assessment |   |            |   |   |            |             |              |
| of quality |   |            |   |   |            |             |    resources |
| and        |   |            |   |   |            |             |              |
| acc        | S |            |   |   |            |             | -   he       |
| reditation | t |            |   |   |            |             |     process  |
| process    | u |            |   |   |            |             |     has      |
|            | d |            |   |   |            |             |     formal   |
|            | e |            |   |   |            |             |     style    |
|            | n |            |   |   |            |             |              |
|            | t |            |   |   |            |             | -   Lack of  |
|            | s |            |   |   |            |             |              |
|            |   |            |   |   |            |             |  information |
|            | - |            |   |   |            |             |              |
|            |   |            |   |   |            |             | -            |
|            |   |            |   |   |            |             |    Formalism |
|            |   |            |   |   |            |             |              |
|            | L |            |   |   |            |             |              |
|            | a |            |   |   |            |             |              |
|            | b |            |   |   |            |             |              |
|            | o |            |   |   |            |             |              |
|            | r |            |   |   |            |             |              |
|            |   |            |   |   |            |             |              |
|            |   |            |   |   |            |             |              |
|            |   |            |   |   |            |             |              |
|            |   |            |   |   |            |             |              |
|            | m |            |   |   |            |             |              |
|            | a |            |   |   |            |             |              |
|            | r |            |   |   |            |             |              |
|            | k |            |   |   |            |             |              |
|            | e |            |   |   |            |             |              |
|            | t |            |   |   |            |             |              |
|            |   |            |   |   |            |             |              |
|            | - |            |   |   |            |             |              |
|            |   |            |   |   |            |             |              |
|            |   |            |   |   |            |             |              |
|            |   |            |   |   |            |             |              |
|            | E |            |   |   |            |             |              |
|            | m |            |   |   |            |             |              |
|            | p |            |   |   |            |             |              |
|            | l |            |   |   |            |             |              |
|            | o |            |   |   |            |             |              |
|            | y |            |   |   |            |             |              |
|            | e |            |   |   |            |             |              |
|            | r |            |   |   |            |             |              |
|            | s |            |   |   |            |             |              |
+------------+---+------------+---+---+------------+-------------+--------------+

[C3 -- Composition of university boards]{.underline}

+-------------+---------------+-----------+-------------+--------------+
| *           | > **S         | > **Re    | > **Oppo    | >            |
| *Changes/** | takeholders** | sources** | rtunities** | **Threats/** |
|             |               |           |             | >            |
| **          |               |           |             | > **C        |
| solutions** |               |           |             | onstraints** |
+-------------+---------------+-----------+-------------+--------------+
| The main    | -   Students  | -   Good  | > The basic | > The        |
| principles  |               |     will  | > principle | > government |
| of          | -             |           | > of Bagnio | > is         |
| composition |    Lecturers, | -   Human | >           | > striving   |
| of boards   |               |           |  university | > to have a  |
| should be   |    university | resources | > self      | > control    |
| included in |     staff,    |           | -governance | > over the   |
| the         |     a         | -   Prof  |             | > higher     |
| l           | dministration | essional, |             | > education  |
| egislation. |               |     a     |             | >            |
| Other       | -   Parents   | nalytical |             | institutions |
| details     |               |           |             |              |
| should be   | -   Public at |    skills |             |              |
| included in |     large     |           |             |              |
| the         |               |           |             |              |
| university  | -   Bologna   |           |             |              |
| statutes.   |     process   |           |             |              |
|             |               |           |             |              |
|             |  coordination |           |             |              |
|             |     structure |           |             |              |
|             |     within EU |           |             |              |
+-------------+---------------+-----------+-------------+--------------+
| To make     | -   Civil     | -   Human | -   The     | -   Ove      |
| graduate    |     society   |           |     r       | rcentralised |
| and         |               | resources | equirements |     ad       |
| po          | -   higher    |           |     of the  | ministration |
| st-graduate |     education |           |     new     |     system,  |
| education   |               |           |     c       |     which    |
| relevant to |  institutions |           | onstitution |     gives    |
| the         |               |           |     and the |     birth to |
| c           |               |           |             |              |
| onstitution |               |           |  principles |   corruption |
| , to make   |               |           |     of the  |     risks    |
| new changes |               |           |     Bologna |              |
|             |               |           |     Process |              |
+-------------+---------------+-----------+-------------+--------------+
| The         | -   Public at | -   Good  | -   The     | -   The      |
| procedure   |     large     |     will  |     c       |     formal   |
| of the      |               |           | onstitution |     approach |
| board       | -   Ministry  |           |             |     of the   |
| composition |     of        |           | -   Legal   |     ad       |
| should be   |     education |           |     field   | ministrative |
| regulated   |     and       |           |             |     system   |
| by the law  |     science   |           | -   In      |     to the   |
|             |               |           | ternational |     issue    |
|             | -   Armenian  |           |             |              |
|             |               |           |  experience |              |
|             |    government |           |             |              |
|             |               |           |             |              |
|             | -   National  |           |             |              |
|             |               |           |             |              |
|             |    Parliament |           |             |              |
|             |               |           |             |              |
|             | -             |           |             |              |
|             | International |           |             |              |
|             |               |           |             |              |
|             | organizations |           |             |              |
+-------------+---------------+-----------+-------------+--------------+
| New edition | -   Civil     | -   Prof  | -   The     | -   Slow     |
| of the law  |     society   | essional, |             |              |
|             |               |     a     |  principles |    procedure |
|             | -   higher    | nalytical |     of      |     of       |
|             |     education |           |             |     economy  |
|             |     i         |    skills |  university |     li       |
|             | nstitutions»ñ |           |             | beralization |
|             |               | -         | environment |              |
|             | -   students  |   Ability |             |              |
|             |               |     for   |             |              |
|             |               |           |             |              |
|             |               |    recomm |             |              |
|             |               | endations |             |              |
+-------------+---------------+-----------+-------------+--------------+
| To involve  | -   Parents   |           | -           | -            |
| parents     |     who pay   |           |   Internati |   Management |
|             |               |           | onalization |              |
|             |               |           |             |    drawbacks |
+-------------+---------------+-----------+-------------+--------------+
| Organize    | -   Students  |           |             | -   Overa    |
| initial     |               |           |             | dministarion |
| discussions | -             |           |             |     approach |
| in the      |    Lecturers, |           |             |              |
| higher      |               |           |             | -   Tendency |
| education   |    university |           |             |     of over  |
| i           |     staff,    |           |             |     ce       |
| nstitutions |     a         |           |             | ntralization |
| and then    | dministration |           |             |     of       |
| edit the    |               |           |             |     higher   |
| law         | -   Parents   |           |             |              |
|             |               |           |             |    education |
| Before the  | -   Public at |           |             |     state    |
| law         |     large     |           |             |              |
| adoption    |               |           |             |   management |
| organize    | -   Bologna   |           |             |              |
| broad       |     process   |           |             | > Dispense   |
| discussions |               |           |             | > with       |
|             |  coordination |           |             | > Bologna    |
|             |     structure |           |             | > principles |
|             |     within EU |           |             |              |
+-------------+---------------+-----------+-------------+--------------+
| Formulate   |               |           |             | -            |
| unified     |               |           |             |              |
| attitude of |               |           |             |              |
| u           |               |           |             |              |
| niversities |               |           |             |              |
| and         |               |           |             |              |
| publicize   |               |           |             |              |
+-------------+---------------+-----------+-------------+--------------+
| To assist   |               |           |             |              |
| to          |               |           |             |              |
| strategic   |               |           |             |              |
| planning    |               |           |             |              |
| activities  |               |           |             |              |
| of the      |               |           |             |              |
| u           |               |           |             |              |
| niversities |               |           |             |              |
+-------------+---------------+-----------+-------------+--------------+
| Provide     |               |           |             |              |
| u           |               |           |             |              |
| niversities |               |           |             |              |
| with an     |               |           |             |              |
| opportunity |               |           |             |              |
| to organize |               |           |             |              |
| entrance    |               |           |             |              |
| exams       |               |           |             |              |
| i           |               |           |             |              |
| ndividually |               |           |             |              |
+-------------+---------------+-----------+-------------+--------------+

### [Quotes]{.underline}

"...There are two different types of bachelor's degrees, one is called
professions bachelor, the other- academic bachelor. Correspondingly, the
duration of study of these degrees is different. Professional bachelor's
study duration should be 4 years. The bachelor's second degree is called
academic or research. It assumes 3 years of education with compulsory
continuation in master's degree. In the first case, master's degree is
not obligatory\... "

"...I suggest making changes in the law on "Graduate and postgraduate
education". I propose the following solution -- to develop diversified
educational standards, 3-4 years for bachelor's degree, and 1-2 years
for master's degree...".

" ..We have to plan and coordinate the Bologna process on the level of
the ministry of science and education, to predict state resources to
assist to the process. I suggest formulating a coordinating expert group
for the development of united standards and approaches. We have to
advocate for legislative amendments and to make it relevant to the
Bologna declaration spirit and letter...".

2.  **[Hypothesis c4 -- Student motivation]{.underline}**

Facilitators- Nara Chirkinyan, David Sahakyan

4.  **[HYPO description]{.underline}**

## Student motivation

The majority of students in universities are unmotivated. Students
attend for social rather than

career considerations, and they often study in fields they are not
interested in or qualified for.

5.  **[Problem identification]{.underline}**

-   Stagnated mentality, we need to overcome psychological barriers.

-   Our educational institutions are not giving practical knowledge and
    skills.

-   Analysis of examples from real life

-   Combat corruption at both schools and higher education institutions.

-   Employment opportunities after graduation of vocational education
    institution

-   Education of professional skills for further enhancement of career
    opportunities

-   The educational programs are overloaded, consequently, there is a
    lack of individual work.

-   Students' motivation

-   Corruption, bribery and nepotism should be punished at schools

-   Military commitments for male students aren't flexible

-   The ability of students to transfer between universities and
    specialists is a problem

6.  **[Major Findings]{.underline}**

The small group discussion members came to a common conclusion that very
often they come up with low motivated students, their passive attitude
towards sessions. They mentioned that there are students without set
purposes career considerations. According to the participants' opinion,
students' low motivation is conditioned by several factors, such as:

-   Higher education system in Armenia

-   Training-educational institutions in Armenia

-   Organization of educational process

-   Subjective securities of students

-   Peculiarities of training staff (lecturers)

-   The type of relationship between the lecturers and the students

-   The feature and uniqueness of the subject taught

The aging educational methods; reluctance of professors and lecturers
towards innovations; disconnection of education from practice are those
factors that promotes dismotivation. The representatives of the students
mentioned, that they are striving to creative research work,
self-education, towards obtaining new knowledge and skills. On the other
hand, the reluctance of professors and lecturers towards innovations and
application of new technologies, aging educational methods and aging
scientific-technical base, disconnection of education from practice
constraint students' creative and active learning process. The responses
of the professors and the lecturers were based on the justification that
the dismotivation of the students is the result of aging
scientific-technical base and the educational programs that are cutoff
from the existing economic reality.

The representatives of the LYCOS University and the agricultural college
brought examples on their success stories, on how they are utilizing new
technologies and new educational programs adapted to the new market
development requirements. They identified, that is has helped to
increase not only the research and cognitive motivation of the students,
but to assist to raising and educating for market demand. It helps the
students to get ready for professional activity and find employment with
high salaries.

[Corruption and nepotism:]{.underline}Higher education is prestigious
for many young people and they do everything to manage to enter
universities, which, in its turn, provoke development of corruption and
nepotism.

The participants underlined the fact, that the motivation of those
students who study by themselves is decreasing when they see that there
are many students who are studying "by acquaintances" -- nepotism.

[Social motivations of the higher education institution students and the
role of higher education in the all-round development of the
individual;]{.underline} The participants agreed with the social motives
of the university students that were introduced in the hypothesis:
«students attend for social, rather than career considerations and they
often study in fields they are not interested in or qualified for",
which, on one side assists to social identification, but on the other
hand, hinders the educational process. The participants unanimously
agreed with the statement of the hypothesis c4 on the fact that many
students don't intend to work in careers for which they are studying.
The issue of individual/personal development highly responded by the
participants. They agreed with the statement, that many students,
especially female ones either do not work on their specialty, or become
housewives. According to some participants' opinion, higher education is
important especially for females, as they are future mothers, and they
are responsible for raising, upbringing well-educated and fostered
generation. Opposite to that, there were participants, who brought the
example of previous generations, stating that women with higher
education have managed to be good professionals and to up-bring
deserving generation.

[Professional orientation for high-school students; th]{.underline}e
participants discussed the issue of early professional orientation of
high-school students within the school educational program. It can
become a possible solution to increase students' motivation and to
orient them towards the selection of their future profession.

4.  **[Suggested solutions, matrix]{.underline}**

+-------------+-------------+-------------+--------------+-------------+
| *           | > **Sta     | > **        | > **Opp      | > *         |
| *Changes/** | keholders** | Resources** | ortunities** | *Threats/** |
|             |             |             |              | >           |
| **          |             |             |              | > **Co      |
| solutions** |             |             |              | nstraints** |
+-------------+-------------+-------------+--------------+-------------+
| Salary      | -           | -   Donors, | -   Law      | -   Social  |
| increase    |    Teachers |             |              |     vu      |
|             |             |    sponsors | reformations | lnerability |
|             | -           |             |              |             |
|             |   Lecturers | -           |              |             |
|             |             |  Government |              |             |
|             | -           |             |              |             |
|             |    Students | -           |              |             |
|             |             |   Education |              |             |
|             |             |     fee     |              |             |
+-------------+-------------+-------------+--------------+-------------+
| Events to   | -   Foreign | -   S       | -            | -   Charity |
| stimulate   |     u       | cholarships |  Information |     should  |
| education   | niversities |             |     flow     |     be      |
|             |             | -   Private |              |             |
|             | -   Armenia |             | -   New      |  tax-exempt |
|             |             | enterprises |              |             |
|             |             |     and     | technologies | -   Lack of |
|             |             |             |              |     educat- |
|             |             | individuals |              | information |
|             |             |             |              |             |
|             |             |             |              |   materials |
+-------------+-------------+-------------+--------------+-------------+
| Application | -           | -           | -            | -           |
| of new      |    Students |   Libraries |    Financial |    Armentel |
| methods     |             |             |              |             |
|             | -           | -           |   assistance | Lack of     |
|             |  Lecturers/ |    Internet |              | knowledge   |
|             |             |     and     |              | of foreign  |
|             |  professors |     their   |              | languages   |
|             |             |     ac      |              |             |
|             |             | cessibility |              | Lack of     |
|             |             |             |              | resources   |
|             |             |             |              | in Armenian |
+-------------+-------------+-------------+--------------+-------------+
| Provision   | -           | -           | C            | -   USSR    |
| of inter    |    Students | Flexibility | ompatibility |             |
| and intra   |             |     of      | of           |             |
| university  | -           |     legal   | educational  |             |
| mobility    |   Employers |             | progr.       |             |
|             |             |  mechanisms |              |             |
|             | -   Parents |             |              |             |
+-------------+-------------+-------------+--------------+-------------+
| P           | -           | -           | C            | -   Old     |
| rofessional |    Students | Flexibility | ompatibility |             |
| orientation |             |     of      | of           |  educations |
|             | -           |     legal   | educational  |     system  |
|             |   Employers |             | progr.       |             |
|             |             |  mechanisms |              |             |
|             | -   Parents |             |              |             |
+-------------+-------------+-------------+--------------+-------------+
| To overcome | -   Public  | -           | Wide range   | -           |
| stagnated   |     at      | Information | of interest  | Traditional |
| mentality   |     large   |             | and contacts |             |
|             |             |             |              |   mentality |
+-------------+-------------+-------------+--------------+-------------+

### [Quotes]{.underline}

\"...students attend for social, rather than career considerations and
they often study in fields they are not interested in or qualified for"

"... Foreign universities are interested to recruit specialists to their
countries to develop science there (brain drain)..."

"... Students should know their rights to be able to move from one
department to another or from one university to another..."

3.  **Hypothesis c5 -- Matching supply and demand**

Facilitators- Nara Chirkinyan, David Sahakyan

4.  **[HYPO description]{.underline}**

##### Matching supply and demand

The mismatch between market demand and the supply of graduates that have
specific skills is a

major liability for universities. The private sector influence on
academia is unbalanced.

5.  **[Problem identification]{.underline}**

-   Distrust towards fair selection of staff after graduating the
    university

-   Mismatch between market demand and education

-   Higher education does not correspond to the current market demand

-   Matching supply and demand

-   Formulation of feedback mechanisms with the labor market

-   Relevant employment opportunities after acquiring professional
    education

-   Matching of knowledge of university graduates with the market demand

-   The content of the university programs/curricula is nor relevant to
    up-to-date requirements

-   Matching supply and demand in the labor market

-   Lack of practical knowledge and skills in the labor market,
    University- practical production, University-Society

-   To intensify the relationship between the higher educational system
    and the employers conditioned by supply and demand

-   The relationship between the higher educational institutions and the
    market

-   practical university degree programs must consider employees' and
    national needs

-   incompliance of educational system with market demands

    4.  **[Major findings]{.underline}**

The participants were acquainted with the background and statements of
the hypothesis and expressed their concern on current misbalance between
labor market supply and demand.

[Lack of basic predictions on labor market demand, which should be done
by the government:]{.underline}

First, the participants mentioned one factor, which was not included in
the hypo statements. It was the lack of basic predictions on labor
market demand, to be done by the government. It would promote
social-economic development. Therefore, the participants started to
discuss the issue of producing gradates whose skills do not match the
needs of the potential employers. They agreed that while there is
unclearness and lack of basic predictions on labor market demand, the
population, based on their requirements of educational services,
formulates the real demand on professional supply. Moreover, this demand
not always matches the current economic situation and its development
perspectives. The participants mentioned that the real cause of the
misbalance between the labor market supply and demand lies within the
following factors; the mismatch ranges from extreme over-supply of such
professions that are not any more demanded, and to an inability to net
demand in other areas. NOVA representative Gohar Jrbashyan stated in
particular, that insufficient increase in the number of medical
specialists brings to oversupply in the market, which in its turn,
decreases the quality of the services provided by them and provokes
increase in the service fee, connected with the specificity of the
sphere.

The representative of the state employment agency ms Sona Haroutiunyan
paid the participants attention on the fact that we need to
systematically explore the objective demand of professionals taking into
consideration country's economic development requirements. She also
expressed her viewpoint concerning the role of the state agency on
population employment monitoring. Ms Haroutiunyan mentioned that
according to the monitoring results we may and we have to develop
different level professional education portfolios to meet the market
demand.

[Employment issues of the graduates:]{.underline} The second issue,
which provoked hot discussions was the employment issue of the graduated
of higher educational institutions. They stated that higher education is
not sufficiently adapted to the labor demand; the demand of the
professions is ignored. Ara Avetisyan, Yerevan state university
pro-rector, introduced a model to the participants, which assists to the
purposeful employment of the graduates. It entails a three party
contractual model between the student, employer and the higher education
institution. He was sure that the application of this model would assist
to the development of social partnership between universities, labor
market organizations and the students, as well as would increase the
level of interest and responsibility of educational institutions and
customer organizations. The entire bunch together will promote the
increase of the role and relevance of higher education toward labor
market, and consequently will improve employment opportunities and
employment process of the graduates.

Social partnership issue was discussed in amore detailed manner during
small group discussion, where they were developing concrete ways of
solution to the stated problems.

[Disconnection of education from production:]{.underline} During the
hypo C5 discussion the participants reflected on outdated qualifications
of many professors, lack or insufficient number of those professors who
have some experience in their professions sphere, inadequate practical
training programs for university students. They were speaking about the
difficulties of inclusion of specialists of industrial production into
the training/ educational practice, which is connected with low salaries
or financial compensations.

Keeping in mind all the stated factors, the participants mentioned the
importance of additional professional training courses for the
professors of universities.

[Low competitiveness of the graduates:]{.underline} It is a fact that
educational programs are cut from production. It is connected with such
an important factor, that university graduates have low competitiveness,
which makes their employment in the current market difficult. The
majority of the participants mentioned that most of the graduates lack
the required knowledge and skills. According to some participants, the
employers prefer to hire experienced specialists, who have employment
history and experience, and avoid hiring young specialists.

Facilitators asked, weather what kinds of requirements are set for the
young specialists. The answers were unanimous: information,
communication and technological culture, entrepreneurial and creative
activities, diligence and fulfillment. The participants stated that
these characteristics should become a priority in the education process.
These characteristics formulate the professional culture of specialists
who are demanded in the market.

The representatives of the LYCOS, SYNOPSIS Universities and the
agricultural college told about their successful collaboration
experiences. Their educational programs have been adapted to the market
new demands, the utilization of technological innovations and invitation
of new experienced professors has increased the competitiveness of their
graduates. They suggested it inherit and spread over this successful
experience to other educational institutions.

[Development of standards:]{.underline} In some cases where the private
sector has intervened directly and assisted in the education of
university students, this has directly benefited specific employers, but
not be replicable on a large scale. Participants stated that the
customer organizations should play a decisive role in identifying the
amount and quality of the graduates knowledge and skills. Only in this
case they can rely on young specialist.

5.  **[Suggested solutions, matrix]{.underline}**

+-------------+------------+--------------+-------------+-------------+
| *           | > **Stak   | > *          | > **Oppo    | > *         |
| *Changes/** | eholders** | *Resources** | rtunities** | *Threats/** |
|             |            |              |             | >           |
| **          |            |              |             | > **Co      |
| solutions** |            |              |             | nstraints** |
+-------------+------------+--------------+-------------+-------------+
| Legislative | -   Un     | -            | -   Infr    | -   Old     |
| changes     | iversities |    financial | astructures |             |
|             |            |              |             |   mentality |
|             | -          |    resources | -           |             |
|             |  Employers |              |    External | -           |
|             |            | -   I        |             |  Individual |
|             | -          | nternational |  assistance |             |
|             |   Students |              |             |    approach |
|             |            |   experience | -           |             |
|             | -          |              |    Economic |             |
|             | government | -   Human    |             |             |
|             |            |              | development |             |
|             |            |    resources |             |             |
|             |            |              | -   Tax and |             |
|             |            | -   Research |     loan    |             |
|             |            |     projects |             |             |
|             |            |              |    consents |             |
|             |            |              |     on      |             |
|             |            |              |     behalf  |             |
|             |            |              |     of the  |             |
|             |            |              |             |             |
|             |            |              |  government |             |
+-------------+------------+--------------+-------------+-------------+
| Development | -   Un     | -   Forums   | -   Work    | -           |
| of joint    | iversities |     among    |             | Unawareness |
| projects    |            |              |  experience |     of      |
|             | -          |    employers |     and     |     mutual  |
|             |  Employers |     and      |             |             |
|             |            |              |    practice |    interest |
|             |            |    graduates |             |     issues  |
|             |            |              | -           |     of      |
|             |            | -   I        |  Assistance |             |
|             |            | nternational |     to      |  partnering |
|             |            |              |     student |     or      |
|             |            |   experience |             | ganizations |
|             |            |              |    exchange |             |
|             |            | -            |             |             |
|             |            |   Diplomatic |    programs |             |
|             |            |     means    |             |             |
|             |            |              |             |             |
|             |            | -   Inter    |             |             |
|             |            | governmental |             |             |
|             |            |     projects |             |             |
+-------------+------------+--------------+-------------+-------------+
| Sighing of  | -   Un     | -   National | -   State   | -   The     |
| three party | iversities |              |             |             |
| contracts   |            |  statistical |   contracts |  university |
|             | -          |     data     |             |             |
|             |  Employers |              | -           |    programs |
|             |            | -   Results  | Predictions |     are not |
|             | -          |     of       |     of      |     stra    |
|             |   Students |     research |     labor   | ightforward |
|             |            |     analysis |     market  |     to the  |
|             | -          |              |             |     r       |
|             | government | -   Career   | -   The     | equirements |
|             |            |     centers  |     profits |     of      |
|             |            |              |     of      |             |
|             |            | -            |             |   employers |
|             |            | Information- | enterprises |             |
|             |            |              |             | -   The     |
|             |            |   analytical |             |     demand  |
|             |            |     centers  |             |     is not  |
|             |            |     in the   |             |     clearly |
|             |            |              |             |             |
|             |            | universities |             |  formulated |
+-------------+------------+--------------+-------------+-------------+

While identifying concrete activities, small group participants paid
special attention on the necessity of formulation of relevant
legislative and normative legal field, which will support to the
creation of collaboration mechanisms between higher education and
business sectors.

The participants suggested creating such conditions that would give the
employers opportunity to take part in:

-   Developing requirements of preparation of specialists, development
    of educational programs and educational process methodology, in
    analysis and assessment of quality of higher education

-   Private sector representatives should conduct training, educational
    sessions/courses for students

-   Education and training of professors in real employment sites

-   Labor market assessment for the prediction of demand of specialists

4.  **[Hypothesis c6 -- Aging resources and faculty]{.underline}**

Facilitators- Nara Chirkinyan, David Sahakyan

4.  **[HYPO description]{.underline}**

**Aging resources and faculty**

The insufficient supply of qualified new professors is a more important
challenge than the lack

of facilities and resources such as labs, technical publications or
computers.

5.  **[Problem identification]{.underline}**

-   Lack of new, qualified staff

-   Professors and lecturers in the universities and educational
    methodology

-   Aging resources and faculty

-   The qualification of lecturers and aging methodology

-   Laboratories and libraries are insufficiently equipped and supplied

-   School experimental devices

-   Aged programs

-   Students' knowledge on country's legislation

-   Stagnated mentality, psychological barriers,

-   Receptiveness towards innovations

-   Lack of motivation among young lecturers

-   University staff need to become younger (administrative and
    professionals), modernization

-   It will be useful to invite practical specialists to theoretical
    lectures, as well as young specialists with western education

-   Irrelevance of professional staff/faculty to up-to-date requirements

-   Provision of practical knowledge and skills in the universities

-   Inefficient higher education

-   Faculty with modern mentality

-   Provision of qualification, as further steps

-   Development of training and exchange programs

-   Trainings for professional and administrative staff in the new
    conditions

    4.  **[Major findings]{.underline}**

The participants agreed with almost all the statements introduced in the
hypothesis. Therefore, during the discussion they did not focus on the
reformulation of the hypo statements, but to find out problems and
suggest solution to those problems. They mentioned the following in
particular:

[Higher education system is not appealing for qualified
faculty:]{.underline} It's hard to imagine the improvement of the
educational system without qualified faculty who has practical
experience and up-to-date knowledge. However, the current higher
education system is not appealing for such specialists. The reasons for
that are low payment/salaries (for professional activity the specialist
is paid higher than for educational activity) , because of aging
physical resources.

The mentioned factors cause outflow of such specialists. At the same
time, the pool of qualified professors is not being replenished. As a
result, suffers the education level, leaving its impact on the
motivation level of the students.

The participants suggested promoting collaboration with the economic
sector to be able to involve such faculty that is relevant to the
currents market demands. Particularly they brought the examples of Lycos
and SYNOPSIS, as these organizations have assisted to the
inclusion/training of faculty. However, not all the participants
accepted this experience. They stated that the students, who are passing
to customized trainings, usually have narrow specialization and cannot
be considered as full-value specialists.

[Faculty is not motivated for self-development and
self-improvement:]{.underline} The students don't have the opportunity
choose the professors and to evaluate them, which provokes students'
dissatisfaction. On the other hand, the lack of competitiveness among
the professors keeps them back from self-development and
self-improvement. The students, who suggested organizing faculty rating,
made this statement.

5.  **[Suggested solutions, matrix]{.underline}**

+--------------+-------------+-------------+------------+---+-------------+
| **Changes/** | > **Sta     | > **        | > **Oppor  | > |             |
|              | keholders** | Resources** | tunities** |   |             |
| *            |             |             |            | * |             |
| *Solutions** |             |             |            | * |             |
|              |             |             |            | T |             |
|              |             |             |            | h |             |
|              |             |             |            | r |             |
|              |             |             |            | e |             |
|              |             |             |            | a |             |
|              |             |             |            | t |             |
|              |             |             |            | s |             |
|              |             |             |            | / |             |
|              |             |             |            | * |             |
|              |             |             |            | * |             |
|              |             |             |            | > |             |
|              |             |             |            | > |             |
|              |             |             |            |   |             |
|              |             |             |            | * |             |
|              |             |             |            | * |             |
|              |             |             |            | C |             |
|              |             |             |            | o |             |
|              |             |             |            | n |             |
|              |             |             |            | s |             |
|              |             |             |            | t |             |
|              |             |             |            | r |             |
|              |             |             |            | a |             |
|              |             |             |            | i |             |
|              |             |             |            | n |             |
|              |             |             |            | t |             |
|              |             |             |            | s |             |
|              |             |             |            | * |             |
|              |             |             |            | * |             |
+--------------+-------------+-------------+------------+---+-------------+
| Exchange     | -           | -   USAID   | -   c      |   | -   legal   |
| programs     |   Students: |             | ompetition |   |             |
|              |     und     | -           |            |   |   obstacles |
|              | ergraduate, |  Industrial | -          |   |             |
|              |             |             |   openness |   | -   lack of |
|              |   graduate, |   partners, |            |   |             |
|              |     po      |     u       | -   go     |   |  motivation |
|              | st-graduate | niversities | vernmental |   |     for     |
|              |             |             |            |   |     return  |
|              | -           | -   grants  | agreements |   |     back    |
|              |   Pock-docs |             |            |   |             |
|              |             |             |            |   |             |
|              | -   Faculty |             |            |   |             |
+--------------+-------------+-------------+------------+---+-------------+
| E            | -   The     | -   USAID   | -          |   | -   Lack of |
| stablishment |     leading |             |  existence |   |             |
| of a more    |     chairs  | -           |     of     |   |  mechanisms |
| effective    |     of      |  Industrial |            |   |     for the |
| up-to-date   |     u       |             |   relevant |   |     es      |
| training and | niversities |   partners, |     s      |   | tablishment |
| research     |             |     u       | pecialists |   |     of      |
| methodology  | -           | niversities |            |   |     legal,  |
| provoking    |    Students |             | -          |   |             |
| resource     |             | ```{=html}  |  Competent |   |  managerial |
| center       | -   Pos     | <!-- -->    |     int    |   |     and     |
|              | t-graduates | ```         | ernational |   |             |
|              |             | -   grants  |            |   |    physical |
|              |             |             |  expertise |   |             |
|              |             |             |            |   |    resource |
|              |             |             |            |   |     centers |
+--------------+-------------+-------------+------------+---+-------------+
| HE + VET     | -           | -   U       | -          |   | -   Lack of |
|              |   Employers | niversities |  existence |   |     well    |
|              |             |             |     of     |   |             |
|              | -           | -           |            |   |   developed |
|              |   Graduates |    Industry |   relevant |   |             |
|              |             |             |     s      |   |  mechanisms |
|              | -           | -   NGO-s   | pecialists |   |             |
|              |    Students |             |            |   | -           |
|              |             |             | -          |   |             |
|              | -   Faculty |             |  Financial |   |             |
|              |             |             |            |   |             |
|              |             |             |   interest |   |             |
+--------------+-------------+-------------+------------+---+-------------+
| HE + LLL     | -           | -   u       | -          |   | -   Lack of |
| (Life Long   |   graduates | niversities |  existence |   |     well    |
| Learning)    |             |             |     of     |   |             |
|              | -   faculty | -           |            |   |   developed |
|              |             |  government |   relevant |   |             |
|              | -   society |             |     s      |   |  mechanisms |
|              |             | -           | pecialists |   |             |
|              |             |    industry |            |   |             |
|              |             |             | -          |   |             |
|              |             | -   NGO-s   |  Financial |   |             |
|              |             |             |            |   |             |
|              |             |             |    intrest |   |             |
+--------------+-------------+-------------+------------+---+-------------+

5.  **[Hypothesis d1 -- Competing alternatives]{.underline}**

> Facilitators -- Hripsime Nazaretyan, Nara Chirkinyan

4.  **[HYPO description]{.underline}**

**Competing alternatives**

Students who are appropriate candidates for a career in the trades are
faced with competing

alternatives that are preventing vocational education from becoming a
compelling option.

During the second day, devoted to vocation education issues, the
participants suggested the fourth hypothesis D4 "relevance of supply and
demand" and proposed to discuss it alongside with the hypothesis D1
"Competing alternatives".

5.  **[Problem identification]{.underline}**

-   Collaboration with employment agencies

-   During the current situation even the classical higher educational
    institutions should participate in the formulation of the modern
    model of "MUK" Vocational Education and Training "VET"

-   Partnership between Vet and employers and Vet and universities

-   Provision of continuous education- from college to higher education

-   Classification of professions, provision of joint application

-   Interrelation between the production/industry and educational
    institutions

-   Supply should be dictated by the demand

-   Faculty/student training according to demand

-   Training of pedagogical faculty

-   Armenian market is not enough

-   Distance learning on the basis of VET institutions

-   Short-term training courses

-   Adult returnees

-   Life-long learning

-   Salaries of the faculty and employees

-   For example, banks are paying for students education

-   More hours for practice and lab work

    4.  **[Major Findings]{.underline}**

[The role of private sector and educational institutions in training
specialists:]{.underline} During the small group discussions,
participants mentioned that business sector and vocational education
exist separately, therefore , the current economic situation requires
these two structures should be developing parallely, considering each
other's demands and establishing new forms of relationship.

Participants' readiness to dialogue was proved by their active interest.
Representatives of all the sectors(government agencies, educational
institutions, private sector, international organizations) were actively
involved in the discussion.

First small group discussion participants mentioned the lack of
mechanism providing relationship between vocational education system and
private sector. The financial --banking college has signed partnership
contracts with several banks to match the educational services of their
college to the real demands of banks. Active participation of banks in
the educational processes of the college helped them to develop standard
requirements to the professions taught, which in its turn, improved the
quality of education and made it closer to the reality of the market.

Rimma Bekirski from TOSP textile factory spoke about the importance of
regular and systematized interactions between business and vocational
education for preparation of proper staff. She mentioned both positive
and negative impact of involvement of business in the educational
processes.

Ms Bekirski stated that they are conscious on the necessity of involving
young specialists in their staff, but today they are not ready yet to
regularly participate in the preparation of new professionals because of
certain reasons:

-   Irrelevance of educational programs and their disconnection from
    industry is producing "low quality" product, i.e. specialists with
    low qualifications. Instead of bringing some benefit to the
    industry, they only impede the agency.

-   The short-term practice of the students in the industry is not
    effective, as during that short period it is impossible to transfer
    theoretical knowledge into practical skills .

-   Ms Bekirski mentioned that industry today is not ready to organize
    educational process based on its material-technical base, as they
    don't have relevant physical, human and financial resources to train
    the practicing students sent to their agencies by
    professional-technical colleges.

[The role of the government in formulating supply and
demand:]{.underline} Debates took place on the role of the government in
balancing demand and supply. It was put under question mark is it the
role of the government, or business sector, international or public
sector.

An opinion was sounded out, that the programs are not implemented in nth
ministry in a centralized way, development and assistance programs are
duplicated, and a result the resources are being utilized in a very
ineffective way.

The participants discussed the issue if it is necessary to have
"centralization" or it would be better to provide such conditions, that
the educational institutions may make individual decisions on social
partnership issues with private, public or international sectors. They
came to an agreement that neither the centralized system with total
coordination, nor the decentralization is not acceptable.

During the small group discussions, almost all the members expressed
their concern on indefiniteness of professional education system. All
the representatives of the group mentioned the importance of development
of state prediction system of staff demand, which will help avoiding
"overproduction" of specialists in one sphere and "underproduction' in
another one.

On participants request the representative of National assembly Ms.
Marine Hakobyan introduced in details the policy on vocational education
adopted by the government of Armenia. She mentioned that the government
is developing an intermediate program, as well as the strategic program
of the system. Therefore, a strategic program is adopted on initial and
intermediate vocational education, which will become a basis for
identification of amounts of budget allocations for the next year and
the directions of those allocations. Many group members asked Ms
Hakobyan to advocate for organizing seminars and awareness raising
trainings for VET institution representatives on legal and normative
base of vocational education sphere in the country.

[Professional specialization:]{.underline} Mr. Sisak Abrahamyam from
humanitarian college expressed his concern on the following issue: the
lack of professional standards in the labor market often brings to an
absurd situation when the employer is obliged not to hire an employee of
a service sphere only because of the lack of relevant higher or
vocational technical education certificate.

[Education in vocational education institutions is not considered
respectful:]{.underline} Participants agreed with the statements brought
in hypothesis d1 on competing alternatives, that Armenians value higher
education not only from a career perspective, but as a social asset. The
students who attend vocational education institutions are those who have
not managed to enter higher education institutions.

Participants mentioned that its high time to change such an attitude
towards vocational education and it can be achieved only by regularly
publicizing the comparative role of vocational education in to meet
market demands. It will be possible only in that case, when the
education process quality is improved in VET institutions.

[Uninterrupted vocational education and professional re-qualification
system, Life long learning:]{.underline} According to Arevik Sargsyan
from" Adult Education and Life Long Learning" Foundation, the
educational institution should keep its hand on the pulse of the market
and imply innovations. If the market demand is changed towards the
instructors, the education institution should respond to that as well.
New rules, new approached, new relations , etc. Educational institutions
should realize these innovations and organize new or additional training
courses.

She suggested that all the educational institutions should have internal
training program and list of its graduates. It should collect
information about them and on annual basis announce re-qualification
training courses for them

The participants mentioned about the importance of life long learning,
that is giving an opportunity to a vet student continue his education in
higher education institutions. Private sector representatives expressed
their full disagreement with that statement, mentioning that, if an
industrial organization makes investments in VET students, and he leaves
the industry and continues his education in universities, then it is a
waste of money for the industry.

4.  **[Suggested solutions, matrix]{.underline}**

+-------------------+------------+-----------+-----------+-----------+
| **Changes/**      | > **Stak   | > **Re    | >         | > **T     |
|                   | eholders** | sources** |  **Opport | hreats/** |
| **Solutions**     |            |           | unities** | >         |
|                   |            |           |           | > **Cons  |
|                   |            |           |           | traints** |
+-------------------+------------+-----------+-----------+-----------+
| serious marketing | -          | -   NGO   | -         | -   Lack  |
| research for      |  Employers |     ass   | Redefines |     of    |
| basic vocational  |            | ociations |     to    |           |
| supply in the     | -   E      |           |           |    proper |
| market            | ducational | -   Fo    |  dialogue |     in    |
|                   |     in     | undations |           | formation |
|                   | stitutions |           | -   Ed    |     on    |
|                   |            |           | ucational |           |
|                   |            |           |     le    |    supply |
|                   |            |           | gislation |     and   |
|                   |            |           |           |           |
|                   |            |           | -         |    demand |
|                   |            |           |           |           |
|                   |            |           |           | -   Ins   |
|                   |            |           |           | ufficient |
|                   |            |           |           |     e     |
|                   |            |           |           | xperience |
|                   |            |           |           |           |
|                   |            |           |           |   sharing |
+-------------------+------------+-----------+-----------+-----------+
| study or research | -          | -   Donor | -         | -         |
| of the employer's |   Students |     orga  | Strategic |   Society |
| demands through   |            | nizations |           |     under |
| questionnaires,   | -          |           |   program | estimates |
| surveys           |    Parents | -         |           |     the   |
|                   |            |  Business | -   Law   |     role  |
|                   | -          |           |     on    |     of    |
|                   |            |    sector |     e     |     VET   |
|                   |            |           | mployment |           |
|                   |            | -         |           | education |
|                   |            |           |           |           |
|                   |            |           |           | -   Con   |
|                   |            |           |           | servative |
|                   |            |           |           |           |
|                   |            |           |           | mentality |
|                   |            |           |           |           |
|                   |            |           |           | > C       |
|                   |            |           |           | orruption |
|                   |            |           |           | > risks   |
+-------------------+------------+-----------+-----------+-----------+
| clarify the field | -   State  | -   State | -   Inte  | -   Not   |
| of secondary      |            |           | rnational |           |
| vocation market   |   agencies |    budget |     a     | readiness |
| and separate it   |            |           | greements |     to    |
| from the basic    | -   NGOs   | -   Human |           |           |
| vocation,         |            |           | -         |   changes |
| additional, LLL,  | -   Trade  | resources | Readiness |     and   |
| higher education  |     unions |           |     in    |     in    |
| and all different |            |           |     inte  | novations |
| types of          |            |           | rnational |           |
| education         |            |           |     s     | -   Te    |
|                   |            |           | tructures | chnically |
|                   |            |           |           |     poor  |
|                   |            |           |           |           |
|                   |            |           |           |  equipped |
|                   |            |           |           |           |
|                   |            |           |           | -   Low   |
|                   |            |           |           |           |
|                   |            |           |           |    number |
|                   |            |           |           |     and   |
|                   |            |           |           |     low   |
|                   |            |           |           |           |
|                   |            |           |           |   quality |
|                   |            |           |           |     human |
|                   |            |           |           |           |
|                   |            |           |           | resources |
+-------------------+------------+-----------+-----------+-----------+
| work out the      |            | -   I     | >         | -   Ir    |
| development       |            | ndustrial |  Positive | relevance |
| master plan of    |            |     orga  | > ex      |     of    |
| Armenia           |            | nizations | perience, |     ed    |
|                   |            |           | > local   | ucational |
|                   |            | -         | > and     |           |
|                   |            |  Diaspora | > inte    |  programs |
|                   |            |           | rnational |     to    |
|                   |            |           |           |           |
|                   |            |           |           |    demand |
|                   |            |           |           |           |
|                   |            |           |           | -         |
+-------------------+------------+-----------+-----------+-----------+
| creation in the   | -          | -   NGO   | -         | -   Lack  |
| educational       |  Employers |     ass   | Redefines |     of    |
| establishments    |            | ociations |     to    |           |
| so-called         | -   E      |           |           |    proper |
| educational or    | ducational | -   Fo    |  dialogue |     in    |
| strategic         |     in     | undations |           | formation |
| councils which    | stitutions |           | -   Ed    |     on    |
| will involve      |            |           | ucational |           |
| representatives   |            |           |     le    |    supply |
| of businesses     |            |           | gislation |     and   |
|                   |            |           |           |           |
|                   |            |           | -         |    demand |
|                   |            |           |           |           |
|                   |            |           |           | -   Ins   |
|                   |            |           |           | ufficient |
|                   |            |           |           |     e     |
|                   |            |           |           | xperience |
|                   |            |           |           |           |
|                   |            |           |           |   sharing |
+-------------------+------------+-----------+-----------+-----------+
| Corresponding     | -          | -   Donor | -         | -         |
| changes in the    |   Students |     orga  | Strategic |   Society |
| legislation       |            | nizations |           |     under |
|                   | -          |           |   program | estimates |
|                   |    Parents | -         |           |     the   |
|                   |            |  Business | -   Law   |     role  |
|                   | -          |           |     on    |     of    |
|                   |            |    sector |     e     |     VET   |
|                   |            |           | mployment |           |
|                   |            | -         |           | education |
|                   |            |           |           |           |
|                   |            |           |           | -   Con   |
|                   |            |           |           | servative |
|                   |            |           |           |           |
|                   |            |           |           | mentality |
|                   |            |           |           |           |
|                   |            |           |           | > C       |
|                   |            |           |           | orruption |
|                   |            |           |           | > risks   |
+-------------------+------------+-----------+-----------+-----------+
| to create         | -   State  | -   State | -   Inte  | -   Not   |
| teaching or       |            |           | rnational |           |
| training centers  |   agencies |    budget |     a     | readiness |
| were concrete     |            |           | greements |     to    |
| professionals     | -   NGOs   | -   Human |           |           |
| will be prepared. |            |           | -         |   changes |
|                   | -   Trade  | resources | Readiness |     and   |
|                   |     unions |           |     in    |     in    |
|                   |            |           |     inte  | novations |
|                   |            |           | rnational |           |
|                   |            |           |     s     | -   Te    |
|                   |            |           | tructures | chnically |
|                   |            |           |           |     poor  |
|                   |            |           |           |           |
|                   |            |           |           |  equipped |
|                   |            |           |           |           |
|                   |            |           |           | -   Low   |
|                   |            |           |           |           |
|                   |            |           |           |    number |
|                   |            |           |           |     and   |
|                   |            |           |           |     low   |
|                   |            |           |           |           |
|                   |            |           |           |   quality |
|                   |            |           |           |     human |
|                   |            |           |           |           |
|                   |            |           |           | resources |
+-------------------+------------+-----------+-----------+-----------+
| involve also      |            | -   I     | >         | -   Ir    |
| professional NGOs |            | ndustrial |  Positive | relevance |
| as social         |            |     orga  | > ex      |     of    |
| facilitators of   |            | nizations | perience, |     ed    |
| social            |            |           | > local   | ucational |
| cooperation       |            | -         | > and     |           |
|                   |            |  Diaspora | > inte    |  programs |
|                   |            |           | rnational |     to    |
|                   |            |           |           |           |
|                   |            |           |           |    demand |
|                   |            |           |           |           |
|                   |            |           |           | -         |
+-------------------+------------+-----------+-----------+-----------+
| work out          | -          | -   NGO   | -         | -   Lack  |
| professional      |  Employers |     ass   | Redefines |     of    |
| criteria with the |            | ociations |     to    |           |
| employers and     | -   E      |           |           |    proper |
| educational       | ducational | -   Fo    |  dialogue |     in    |
| establishments    |     in     | undations |           | formation |
|                   | stitutions |           | -   Ed    |     on    |
|                   |            |           | ucational |           |
|                   |            |           |     le    |    supply |
|                   |            |           | gislation |     and   |
|                   |            |           |           |           |
|                   |            |           | -         |    demand |
|                   |            |           |           |           |
|                   |            |           |           | -   Ins   |
|                   |            |           |           | ufficient |
|                   |            |           |           |     e     |
|                   |            |           |           | xperience |
|                   |            |           |           |           |
|                   |            |           |           |   sharing |
+-------------------+------------+-----------+-----------+-----------+
| then sign         | -          | -   Donor | -         | -         |
| agreements with   |   Students |     orga  | Strategic |   Society |
| the students,     |            | nizations |           |     under |
|                   | -          |           |   program | estimates |
|                   |    Parents | -         |           |     the   |
|                   |            |  Business | -   Law   |     role  |
|                   | -          |           |     on    |     of    |
|                   |            |    sector |     e     |     VET   |
|                   |            |           | mployment |           |
|                   |            | -         |           | education |
|                   |            |           |           |           |
|                   |            |           |           | -   Con   |
|                   |            |           |           | servative |
|                   |            |           |           |           |
|                   |            |           |           | mentality |
|                   |            |           |           |           |
|                   |            |           |           | > C       |
|                   |            |           |           | orruption |
|                   |            |           |           | > risks   |
+-------------------+------------+-----------+-----------+-----------+
| organize          | -   State  | -   State | -   Inte  | -   Not   |
| practical         |            |           | rnational |           |
| classes,          |   agencies |    budget |     a     | readiness |
|                   |            |           | greements |     to    |
|                   | -   NGOs   | -   Human |           |           |
|                   |            |           | -         |   changes |
|                   | -   Trade  | resources | Readiness |     and   |
|                   |     unions |           |     in    |     in    |
|                   |            |           |     inte  | novations |
|                   |            |           | rnational |           |
|                   |            |           |     s     | -   Te    |
|                   |            |           | tructures | chnically |
|                   |            |           |           |     poor  |
|                   |            |           |           |           |
|                   |            |           |           |  equipped |
|                   |            |           |           |           |
|                   |            |           |           | -   Low   |
|                   |            |           |           |           |
|                   |            |           |           |    number |
|                   |            |           |           |     and   |
|                   |            |           |           |     low   |
|                   |            |           |           |           |
|                   |            |           |           |   quality |
|                   |            |           |           |     human |
|                   |            |           |           |           |
|                   |            |           |           | resources |
+-------------------+------------+-----------+-----------+-----------+
| improve the       |            | -   I     | >         | -   Ir    |
| curriculum        |            | ndustrial |  Positive | relevance |
|                   |            |     orga  | > ex      |     of    |
|                   |            | nizations | perience, |     ed    |
|                   |            |           | > local   | ucational |
|                   |            | -         | > and     |           |
|                   |            |  Diaspora | > inte    |  programs |
|                   |            |           | rnational |     to    |
|                   |            |           |           |           |
|                   |            |           |           |    demand |
|                   |            |           |           |           |
|                   |            |           |           | -         |
+-------------------+------------+-----------+-----------+-----------+
| through VET,      |            |           |           |           |
| through marketing |            |           |           |           |
| to prepare new    |            |           |           |           |
| generation of     |            |           |           |           |
| graduates with    |            |           |           |           |
| business          |            |           |           |           |
| mentality         |            |           |           |           |
+-------------------+------------+-----------+-----------+-----------+

4.  **[Quotes]{.underline}**

"There is no interaction or interrelation field and system between
business and education sectors. In this situation each agency solves its
own problem itself, but for creation of a general system we need the
partnership of rhea customer and the implementer. So we need to develop
collaboration scheme"

" If we want to move practice sessions to industry, business should make
some investments for that. As business is the industry, it has to invite
the practicing student. Business can become resource for the suggested
solutions. The readiness, good will, knowledgability, skillfulness,
existence technical base, etc, are resources as well"

"Donor organizations -- today they have money, they fund projects for
1-2 years, funding is over and the process ends. Government should be
interested in this issue..."

"Professional specialization should be clearly formulated by the
government, which means that one staff member should have college level,
the other university level. Therefore, specialization should be clearly
diversified".

6.  **[Hypothesis d2 -- The role of the government]{.underline}**

> Facilitator -- Zhirayr Edilyan

4.  **[HYPO description]{.underline}**

**The role of government**

Businesses can play the leading role in providing vocational education
and training. The Government's strategy of maintaining a public network
of vocational schools may be ineffective.

5.  **[Problem identification]{.underline}**

-   State funding to Vocational Education system

-   Provision of transition from college to university

-   Revision of salaries

-   Professional institutions should have maximum independence

-   Assessment of national VET system

-   Combating corruption in the system

-   Lack or insufficiency of qualification systems

-   Low management skills of administrative system and managers

-   The relationship between school-VET-university should be distinct
    and relevant to labor market demand

-   The salaries of the instructors is a problem

-   Provision of LLL and continuous education for smooth transition from
    college to university

-   Partnership with employment agencies

-   Sanitation conditions of the buildings -- renovation, heating

-   Lack of new technologies

-   Classificatory of specializations and provision of its joint
    application

-   Standards for accepting vocational education programs

-   Insufficiency of legislation concerning adult life long education

-   Reopening of Russian schools

-   Quick refreshment of old physical and technical resources

-   Development of criteria for vocational education sphere

-   Lack of professional orientation

-   The initial vocational education should pass licensing process

-   Right distribution of professions

    4.  **[Major findings]{.underline}**

The participants commented to the above-mentioned problems. Please find
below some interesting viewpoints and recommendations made during the
small group discussion.

[Attention --]{.underline} The role and the strategy of the government
in the hypothesis was introduced as ineffective of maintaining a public
network of vocational schools. The governments' approach to directly
providing vocational education to student's presents some challenges
that may be insurmountable or at least very difficult to address
efficiently. It was stated that the leading role of the government
should be decreased. But to our surprise, the participants brought
opposite statements, mentioning the importance of the government role in
current reality, to suggest systematized solutions to existing problems.

-   Though the funding of VET institutions is coming from the state
    budget allocations, the majority of the participants were inclined
    to state, that the government should add more resources to this
    sector, utilizing both budgetary and off-budget resources. They
    considered the government as an important party to reveal new
    funding sources and raise funds for vocation education.

-   Alongside to these statements, paralelly they were mentioning the
    importance of giving more opportunity for self-governance to VET
    institutions, to be able to deal with entrepreneurial activities and
    develop their business skills. It will be possible only in that
    case, when the government revises tax policy, developing
    tax-exemption policies not only for VET institutions but for
    business as well. In that case, business will direct its money to
    VET sector.

-   It was mentioned, that the government should play a vast role in
    developing professional/vocational classificators in partnership
    with business and educational institutions and provide opportunities
    for joint application of these classificators. The government should
    make clear distinctions between higher education and vocational
    education specializations and qualifications, to decrease currents
    competitiveness among these structures.

-   The issue of government involvement in provision of LLL and the
    importance of reformations that would allow VET institutions
    organize education process without cutting students from industrial
    processes was mentioned, but not broadly discussed.

-   The participants discussed the importance of revision of
    subordination and management issues of VET institutions. They
    suggested that, may be, it would assists to the increase of VET
    effectiveness and compatibility, if vocational education
    institutions are put under the supervision of relevant ministries.
    For example, if the medical colleges were supervised by the ministry
    of health, instead of the ministry of education and science. It
    would promote the improvement of development of education methods
    and materials, as well as the quality of the specialists.

-   One interesting observation, though during the problem
    identification the participants mentioned the corruption issue, but
    later they decided not to focus on it, explaining it with the fact,
    that the whole society is corrupted , there is lack of rule of law
    within the government and vocational education system instructors is
    living in socially instable and vulnerable conditions.

    4.  **[Suggested solutions, matrix]{.underline}**

+------------+------------+------------+--------------+--------------+
| Changes/   | St         | Resources  | O            | >            |
|            | akeholders |            | pportunities | **Threats/** |
| solutions  |            |            |              | >            |
|            |            |            |              | > **C        |
|            |            |            |              | onstraints** |
+------------+------------+------------+--------------+--------------+
| To         | Public at  | Strategy   | State        | -            |
| increase   | large      |            | employment   |   Corruption |
| the role   |            | Research,  | agency       |              |
| of the     | C          | survey     |              | -            |
| government | ommunities |            | Interested   | Indifference |
| if         |            | Decisions  | employers    |     of       |
| f          | Employers  |            |              |              |
| ormulating |            | Material   | Operating    |   government |
| demand     | Customers, | -technical | VET          |              |
|            | clients    | base       | institutions | -   Rough    |
| The main   |            |            |              |     tax      |
| customer   | Students   | Human      | Partnership  |     policy   |
| should be  |            | resources  | between      |              |
| the        | VET        |            | b            | -   Lack of  |
| government | in         | Political  | usiness-VET- |              |
|            | stitutions | will and   | Employment   | professional |
| C          |            | interest   | agencies     |              |
| ompetitive | Government |            |              |  orientation |
| r          |            |            | Interest of  |              |
| egulations |            |            | i            | -   Non-pro  |
|            |            |            | nternational | fessionalism |
|            |            |            | structures   |     of       |
|            |            |            |              |     ad       |
|            |            |            | Regional     | ministrators |
|            |            |            | policy on    |              |
|            |            |            | Economic     | -   Bad      |
|            |            |            | development  |              |
|            |            |            |              | relationship |
|            |            |            | Dece         |     between  |
|            |            |            | ntralization |     school   |
|            |            |            |              |     and VET  |
|            |            |            |              |              |
|            |            |            |              | -   N        |
|            |            |            |              | on-regulated |
|            |            |            |              |              |
|            |            |            |              |   activities |
|            |            |            |              |     of       |
|            |            |            |              |     non-     |
|            |            |            |              | governmental |
|            |            |            |              |     higher   |
|            |            |            |              |              |
|            |            |            |              |    education |
|            |            |            |              |              |
|            |            |            |              | institutions |
+------------+------------+------------+--------------+--------------+
| L          | Government | S          | Reformations | -   Social   |
| egislation |            | pecialists | in other     |     apathy   |
| im         | Society    |            | spheres      |     and      |
| provements |            | Profe      |              |              |
|            | Community  | ssionalism | Objective    | indifference |
| D          |            |            | reality      |              |
| evelopment | Employers  | Int        |              | -   Lack of  |
| of new     |            | ernational | The process  |     c        |
| laws and   | Customers, | experience | of           | ollaboration |
| i          | clients    |            | government   |              |
| mprovement |            | Financial  | development  | -   Lack of  |
| of the     | Students   | resources  |              |              |
| existing   |            |            | Integration  |  information |
| ones       | VET        |            | to European  |     field    |
|            | in         |            | Union        |              |
| Cla        | stitutions |            |              | -   This     |
| rification |            |            | Partnership  |     filed is |
| of         | Government |            |              |     out of   |
| taxation   |            |            |              |     donors'  |
| field      |            |            |              |     mandate  |
|            |            |            |              |     and      |
| Licensing  |            |            |              |              |
|            |            |            |              |    attention |
| Social     |            |            |              |              |
| i          |            |            |              | -   Lack of  |
| nvestments |            |            |              |              |
|            |            |            |              | professional |
|            |            |            |              |              |
|            |            |            |              |  specialists |
|            |            |            |              |              |
|            |            |            |              | -   Lack of  |
|            |            |            |              |     r        |
|            |            |            |              | elationships |
|            |            |            |              |     with     |
|            |            |            |              |     other    |
|            |            |            |              |              |
|            |            |            |              |   ministries |
|            |            |            |              |              |
|            |            |            |              | -            |
|            |            |            |              |  Legislative |
|            |            |            |              |     bodies   |
|            |            |            |              |     are not  |
|            |            |            |              |     well     |
|            |            |            |              |     aware of |
|            |            |            |              |     problems |
|            |            |            |              |     in the   |
|            |            |            |              |     vet      |
|            |            |            |              |     sphere   |
|            |            |            |              |              |
|            |            |            |              | -   N        |
|            |            |            |              | on-unanimous |
|            |            |            |              |     approach |
+------------+------------+------------+--------------+--------------+
| I          | Ministry   | Financial  | Creating of  | -   Need to  |
| mprovement | of         | resources  | a joint      |     revise   |
| of         | education  |            | system       |              |
| education  | and        | Creation   |              |    education |
| quality    | science    | of a new   | The          |     duration |
| and        |            | structure  | employers    |              |
| d          | Employers  | to deal    | should       | -   The      |
| evelopment |            | with this  | introduce    |     d        |
| of         | Public at  | issues, or | their        | isconnection |
| standards  | large      |            | requirements |     between  |
|            |            | Revision   | on skills    |              |
| Short-term | Ministry   | of         | and          |    education |
| and        | of labor   | functions  | capacities   |     and      |
| pr         | and        | of         |              |     training |
| ofessional | socials    | National   | Readiness of |              |
|            | affairs    | qua        | interested   | -   Cons     |
| Diver      |            | lification | parties      | ervativeness |
| sification | Community  | center     |              |              |
| of         |            |            | I            | -            |
| p          | Employers  | Int        | nternational | Difficulties |
| rofessions |            | ernational | experience   |     for      |
| among VET  | Customers  | labor      |              |              |
| and higher |            | or         |              |  innovations |
| education  | Students   | ganization |              |              |
|            |            |            |              |              |
| Provision  | VET        |            |              |              |
| of LLL     | in         |            |              |              |
|            | stitutions |            |              |              |
|            |            |            |              |              |
|            | Government |            |              |              |
+------------+------------+------------+--------------+--------------+
| To expand  | Public at  | State      | Employers    | -   Taxation |
| opp        | large      | budget     | should pay   |     field    |
| ortunities |            |            | for          |              |
| for        | C          | Off-budget | training,    | -            |
| raising    | ommunities | recourses  | without      |  Legislation |
| new        |            |            | cutting the  |              |
| financial  | Employers  | Tax        | student from | -   Law on   |
| resources  |            | privileges | the          |              |
|            | Customers, |            | industrial   |  procurement |
|            | clients    | Direct     | process      |              |
|            |            | allocation |              | -   Limited  |
|            | Students   | from       | Relevance to |     sel      |
|            |            | business   | community    | f-governance |
|            | VET        | (tax       | needs        |              |
|            | in         | privileges |              | -   Lack of  |
|            | stitutions | to         | Increase of  |              |
|            |            | business)  | e            |    marketing |
|            | Government |            | ffectiveness |     and PR   |
|            |            |            | of           |     skills   |
|            | Donors     |            | utilization  |     in VET   |
|            |            |            | of           |              |
|            | Int        |            | individual   | institutions |
|            | ernational |            | resources    |              |
|            | org        |            |              |              |
|            | anizations |            | Short-term   |              |
|            |            |            | education    |              |
|            |            |            | o            |              |
|            |            |            | pportunities |              |
+------------+------------+------------+--------------+--------------+
| Increase   | Trainers/  | State      | Creation of  | -   Time     |
| the        | lecturers  | budget     | credit       |              |
| essential  |            |            | system       | -   Public   |
| role of    | Heads of   | Off-budget |              |     c        |
| trainers   | VET        |            | Creation of  | onsciousness |
| /lecturers | in         | Entre      | model system |              |
|            | stitutions | preneurial |              | -   Decline  |
| Motivation |            | activities | Application  |     in the   |
|            | C          | of VET     | of internet  |     role of  |
| Revision   | ommunities | in         |              |              |
| of         |            | stitutions | New          |    education |
| salaries   | Employers  |            | financial    |              |
|            |            | Est        | sources      | -   Delay in |
|            | Customers, | ablishment |              |              |
|            | clients    | of LLL.    |              |    education |
|            |            | system     |              |     sector   |
|            | Students   |            |              |              |
|            |            | Increase   |              | reformations |
|            | VET        | of         |              |              |
|            | in         | tra        |              | -   Self-c   |
|            | stitutions | de-unions' |              | onsciousness |
|            |            | role       |              |     of VET   |
|            | Government |            |              |              |
|            |            |            |              | institutions |
+------------+------------+------------+--------------+--------------+
| I          | Trade      | Interested | RoA law on   | -   Shadow   |
| mprovement | unions     | i          | education    |              |
| of         |            | ndividuals |              |   employment |
| pr         | Public at  |            | Assistance   |              |
| ofessional | large      | Labor      | of           | -   Low      |
| qua        |            | market     | i            |     salaries |
| lification | C          |            | nternational |              |
| system     | ommunities | Acting     | o            | Non-         |
|            |            | system     | rganizations | completeness |
|            | Employers  |            |              | of           |
|            |            | Financial  | Attention on | vocational/  |
|            | Customers, | resources  | behalf of    | professional |
|            | clients    |            | the          | cl           |
|            |            | Existence  | government   | assificators |
|            | Students   | of         |              |              |
|            |            | v          | Market       |              |
|            | VET        | ocational/ | demand       |              |
|            | in         | pr         |              |              |
|            | stitutions | ofessional |              |              |
|            |            | clas       |              |              |
|            | Government | sificators |              |              |
+------------+------------+------------+--------------+--------------+
| To combat  | Public at  | Research,  | Rule of law  | -   Social   |
| corruption | large      | analysis   |              |              |
| in the     |            |            | Value        |    situation |
| system     | C          | Sy         | systems      |              |
|            | ommunities | stematized |              | -            |
|            |            | approach   | Public       | Government's |
|            | Employers  | to the     | opinion      |     legal    |
|            |            | solution   |              |              |
|            | Customers, | of the     |              |   regulatory |
|            | clients    | problems   |              |     activity |
|            |            |            |              |              |
|            | Students   |            |              | -   No good  |
|            |            |            |              |     will     |
|            | VET        |            |              |              |
|            | in         |            |              | -   Social   |
|            | stitutions |            |              |              |
|            |            |            |              |    injustice |
|            | Government |            |              |              |
+------------+------------+------------+--------------+--------------+

### [Quotes]{.underline} 

"...There is licensing requirement, which supposes certain base of
knowledge, whisch is calles a questionnaire. The next important issue is
the attestation, which is connected to civil service. Education
institurion has its important role in these two issues..."

"... The government has adopted a dicetralization policy. Instrad of
doing it on avertical manner, they aundertant the changes on the
horizontal level, i.e, to them decentralization means giving freedom to
whom they wish..."

§... To organize training courses for the directors, instructors and
staff of all the colleges on the legislation of the RoA..."

7.  **[Hypothesis d3 -- Equipment and instructors]{.underline}**

> Facilitator -- David Sahakyan

1.  **[HYPO description]{.underline}**

**Equipment and instructors**

> The main challenge facing vocational schools is a lack of appropriate
> training equipment and qualified instructors. Solving this problem is
> the key to effective vocational education.

**[8.2. Problem identification]{.underline}**

[Facilities with poor conditions]{.underline}

-   A priority issue for the system is considered to the improvement of
    the facility conditions of the VET institutions -- renovation,
    heating

-   Renovation of the heating and water supply systems

-   Insufficiency of sanitation conditions and equipments

[Physical resources -- material-technical base]{.underline}

-   The need for equipping and providing physical resources

-   Make it relevant to the up-to-date technical development
    requirements

-   Modern equipments, professional literature, training courses,
    research

-   Huge lack of technical base

-   Provide vocation education institutions with relevant equipments

-   To add more practical sessions

-   Quick refreshment of material-technical base

-   Equipment

[Instructors]{.underline}

-   Training of faculty- professors, lecturers

-   Instructors

-   Training of pedagogical instructors

-   Low educational and professional level of faculty

-   Lack of specialists relevant to modern requirements

-   Weak management skills and capacities of managers/ heads

-   Management system

-   Training of teachers and masters

-   Training of professors

[New methods, projects]{.underline}

-   The need for short-term training programs

-   Readiness of Vet institutions to organize short-term training
    courses

-   More hours for lab and practical sessions

-   Modern training and education methods

-   Lack of modern training methods

[Literature]{.underline}

-   Enrichment of libraries with new and up-to-date literature

-   Lack or insufficiency of professional literature

-   Lack of professional literature in Armenian

-   Professional textbooks relevant to modern requirements

-   Provision of textbooks and visual aids

-   For the improvement of the educational system it would be effective
    to acquire high quality textbooks and equipment

**[8.3. Major findings]{.underline}**

At the first minutes of the discussion, the participants suggested to
amend the title of the hypothesis and call it "***Equipment,
instructors, methods and projects***", though the hypo was supposed to
discus issues on up-to-date methods and projects.

The participants unanimously agreed with all statements of the
hypothesis, such as vocational schools suffer from facilities that are
in poor condition, lacking basic amenities, the lack of instructors with
relevant skills and experience, etc.

[The necessity to improve the facilities and material-technical base is
an inevitable condition:]{.underline} The participants focused on the
importance of having such instructors that are relevant to market
demands, which will assist to the increase in effectiveness of the
educational process. Therefore, they have identified several problems
connected with this issue.

[Professional up-to-date information is not accessible:]{.underline}
There is little professional literature in Armenian, and the existing
ones are outdated. The main textbooks are translated from Russian, which
in turn have been translated from another language or written based on
the English original. Therefore, the students learn about the world news
with several years of delay. Taking into consideration the technical and
technological progress in the world this kind of delays of information
can become crucial. One of the participants expressed their willingness
to re-establish Russian language advanced education, which will help to
mitigate the lack of literature in mother language read the literature
in Russian. It provoked hot discussion among other participants. The
majority welcomed the advanced training of foreign languages in the
Armenian educational institutions, but they were against to prioritize
Russian language. At the end Atken Armenian from AUA tried to summarize
the discussion, and instead of Russian he suggested to include into the
school curricula English and computer literacy which will help the
students to make use of more updated and broad information base from the
internet. The participants considered inclusion of information
technologies in the VET system as a very important means to effectively
organize the education process. Besides computer and Internet literacy,
the participants prioritized legal education in the VET institutions,
which will help the students to know and protect their rights before and
during their employment.

Inclusion of Information technologies into the VET system will assist to
the improvement of material-technical base of the institutions and
training/qualification of instructors. It was suggested that Internet be
hooked to all VET institutions.

[Limited opportunities for instructor's development and
self-development:]{.underline} The instructors are cut mainly cut from
the industry, which does not allow them to preserve high quality of
professional skills and stay updated. Good specialists prefer high
salary professional employment to low salary educational activities.

The majority of instructors have no computer or foreign language
competency, which limits their self-development opportunities. The
participants mentioned that computer or foreign language competency of
the instructors will become a serous factor for the solution of urgent
issues for vocational education. In particular:

1.  They can mitigate the lack of professional literature by
    individually collecting and transferring the updated information and
    knowledge to the students.

2.  It would be possible to involve foreign students and students from
    Diaspora into the VET system.

[Restricted educational new methods and project:]{.underline} Vocational
education representatives continue to consider secondary school students
an initial critical mass in vocational education. Nevertheless, until
vocational schools are adequately equipped and staffed, potential
students will not perceive them as adding sufficient value to their
careers. They will avoid vocational education, keeping enrollment low,
and compounding the difficulty of financing upgrades. Secondary schools,
financed on a per-pupil basis, are reluctant to let students leave.
Males in their late teens are drafted into the army unless they are
enrolled in a university. These factors, along with a surplus of schools
and types of vocational education and training, are preventing the
formation of a critical mass in vocational education Some of the
participants see the solution of this issue in the inclusion of adult
learners in their training programs. This market is considered being a
perspective one.

> **8.4. [Suggested solutions, matrix]{.underline}**

+----------------+-----------+--------------+-----------+------------+
| **Changes/**   | > **Stake | > *          | >         | > **       |
|                | holders** | *Resources** |  **Opport | Threats/** |
| **Solutions**  |           |              | unities** | >          |
|                |           |              |           | > **Con    |
|                |           |              |           | straints** |
+----------------+-----------+--------------+-----------+------------+
| Renovation of  | -   G     | -   State    | -         | -          |
| VET            | overnment |     budget   | Upgrading |   Possible |
| institutions   |           |              |     of    |            |
| facilities     | -         | -            |     the   |   increase |
|                | Employers |   Off-budget |           |     in tax |
|                |           |     expenses |    system |     load   |
|                | -         |              |           |            |
|                |  Students | -   I        | -         | -          |
|                |           | nternational |  Decrease |   Revision |
|                | -   VETs  |     o        |     in    |     of     |
|                |           | rganizations |     une   |     state  |
|                |           |              | mployment |     budget |
|                |           | Sponsors     |     rate  |            |
+----------------+-----------+--------------+-----------+------------+
| Upgrading of   | -   VET   | -            | -   E     | -   Lack   |
| mate           |           |  Partnership | xperience |     of raw |
| rial-technical | -         |     with     |           |            |
| base           |  Students |              |   sharing |   material |
|                |           |    producers |           |            |
|                | -         |              | -   G     | -   Ma     |
|                |  Employer | -   Sponsors | overnment | intenance, |
|                |           |              |     a     |            |
|                |           | -            | ssistance | functional |
|                |           |   Off-budget |           |     ob     |
|                |           |     fund     |           | solescence |
|                |           |              |           |            |
|                |           | -   I        |           |            |
|                |           | nternational |           |            |
|                |           |     o        |           |            |
|                |           | rganizations |           |            |
+----------------+-----------+--------------+-----------+------------+
| Short-term and | -         | Education    | Training  | Inability  |
| long-term      | Employers | fee          | needs     | to pay     |
| training       |           |              |           |            |
| programs       | -         | Employers    | -         | Lack of    |
| (opportunities |  Students |              |  Openness | market     |
| of the new     |           | State budge  |     of    | analysis   |
| market)        | -   VET   | donors for   |     the   |            |
|                |           | vulnerable   |           |            |
|                | -   G     |              |  ministry |            |
|                | overnment |              |           |            |
+----------------+-----------+--------------+-----------+------------+
| Inclusion of   | -   Vet   | -            | -   TACIS | -   Low    |
| qualified      |           |    Graduates |           |            |
| specialists    | -         |              | -   GTZ   |   salaries |
|                |  Students | -   Industry |           |            |
|                |           |              | -         | -   In     |
|                | -         |  specialists |  Exchange | sufficient |
|                |    Public |              |           |            |
|                |     at    | -            |  programs |   material |
|                |     large |  Instructors |           |     base   |
|                |           |     training |           |            |
|                |           |     courses  |           | Good       |
|                |           |              |           | masters    |
|                |           |              |           | are highly |
|                |           |              |           | demanded   |
+----------------+-----------+--------------+-----------+------------+
| Info provision | -   G     | -   Mass     | -         | -          |
| on the sector  | overnment |     media    |  Interest | Reluctance |
| and changing   |           |              |     of    |     of     |
| the society's  | -   VET   | -            |     state |            |
| attitude and   |           |  Orientation |     and   |    schools |
| mentality      | -         |     groups   |     inte  |            |
|                |  Employer |              | rnational | -   Males  |
|                |           |              |           |     are    |
|                |           |              |  programs |            |
|                |           |              |           |    drafted |
|                |           |              |           |     into   |
|                |           |              |           |     the    |
|                |           |              |           |     army   |
+----------------+-----------+--------------+-----------+------------+
| Individual,    | -   VET   | -   Fees     | -         | Inability  |
| distance and   |           |              |   Adopted | to pay     |
| online         | -         | -            |     law   |            |
| education      |  Students |    Employers |           | -   Lack   |
|                |           |              | -         |     of     |
|                | `         | -   Sponsors | Developed |     com    |
|                | ``{=html} |              |     re    | munication |
|                | <!-- -->  | -            | gulations |     means  |
|                | ```       |    Education |           |     and    |
|                | -         |     loans    |           |            |
|                |  Employer |              |           |  technique |
|                |           |              |           |            |
|                |           |              |           | -   Lack   |
|                |           |              |           |     of     |
|                |           |              |           |            |
|                |           |              |           | literature |
|                |           |              |           |     and    |
|                |           |              |           |     s      |
|                |           |              |           | pecialists |
+----------------+-----------+--------------+-----------+------------+
| Training of    | -   VET   | -   I        | -   Wi    | -   I      |
| trainers       |     admin | nternational | llingness | rrelevance |
|                | istration |     org-s    |     of    |     of     |
|                |           |              |     in    |            |
|                | -         | -            | structors |   training |
|                |   Student |    Qualified |           |     to     |
|                |           |              | -   A     |            |
|                | -   G     |  specialists | ssistance |   academic |
|                | overnment |              |     of    |     re     |
|                |           |              |     prof  | quirements |
|                | -         |              | essionals |            |
|                |   Parents |              |           | -   Low    |
|                |           |              |           |            |
|                |           |              |           |   computer |
|                |           |              |           |     and    |
|                |           |              |           |            |
|                |           |              |           |    foreign |
|                |           |              |           |            |
|                |           |              |           |   language |
|                |           |              |           |            |
|                |           |              |           | competency |
+----------------+-----------+--------------+-----------+------------+
| Development of | -   VET   | -   I        | -   Inte  | -   Low    |
| professional   |           | nternational | rnational |            |
| literature and | -         |     orgs     |     orga  |   computer |
| translation    |   Student |              | nizations |     and    |
|                |           | -   Grants   |           |            |
|                | -   G     |              | -   E     |    foreign |
|                | overnment | -   Internet | xperience |            |
|                |           |              |           |   language |
|                | -         |              |   sharing |            |
|                |   Parents |              |           | competency |
|                |           |              |           |     of the |
|                | -         |              |           |     i      |
|                |    Public |              |           | nstructors |
|                |     at    |              |           |     and    |
|                |     large |              |           |            |
|                |           |              |           |   students |
|                |           |              |           |            |
|                |           |              |           | -          |
|                |           |              |           |  Inability |
|                |           |              |           |     to     |
|                |           |              |           |     in     |
|                |           |              |           | dividually |
|                |           |              |           |     gain   |
|                |           |              |           |     new    |
|                |           |              |           |            |
|                |           |              |           |  knowledge |
+----------------+-----------+--------------+-----------+------------+

[^1]: The meta-cards are 1/3 of color A4 format paper that are
    push-pinned on soft boards.