Overview of the higher education system : Armenia.
Date: 2017-06-19
Institutions: European Education and Culture Executive Agency
Subjects: Armenia, cooperation in the field of education, education grant, education policy, educational system, higher education, private education, public education, report, teaching curriculum, teaching method

Overview of the  
Higher Education  
System

Armenia

Erasmus+

February 2017

This document has been produced by the Education, Audiovisual and Culture Executive Agency (EACEA) on 
the basis of contributions from the Armenia National Erasmus+ Office and the authorities of the country 
concerned :

Kristina Tsaturyan, Lusine Fljyan, Tatevik Gharibyan, Mary Hayrapetyan - Higher Education Reform Experts 
from Armenia National Erasmus+ Office

The approach and data collection have been implemented in close cooperation with Eurydice, the Network 
Education Systems and Policies in Europe.

This  document  reflects  the  views  of  the  Erasmus+  Office  and  the  Authorities  of  the  country  concerned. 
The European Commission cannot be held responsible for any use which may be made of the information 
contained therein.

© European Union, 2017

For any use or reproduction of photos which are not under European Union
copyright, permission must be sought directly from the copyright holder(s).

ISBN : 978-92-9492-379-0  
doi : 10.2797/689123

For further information :
Education, Audiovisual and Culture Executive Agency (EACEA) 
Erasmus+ : Higher Education – International Capacity Building 
Postal address : Rue Joseph II, 59 B-1000 Brussels - Belgium 
Contact : EACEA-EPLUS-CBHE@ec.europa.eu 
Web-site : https://eacea.ec.europa.eu/erasmus-plus_en

Armenia National Erasmus+ Office
Postal address : 0019 
Contact : neo@erasmusplus.am, +37410 580963 
Web-site : www.erasmusplus.am

Eurydice  
Web-site : http://eacea.ec.europa.eu/education/eurydice/index_en.php

The higher education system in Armenia 

 
 
 
 
 
 
 
 
 
 
 
Table of Contents 

1  OVERVIEW................................................................................................................ 1 

1.1  Fundamental Principles and National Policies .................................................. 1 
1.2  Lifelong Learning Strategy ............................................................................... 1 
1.3  Organisation of Private Education .................................................................... 2 
1.4  National Qualifications Framework .................................................................. 2 
1.5  Statistics on Organisation and Governance ....................................................... 2 
1.6  Distribution of responsibilities .......................................................................... 3 

2  HIGHER EDUCATION FUNDING .......................................................................... 3 

2.1.1 
2.1.2 

2.1  Public Education ............................................................................................... 3 
Financial Autonomy and Control ........................................................ 4 
Public Higher Education Fees ............................................................. 4 
2.2  Private Education .............................................................................................. 4 
Financial Autonomy and Control ........................................................ 4 
Private Higher Education Fees ............................................................ 4 
2.3  Financial Support for Learners' Families .......................................................... 5 
2.4  Financial Support for Learners .......................................................................... 5 

2.2.1 
2.2.2 

3 

THE STRUCTURE OF THE HIGHER EDUCATION SYSTEM ............................. 5 

3.1  Types of Higher Education Institutions ............................................................ 6 
3.2  First Cycle Programmes .................................................................................... 6 
3.2.1  Branches of Study ............................................................................... 7 
3.2.2  Admission Requirements .................................................................... 7 
3.2.3  Curriculum........................................................................................... 7 
Teaching Methods ............................................................................... 7 
3.2.4 
Progression of Students ....................................................................... 8 
3.2.5 
Employability ...................................................................................... 8 
3.2.6 
3.2.7 
Student Assessment ............................................................................. 8 
3.2.8  Certification ......................................................................................... 8 
3.3  Short-Cycle Higher Education .......................................................................... 8 
3.4  Second Cycle Programmes ................................................................................ 8 
3.4.1  Branches of Study ............................................................................... 8 
3.4.2  Admission Requirements .................................................................... 9 
3.4.3  Curriculum........................................................................................... 9 
Teaching Methods ............................................................................... 9 
3.4.4 
Progression of Students ....................................................................... 9 
3.4.5 
Employability ...................................................................................... 9 
3.4.6 
3.4.7 
Student Assessment ............................................................................. 9 
3.4.8  Certification ......................................................................................... 9 
3.5  Programmes outside the Bachelor’s and Master’s  Structure ........................... 9 

 
 
3.6  Third Cycle (PhD) Programmes ...................................................................... 10 
3.6.1  Organisation of Doctoral Studies ...................................................... 10 
3.6.2  Admission Requirements .................................................................. 10 
Status of Doctoral Students/Candidates ............................................ 10 
3.6.3 
Supervision Arrangements ................................................................ 10 
3.6.4 
3.6.5 
Employability .................................................................................... 10 
3.6.6  Assessment ........................................................................................ 10 
3.6.7  Certification ....................................................................................... 10 

4 

TEACHERS AND EDUCATION STAFF ............................................................... 11 

4.1 
Initial Education for Academic Staff in Higher Education ............................. 11 
4.2  Conditions of Service for Academic Staff Working in Higher Education ...... 11 
Planning Policy.................................................................................. 12 
4.2.1 
Entry to the Profession ...................................................................... 12 
4.2.2 
Professional Status ............................................................................ 13 
4.2.3 
Salaries .............................................................................................. 13 
4.2.4 
4.2.5  Working Time and Holidays ............................................................. 13 
4.2.6 
Promotion, Advancement .................................................................. 14 
4.2.7  Retirement and Pensions ................................................................... 14 

4.3  Continuing  Professional  Development  for  Academic  Staff  Working  in  Higher 

Education ......................................................................................................... 14 
4.3.1  Organisational Aspects ...................................................................... 14 
4.3.2 

Incentives  for  Participation  in  Continuing  Professional  Development 
(CPD) Activities ................................................................................ 15 

5  MANAGEMENT  AND  OTHER  EDUCATION  STAFF  FOR  HIGHER 

EDUCATION............................................................................................................ 15 

5.1  Requirements for Appointment ....................................................................... 15 
5.2  Conditions of Service ...................................................................................... 16 

6  QUALITY ASSURANCE IN HIGHER EDUCATION ........................................... 16 

6.1  Responsible Bodies ......................................................................................... 16 
6.2  Approaches and Methods for Quality Assurance ............................................ 16 

7 

EDUCATIONAL SUPPORT AND GUIDANCE .................................................... 17 

7.1  Support Measures for Learners in Higher Education ...................................... 17 
7.1.1  Definition of the Target Group(s) ..................................................... 17 
Specific Support Measures ................................................................ 18 
7.1.2 
7.2  Guidance and Counselling in Higher Education ............................................. 18 
7.2.1  Academic Guidance .......................................................................... 18 
7.2.2 
Psychological Counselling ................................................................ 19 
7.2.3  Career Guidance ................................................................................ 19 

8  MOBILITY AND INTERNALIZATION IN HIGHER EDUCATION ................... 19 

8.1  Student Mobility .............................................................................................. 19 

 
8.2  Academic Staff Mobility ................................................................................. 20 
8.3  Other Dimensions of Internationalisation in Higher Education ...................... 20 

8.3.2 

8.3.1 

Intercultural  Dimension 

European,  Global  and 
Development ..................................................................................... 20 
Partnerships and Networks ................................................................ 20 
8.4  Bilateral Agreements and Worldwide Cooperation ........................................ 21 
8.4.1  Bilateral Agreements ......................................................................... 21 
8.4.2  Cooperation  and  Participation 

in  Worldwide  Programmes  and 

in  Curriculum 

Organisations ..................................................................................... 21 

9  ON-GOING REFORMS AND POLICY DEVELOPMENTS ................................. 21 

9.1  Overall national education strategy and key objectives .................................. 21 
9.2  Overview of the education reform process and drivers ................................... 22 
9.3  National reforms in Higher Education ............................................................ 23 
2015 ................................................................................................... 23 
2014 ................................................................................................... 23 
2013 ................................................................................................... 23 
2012 ................................................................................................... 23 
2011 ................................................................................................... 23 

9.3.1 
9.3.2 
9.3.3 
9.3.4 
9.3.5 

10  LEGISLATION ......................................................................................................... 23 

 
 
 
 
 
 
1  Overview 

The  Republic  of  Armenia  (RA)  is  located  at  the  crossroad  of  Eastern  Europe  and  Western  Asia  in  the 
Southern  Caucasus. The  population of the country, 3.018.854, is predominantly  mono-ethnic  with  98%  of 
Armenian  origin.  In  RA  the  official  language  is  Armenian.  According  to  the  last  Population  Census  of 
Armenia  2011,  93%  of  the  total  population  follow  the  Armenian  Apostolic  Church,  an  Eastern  Christian 
denomination  in  communion  with  the  other Oriental  Orthodox Churches.  There  are  other  religious 
representations, but mostly affiliated to the Christian confessions.  
Armenia has a lower middle-income economy. Armenia’s GDP (PPP) per capita was 3.863 USD in 2014. In 
2014 the Government spent 2,5% of its GDP on education.  

1.1 

Fundamental Principles and National Policies 

Higher education (HE) is one of the pivotal areas for the development of the Armenian economy, therefore 
it is included in the priorities of the Government of RA. 
RA Constitution stipulates the rights of the Armenian citizens for Higher Education and in particular Article 
39 states that “All citizens shall have the right to free higher and other vocational education in state higher 
and other vocational educational institutions on the basis of competition as prescribed by the law". 
Higher education in Armenia is regulated by two main laws; the Law on Education (1999) and the Law on 
Higher  and  Postgraduate  Vocational  Education  (2004).  However,  in  parallel  with  the  development  and 
reforms  in  Armenian  HE  system  both  laws  have  been  amended  several  times.  In  addition  to  the 
aforementioned laws, individual areas of HE are regulated by a range of sub-legislative acts. Among other 
areas  are:  quality  assurance,  national  qualifications  framework,  system  of  accumulation  and  transfer  of 
academic credits, student mobility, etc. 
Once  in  5  years  the  Government  of  RA  develops  a  five-year  education  development  program  setting  the 
objectives for education development, priority directions, current challenges and ways to overcome them. 

1.2 

Lifelong Learning Strategy 

Lifelong learning (LLL) in RA is regulated mainly by the Law on Education (1999), the Law on Preliminary 
(Craftsmanship)  and  Middle  Vocational  Education  (2005)  and  the  Law  on  Higher  and  Postgraduate 
Professional  Education  (2004),  as  well  as  a  range  of  regulations.  These  Laws  mainly  draw  on  the 
continuous development of individual’s professional qualifications through provision of additional short-term 
in-service training. Additional education is provided by higher education institutions (HEIs) and professional 
education institutions. 
To  promote  the  development  of  LLL,  in  2006  the  Government  of  RA  adopted  the  “Concept  of  non-formal 
education  in  the  Republic  of  Armenia”,  outlining  the  main  legal  and  organizational  aspects  for  non-formal 
education  in  Armenia.  In  2009  the  Government  also  approved  the  “Concept  of  lifelong  learning  in  the 
Republic of Armenia” which has promoted a structured approach to LLL. The political course of integration 
with the international educational space is reflected in all these documents, which seem to address the key 
messages  of  the  European  Commission’s  Lifelong  Learning  Memorandum.  Besides,  there  is  a  separate 
Division of Supplementary and Continuous Education at the Ministry of Education and Science (MoES) of 
RA which coordinates LLL policy at the national level.   
The  Strategy  on  Supplementary  and  Continuous  Education  in  RA  in  2013-2017  and  the  procedures  for 
organizing  and  implementing  supplementary  educational  programmes  provide  information  on  necessary 
pathways  and  guidelines  for  promoting  continuous  development  of  professionals  and  human  resources 
beyond formal education programmes.  
Supplementary  education  and  lifelong  learning  in  Armenia  are  carried  out  in  several  modes,  including 
trainings,  professional  trainings  and  self-education,  which  can  be  financed  by  various  state  agencies  and 

1 

 
bodies,  educational  institutions,  private  entities,  civil  society  organization  (CSOs)  as  well  as  international 
and transnational donor organizations.  
Armenian  National  Qualifications  Framework  adopted  by  the  Government  of  RA  in  2011,  and  further 
revised in 2013-1015, has also created favourable grounds for recognition of LLL outcomes.  

1.3  Organisation of Private Education 

HEIs in Armenia can be both publicly and privately owned. However, both types of HEIs are equally treated 
before  the  Law  and  have  equal  status.    Establishment  of  private  HEIs  is  monitored  by  the  Ministry  of 
Education and Science of RA (MoES), namely the Licensing Agency of MoES. 
There are 40 private HEIs in Armenia, however, due to high competition only the best private universities 
are able to survive and remain their positions in the field. The National Centre for Professional Education 
Quality Assurance Foundation (ANQA) monitors the quality of education in privately owned HEIs.  

1.4  National Qualifications Framework 

In  the  context  of  implementing  broader  reforms  in  the  frames  of  the  Bologna  Process,  in  2007  Armenia 
started elaboration of the National Qualifications Framework which was then approved by the Government 
of RA in 2011. In 2012 MoES formed a self-certification panel with participation of two international experts 
with an aim to identify the main problems and challenged of ANQF through the process of self-certification.   
With  the  purpose  to  develop  a  valid  and  reliable  National  Qualifications  Framework,  MoES  appointed 
several Working Groups to work on the descriptors of all educational levels of RA. 

The  Working  Group  involved  in  defining  descriptors  for  all  levels  of  HE  consisted  of  the  representatives 
from HEIs and the Ministry. The first draft was ready in late 2012, however based on the needs analysis the 
Working Group suggested MoES to write a Project on implementation of National Qualifications Framework 
in RA which would introduce a holistic approach to its integration into the overall education in the country. In 
2013  a  project  titled  “Implementation  of  National  and  Sectorial  Qualifications  Frameworks  in  Armenia 
(ARMENQA)” was funded in the frames of the European Commission’s TEMPUS program. 
TEMPUS ARMENQA project working group consisted of not only university representatives from Armenia 
and  EU,  but  also  Employers,  Students  Unions  and  the  National  Centre  for  Academic  Recognition  and 
Mobility  as  it  strived  to  bring  all  the  stakeholders  into  the  process.  The  first  draft  of  ANQF  was  widely 
discussed with the employers, students, Quality Assurance body representatives. Based on their feedback 
it  was  revised  and  followed  by  several  rounds  of  discussions  among  the  main  stakeholders.  The  ANQF 
provides  the  links  and  progression  paths  between  different  levels  of  education  including  secondary  and 
vocational education and training. The level descriptors are described in forms of learning outcomes. ECTS 
credits  linked  to  learning  outcomes  are  prescribed  for  HE  levels  only,  however  currently  there  are  wide 
consultations on introducing ECTS credits into vocational education as well.  

1.5  Statistics on Organisation and Governance 

Number of students 
(in academic year 2014/2015) 

228.531 

Public 

83.209 

Private 

10.890 

2 

 
Number of HEIs 
(in academic year 2014/2015) 

62 

Public 

23 

Private 

39 

1.6  Distribution of responsibilities 

The Ministry of Education and Science of RA is responsible for overall policy making in Education. There 
are also several other bodies responsible for different domains.  

The  State  Committee  of  Science  that  functions  within  MoES  is  responsible  for  elaboration  and 
implementation  of  the  state  policy  in  the  field  of  research  and  science.    It  coordinates  the  development, 
rational  distribution  and  maintenance  of  scientific  and  technical  potential  and  effective  formulation  of  a 
productive system for training of scientific personnel in RA. 

The National Centre for Professional  Education Quality Assurance Foundation (ANQA) is an  independent 
body  that  implements  quality  assurance  processes  through  institutional  and  programme accreditation  in 
preliminary,  vocational  and  higher  educational  institutions.  The  main  goal  of  ANQA  is  to  support  tertiary 
level institutions in creating a quality culture in accordance with the legislation of RA. 

The  National  Centre  for  Academic  Recognition  and  Mobility  (ARMENIC)  is  an  independent  body 
responsible  for  providing  transparent  information  on  the  qualifications  received  in  Armenia  and  abroad, 
recognizing qualifications received abroad and advising citizens on their rights regarding the recognition of 
qualifications.  

2  Higher Education Funding 

2.1  Public Education 

Public  educational  institutions  in  Armenia  receive  an  input-based  state  funding  from  the  state  budget  via 
annual  block  grant,  whereas  private  educational  institutions  do  not  receive  any  public  funding.  The  state 
funding  of  Higher  Education  in  RA  is  based  on  the  number  of  the  enrolled  students.  Government 
expenditures on Higher Education have increased 1,9 times – from 5,3 billion AMD (about 12.2 ml. USD) in 
1996  to  10,2  billion  AMD  (about  21.6  ml.  USD)  in  2014.  In  2014,  HE  share  in  the  total  government 
expenditure  was  0,82  %  and  7%  in  the  total  education  expenditures,  which  formed  about  0,2%  of  GDP. 
State expenditures on HE are almost entirely spent on student scholarships.  Only up to 20% of all students 
in  Armenia  get  state  support  for  their  tuition  fee  payments  in  forms  of  full  or  partial  tuition  fee  waivers 
(through state scholarships). 15,7% of students received state scholarships in 2012-13 academic year. This 
is  substantially  less  than  in  other  OECD  countries,  including  those  which  are  the  closest  to  Armenia  in 
terms  of  enrolment  and  tuition  fee  size  (at  least  40%  in  the  4th  group  of  countries 1).  The  rest  of  the 
universities’ budget  is essentially made  up of income  proceeding from the tuition fees. The block grant  is 
fully directed to teaching activities. The funding for research purposes is distributed on a competitive basis. 

1 Karine Harutyunyan and Kristina Tsaturyan, Financial and Social Support to Students in Higher Education Institutions of Armenia: 
Analysis of the Issues and Recommendations, http://www.eua.be/Libraries/funding-
forum/K_Harutyunyan_and_K_Tsaturyan.pdf?sfvrsn=0 

3 

 
                                                           
At the present moment, in line with the reforms implemented in the field of HE, the Government of RA has 
initiated modernization and enhancement of its financial system of tertiary education through introduction of 
efficient  principles  and  mechanisms  for  university  financing.  For  this  purpose  the  Competitive  Innovation 
Fund in Armenia (CIF) was established to serve as a hub for promoting innovation in tertiary education. CIF 
funds  are  distributed  on  a  competitive  basis  in  forms  of  HE  grants  targeted  at  the  implementation  of 
innovative and development projects as well as for the enhancement of the HEIs capabilities. All public and 
private accredited universities can apply for CIF funding. The amount of the grant provided to a HEI varies 
from  90.000  to  275.000  EUR,  and  in  case  of  consortium  projects,  the  range  of  funding  can  reach  up  to 
275.000-550.000  EUR.  At  least  10%  of  co-financing  by  the  applicant  HEI  is  required  for  accessing  CIF 
funding.  

2.1.1  Financial Autonomy and Control 

Armenian  HEIs  have  autonomy  to  set  their  own  rate  of  the  tuition  fees.  The  Universities  have  some 
freedom in the financial management of their real estate, acquired by own, institutional means. However in 
most cases University property is owned by the State and must be exclusively used for the completion of 
the  main  goals  of  the  University,  and  can  be  sold  or  leased  only  by  the  authorization  of  Government.  All 
universities  are  allowed  to  undertake  other  economic  and  commercial  activities  according  to  the  goals 
defined  in  their  Charters  provided  they  are  not  prohibited  by  law  and  are  relevant  to  the  University 
functions.  
Each  year  public  HEIs  have  to  pass  both  an  internal  and  an  external  audit.  Public  universities  have  to 
submit quarterly and yearly reports on their financial activities to Ministry of Education and Science of RA.  
In addition, these reports are published. 

2.1.2  Public Higher Education Fees 

In Armenia both public and private HEIs are autonomous and are free to set their own tuition fees. Around 
15-20%  of  all  student  places  is  non-fee  paying  places.  The  tuition  fees  differ  from  institution  to  institution 
and also in specializations within the same institution. International students pay different fees than national 
students. 
The fees are set by the universities for a whole programme and the payment is divided into semesters. In 
academic  year  2014-2015  tuition  fees  in  the  public  HEIs  ranged  from  510  to  1.400  EUR  for  a  Bachelor’s 
degree and from 930 to 1.400 EUR for Master’s degree programs.  
The Government introduced a cap system on the fees with an effort to keep access to HE wide. The caps 
are  applied  to  all  HEIs  irrespective  of  their  public  or  private  status.  They  are  defined  by  institutional 
accreditation results and differ per education level (Bachelor’s, Master’s).  

2.2  Private Education 

Armenia has 33 private universities functioning without government, regional or local government subsidies. 

2.2.1  Financial Autonomy and Control 

The  financing  of  the  private  HEIs  is  fully  independent  from  the  State.  The  main  sources  of  income  for 
private HEIs are the tuition fees. Private universities autonomously provide funds for their educational and 
research activities scientific work. 

2.2.2  Private Higher Education Fees 

As  it  is  the  case  with  the  public  HEIs,  private  HEIs  are  independent  to  set  their  fees  independently.  All 
students  at private HEIs are expected to  pay tuition fees that are  in general  less than those at the public 

4 

 
 
 
 
 
universities. The largest share of income is obtained through the tuition fees, which range from 240 to 750 
EUR for Bachelor’s and from 380 to 750 EUR for Master's degree per academic year. Tuition fees are paid 
directly to the HEIs.  

2.3 

Financial Support for Learners' Families 

There are no structural measures targeted at learners' families. All existing structural measures apply to the 
students directly. 

2.4 

Financial Support for Learners 

The financial support to learners in Armenia is provided in form of allowances, scholarships and loans. The 
financial  support  can  be  granted  to  students  based  on  the  need,  on  the  merit  or  on  the  need  and  merit 
simultaneously. 

Student allowances 
The  state  provides  full  compensation  for  the  tuition  fees  in  form  of  student  allowances  to  the  following 
categories: 
• 
• 

those who obtained  the highest grades at examinations and tests during one academic year; 
those  who  belong  to  several  disadvantaged  social  groups,  such  as  students  left  without  parental 
care, disabled persons, children of the deceased military servants, etc.; 
those who were admitted to the specialities of a state priority.  

• 

A partial compensation (50-100% of tuition fee) in form of student allowances is provided to those who pass 
the minimum threshold of average qualitative score and those who belong to vulnerable groups registered 
in  the  government  system.  HEIs  might  also  partially  compensate  the  tuition  fees  in  forms  of  student 
allowances based on students’ socio-economic conditions and high academic performance. 

Student scholarships 
The  Government  of  RA  awards  scholarships  to  students  with  an  advanced  and  high  academic 
performance.  Irrespective  of  the  form  of  study,  the  state  also  provides  yearly  lump  sum  academic 
scholarships (around  23.000 EUR  in total)  to around  40  best students (with  a range of 450-850  EUR  per 
student). 

Student loans 
The  Government  of  RA  has  introduced  a  state-supported  student  loan  scheme  to  the  economically 
disadvantaged students of public or private accredited universities or accredited programmes. Students can 
receive  a  loan  based  on  their  academic  performance  or  socio-economic  status.  Students  are  obliged  to 
return the loan within 10  years period with an interest rate of 12%. It is partially subsidized (2-3%) by the 
Government  depending  on  the  student's  performance.  The  estimated  loan  per  student  is  3.500  EUR  at 
maximum for the whole period of study. Students receive the loan for four consecutive years and the yearly 
loan instalment per student is 885 EUR at maximum. 

3  The structure of the Higher Education system 

In the Republic of Armenia anyone with secondary school certificate can have access to higher education 
(HE). The Constitution guarantees to the Armenian citizens the right to Higher Education:  “All citizens shall 
have  the  right  to  education  in  state  and  other  higher  professional  educational  institutions  on  competitive 
basis as prescribed by the law” (Article 39). 
According to the 2011 Census, 44% of 30-34 year old Armenian population has tertiary education degree 
and 28% has postgraduate degree. 
There are two principal laws regulating Armenian HE: the Law on Education (1999) and the Law on Higher 
and  Postgraduate  Professional  Education  (2004).  The  latter  sets  the  structure,  the  main  principles  of  the 
organization, funding mechanisms, and bases for the systematic reform and improvement of the  HE. The 

5 

 
 
laws  are  supported  by  a  range  of  by-laws  that  cover  areas  such  as  degree  system,  quality  assurance, 
National Qualifications Framework, academic credits and their transfer, student mobility and etc. 
Higher and postgraduate education is provided by both public and private HEIs, as well as by independent 
research institutions: universities, institutes, academies and the Conservatory. Public and private accredited 
HEIs are treated equally by the law. 

In 2011 the Government of RA adopted Armenian National Qualifications Framework (ANQF) for 3 levels of 
Higher  Education.  However,  during  the  self-certification  process,  the  compatibility  of  this  Framework  with 
the  Qualifications  Framework  in  the  European  Higher  Education  Area  (QF-EHEA)  posed  certain 
challenges.  In  2014  ANQF  was  revised  and  widely  discussed  with  the  main  stakeholders  (universities, 
student bodies, employers and other social partners) and its adoption by the Government was planned for 
2015. 

The  ECTS  system  was  introduced  in  Armenia  in  2007-2008  and  is  currently  applied  to  Bachelor’s  and 
Master’s academic programmes at all Armenian HEIs.  
Thus, HE in Armenia has a three-tier degree system with the following qualifications issued: Bachelor’s at 
first  level,  Master’s  at  the  second  level  and  Candidate  of  Sciences  (Postgraduate/Doctoral)  at  the  third 
level.  In ANQF each level is described in terms of knowledge, skills and competences, and ECTS credits 
are allocated accordingly.  
In  Armenia  HE  is  offered  on  full-time  and  part-time  basis;  distance  learning  and  externships  are  also 
available.  Although most students choose full-time education,  in recent  years the quantity of the students 
studying part-time has significantly increased, especially in the area of the distance learning, reflecting the 
new demands of the labour market and demand of the students to combine their study with work. 
Higher education in Armenia is divided into three levels: 

Level 1: Bachelor’s qualification requiring 240 ECTS: typically a 4-year full-time programme (in some cases 
180  ECTS over 3  years), or 4-5  years part-time. The entrance requirements for Level 1  qualifications are 
completion of secondary, or initial or middle level vocational education and admission exams. 

Level  2: Master’s qualification requiring 120 ECTS (Diploma Specialist-300 ECTS), typically  a 2-year full-
time programme (in some cases 60 ECTS over 1 year), or 1.5-2.5 years part-time. For medical disciplines 
the qualification of Medical Doctor is issued at this level, which has an integrated education programme and 
lasts for 5-6  years. There are also two additional medical qualifications: Intern (1  year) and Resident (2-5 
years). The entrance requirement for Level 2 is the Bachelor’s qualification. 

Level  3:  The  Candidate  of  Sciences  programme  is  typically  3  years  long  full-time  (4  years  part-time) 
education  and  research.  Entrance  requirements  for  Candidate  of  Sciences  are  the  Master’s  or  Diploma 
Specialist qualifications and competitive admission exams. Candidate of Sciences qualification is issued on 
the basis of publicly defended dissertation.  
HEIs organize and implement their study programmes within an academic year which starts, as a rule, on 1 
September and lasts for 10 calendar months.  

3.1 

Types of Higher Education Institutions 

There are 4 types of HEIs in Armenia: University (Hamalsaran), Institute (Institut), Academy (Akademia) 
and Conservatory (Konservatoria). 
All of the above mentioned HEIs are independent and autonomous and they are free to carry out academic 
and/or applied education programs at all t levels of studies based on their profile. 

3.2 

First Cycle Programmes 

First cycle studies are offered at all types of HEIs in Armenia. Bachelor’s degree is issued at the first level 

6 

 
of Higher Education. The entrance requirements for Level 1 qualifications are completion of secondary or 
initial/middle level vocational education and admission exams.  
There are no short-cycle programs in Armenia comparable to Level 5 of QF EHEA. 

3.2.1  Branches of Study 

Main branches of higher education studies in Armenia are: 
  Education, Humanities and Arts, Social Sciences; 
  Journalism and Information Sciences; 
  Entrepreneurship, Administration and Law; 
  Natural Sciences; 
  Mathematics and Statistics, Information and Communication Technologies; 
  Engineering, Industry and Construction; 
  Agriculture, Forestry, Fishery and Veterinary; 
  Health and Social Work; 
  Service 

3.2.2  Admission Requirements 

The  completion  of  a  secondary  education  programme  or  initial/middle  level  vocational  education  and  a 
relevant diploma are the general preconditions for applying to the Bachelor’s programmes. In some cases 
individual admission criteria may be applied such as in case of admission to part-time studies or admission 
of foreign students, which have slightly different requirements for entry exams (though secondary school or 
equivalent diploma is an obligatory precondition in all the cases).  

Universities can admit students based on the quota assigned by the Ministry of Education and Science in 
each field of specialisation. The number of entrants cannot exceed the quota. 

3.2.3  Curriculum 

HEIs  in  Armenia  are  autonomous  in  setting  objectives  for  their  study  programs,  developing  learning 
outcomes and curriculum contents. Previously the contents of the study programs were developed based 
on the state educational standard for the given discipline or professional sector.  
Currently  there  is  a  transition  to  reviewing  study  programs  according  to  the  National  Qualifications 
Framework of Armenia. 

Armenian HEIs follow established procedures and guidelines on the development of study programs which 
specify the necessary number for compulsory and elective subjects, ECTS credit allocation issues, vacation 
periods, how the curriculum should be structured and so on.  

3.2.4  Teaching Methods 

Teaching  is  generally  conducted  in  large  groups,  except  for  the  field  of  Arts  and  Culture  and  some  other 
subject  specific  disciplines.  Currently,  Armenian  HEIs  strive  to  introduce  the  student-centred  learning 
approach. The use of innovative technologies is prominent in HEIs. Teaching staff organize their lectures in 
compliance  with  the  curricula  of  each  specific  discipline.  Lecturers  are  free  to  select  and  use  knowledge 
transfer methodologies  according  to  the  anticipated  learning  outcomes,  which  further  are  being  approved 
by the discipline specific Chairs and the Faculty Councils. Teaching and learning materials are used in the 
study process and students have free access to them in the university libraries.  

7 

 
 
3.2.5  Progression of Students 

Once completing the necessary amount of courses for the Bachelor’s study programs i.e. a minimum of 180 
ECTS credits, in order to obtain a degree the students have to pass a state examination. According to the 
regulations  on  the  attrition  and  recovery  of  students  in  HEI  approved  by  the  Minister  of  Education  and 
Science of RA students can progress from the first year of their studies to the final year by collecting up to 
12 ECTS credits less than the total number of ECTS required to complete an academic Degree Program 
(BA  or  MA).  However,  in  order  to  be  eligible  to  participate  in  the  final  exams  and  get  a  qualification,  the 
students should earn those missing 12 ECTS credits before the final State Exams,. This regulation does not 
concern male students who are entitled to military service in the RA Army. 
In  order  to  remain  in  the  state-financed  system,  state  funded  students  should  have  excellent  academic 
performance. In case of decline in grading ranking can be rotated from free of charge education system into 
the paid one. 

3.2.6  Employability 

There  is  no  structured  national  policy  on  widening  cooperation  between  Universities  and  Enterprises. 
However, each study program delivered in Armenian HEIs includes obligatory internship in an organization 
which  matches  the  profile  of  the  given  study  programme.  Besides,  Armenian  HEIs  independently  initiate 
cooperation with the labour market. In some cases industries provide funding covering student tuition fees. 
This is mainly practiced in the fields of IT and Agriculture. However, it doesn’t have system-wide impact.  
Many HEIs have now established Career Guidance Centres, which not only help students to find jobs, but 
also  provide  trainings  on  how  to  write  a  motivation  letter,  how  to  pass  an  interview  and  other  process 
facilitating  activities.  These  Centres  help  students  to  find  jobs  or  improve  their  qualifications  in  order  to 
increase their employability. 

3.2.7  Student Assessment 

Assessment of the students is carried out through the academic  year by means of the mid-term and final 
exams at the end of each semester. In order to proceed to the next level, the student should get the lowest 
positive mark which varies considerably among HEIs (5, 10 or 20-point marking scales, 4 scale A-F letter 
grading, etc.).  

3.2.8  Certification 

In  Armenia  HEIs  are  responsible  for  the  certification.  Final  evaluation  is  conducted  by  the  State 
Examination  Committees  through  a  comprehensive  examination.  Upon  the  completion  of  studies  and 
successful  exams,  students  are  awarded  Bachelor’s  degree  according  to  their  specialty.    Armenian 
universities  provide  graduates  with  a  Diploma  Supplement  in  Armenian  and  English  languages  which  is 
compatible with the Diploma Sample of Pan–European format. 

3.3  Short-Cycle Higher Education 

There are no short-cycle programs in Armenia. 

3.4 

  Second Cycle Programmes 

3.4.1  Branches of Study 

Master studies are delivered by all the 4 types of HEIs. Graduates with Diplomas corresponding to the first 
level of Higher Education system can pursuit their studies at Master’s level.  

8 

 
Main  branches  of  the  master  studies  are  the  same  with  branches  of  the  Bachelor’s  studies.  For  more 
information, please see Branches of Study in Bachelor’s degree section 

3.4.2  Admission Requirements 

HEIs  have  the  right  to  decide  on  the  admission  requirements  to  this  level  of  study  and  organize  the 
admission  process  accordingly.  Admission  requirements  and  procedures  at  this  level  of  studies  are 
regulated by individual HEIs. A general precondition for those entering the second cycle of studies is that 
they must have completed the first cycle of studies and obtained a corresponding diploma. The Ministry of 
Education  and  Science  sets  the  maximum  allowed  quota  for  the  students  to  be  admitted  to  a  particular 
study program at Master’s level.  
The number of students is determined by HEI but it may not exceed the number of required workforce set in 
the work permit. 

3.4.3  Curriculum 

This part is the same as for the Bachelor’s studies. For more information, please refer to the section 3.2.3. 

3.4.4  Teaching Methods 

This part is the same as for the Bachelor’s studies. For more information, please refer to the section 3.2.4. 

3.4.5  Progression of Students 

This part is the same as for the Bachelor’s studies. For more information, please refer to the section 3.2.5. 

3.4.6  Employability 

This part is the same as for the Bachelor’s studies. For more information, please refer to the section 3.2.6. 

3.4.7  Student Assessment 

This part is the same as for the Bachelor’s studies. For more information, please refer to the section 3.2.7. 

3.4.8  Certification 

In  Armenia  HEIs  are  responsible  for  the  certification  at  Master’s  degree  level.  Final  evaluation  is  done 
based  on  the  publicly  defended  Master’s  thesis.  Upon  the  completion  of  studies  and  successful  exams 
students  receive  their  Master’s  degree  according  to  their  specialty.  Armenian  Universities  provide 
graduates  with  a  free  of  charge  Diploma  Supplement  in  Armenian  and  English  languages  which  is 
compatible with the Diploma Sample of Pan–European format. 

3.5  Programmes outside the Bachelor’s and Master’s  Structure 

The  Law  on  Higher  and  Postgraduate  Education  specifies  supplementary  and  continuous  education  their 
forms  and  modes,  including  in-service  trainings,  professional  training  and  self-education,  which  can  be 
financed by various state agencies and entities, educational institutions, and private organizations. 
Currently, the majority of public and private universities, vocational educational institutions as well as other 
private  educational  institutions  offer supplementary  and  continuous  educational  courses.  Such  institutions 

9 

 
conduct professional development programmes for their administrative and teaching staff as well as for the 
broader public. Some of these programs allocate ECTS credits. 

3.6 

  Third Cycle (PhD) Programmes 

3.6.1  Organisation of Doctoral Studies 

The Candidate of Sciences Degree (PhD) is issued at the third level of Higher Education. The studies are 
organized at universities and academies, as well as research institutes. These programs last for three years 
(180 ECTS). In Armenia doctoral education is regulated by the Law on Higher and Postgraduate Education 
(2004), and the  Law  on  Scientific and  Scientific-Technological  Activities (2000)  and a range of other sub-
legislative  documents,  including  Regulations  on  Awarding  Scientific  Degrees,  (1997,  amended  2010); 
Regulation  of  Activities  of  Professional  Councils  in  Awarding  Scientific  Degrees  (1997),  Procedures  for 
Postgraduate and Doctoral Study, (2001), List of Recognized Scientific Degrees (last revised in 2014).  

3.6.2  Admission Requirements 

To enrol in a doctoral programme, the student has to complete a Master’s course and must have obtained 
at least 300 ECTS during his/her previous studies, or 360 ECTS in the case of medical studies. Admission 
to postgraduate degree programmes takes place on  a competitive exam basis. The Ministry of Education 
and  Science  sets  the  number  of  places  for  full-time  and  part-time  study.  Postgraduate  programmes  are 
usually tuition-free. Full-time students receive financial support in form of fellowships or scholarships. 

3.6.3  Status of Doctoral Students/Candidates 

Both employed and unemployed students are equally eligible for any program on a state-financed basis as 
long  as  they  meet  all  the  necessary  admission  requirements.  Unemployed  students  are  entitled  to  such 
benefits  as  health  insurance,  student  subsidies  for  meals  and  public  transport  scholarships.  Employed 
students exercise such rights through their employee status. 

3.6.4  Supervision Arrangements 

Each postgraduate student is assigned a research supervisor who helps him/her with research and thesis 
preparation. Postgraduate students have full access to scientific and research resources and laboratories, 
and may engage in funded research projects as research fellows employed by their research institution. 

3.6.5  Employability 

This  part  is  the  same  as  for  the  Bachelor’s  and  Master’s  studies.  For  more  information,  please  see 
Employability of Students in Bachelor’s degree section.  

3.6.6  Assessment 

Students  are  regularly  assessed  during  their  structured  doctoral  education  program  on  the  basis  of 
examinations. Candidate’s thesis defence is conducted by the Professional Councils of the universities or 
R&D institutes and is overseen and ratified by the Armenian Supreme Certification Commission (SCC). 

3.6.7  Certification 

Once the student has passed all the necessary requirements, examinations and publicly defended thesis 

10 

 
he/she  is  awarded  with  the  title  of  Candidate  of  Sciences  which  is  approved  by  the  Supreme  Certifying 
Commission of RA. 

4  Teachers and Education Staff 

4.1 

Initial Education for Academic Staff in Higher Education 

In  Armenia  the  initial  training  for  academic  staff  in  institutions  is  not  universal,  and  it  is  not  mandatory  to 
pass  a  teacher’s  training  before  being  confirmed  to  an  academic  position.  New  academic  staff  is  not 
required  to  take  any  courses  on  staff-development  before  applying  to  teaching  positions.  The  only 
exception is made for the academic staff engaged in distance learning programmes, as they have to take 
some preparatory courses in order to learn how to teach in distance learning mode. However, there are no 
unified  and  structured  standards  for  teaching  positions  in  HEIs.  The  only  requirement  refers  to  the 
qualification level - Master’s degree or its equivalent is mandatory for teaching at tertiary level.  Traditionally 
HEIs  tend  to  recruit  the  best  Master’s  degree  graduates  or  PhD  students.  In  such  cases  initial  training  is 
provided  by  the  Chairs  where  the  latter  are  employed  in.  It  is  also  not  obligatory  to  have  certified 
pedagogical  competences  and  skills  before  applying  to  any  teaching  position  at  the  Universities.  On  the 
other  hand  PhDs  whose  curricula  consist  of  academic  components  usually  take  courses  in  Pedagogy, 
Psychology  or  the  Philosophy  of  HE.  Academic  staff  development  programmes  in  Armenian  HEIs  are 
offered  at  a  later  stage  of  career.  The  Law  on  Higher  and  Postgraduate  Education  (2004)  prescribes  the 
academic staff to take the qualification enhancement courses once in a five-year period of recruitment. 

4.2  Conditions of Service for Academic Staff Working in Higher Education 

According  to  the  Law  of  Higher  and  Postgraduate  Education  (Article  19,  chapters  11  and  12)  all  vacant 
positions for academic staff in HEIs  and postgraduate professional education are occupied  in compliance 
with the Charter and rules of HEIs and/or organizations providing postgraduate professional education. The 
placement of academic staff is conducted according to the service contract which is signed for up to 5-year 
period. Service contract is preceded by an open competition and selection. Upon completion of the service 
contract term, a new service contract may be signed with the academic staff for a period of 5 years, without 
prior  competition,  based  on  the  assessment  of  one’s  scientific-pedagogical  activity  results  during  the 
contract  term. The  procedure  of  specified  position  placement  must  be  approved  by  the  Council  of  higher 
education institution in compliance with the legislation of RA. 
In  public  HEIs,  the  hiring  procedures  of  academic  staff  are  strictly  regulated  by  the  Ministry  of  Education 
and  Science (Law  on  Higher and  Postgraduate  Education (2004). The number of posts available at HEIs 
depends  on  the  financial  prospects  and  national  requirements  for  accreditation.  Recruitment  of  academic 
staff  usually  follows  a  set  of  minimum  qualification  requirements  on  the  national  level,  while  additional 
criteria may be established by the universities at the institutional level. The minimum number of staff at an 
institution,  when  determined  by  the  national  authorities,  is  usually  based  on  the  number  of  students,  and 
has to correspond to a nationally approved ratio2. In an attempt to increase transparency of the recruitment 
procedures,  the  criteria  are  often  outlined  in  the  institutions’  statutes  or  regulations.  In  terms  of  the 
qualifications levels, in most cases a Master’s degree is required for junior teaching positions and to apply 
for  senior  academic  position  candidates  need  to  have  a  PhD  or  a  postdoctoral  degree.  Additional 
recruitment requirements may  include  international  publications, other international activities and teaching 
experience. A PhD is often a requirement for senior academic positions in Armenia.  
Private HEIs have a system of recruitment and pay scale of academic staff and similar to public ones. This 
includes  the  right  to  /paid  sick  leave  and  maternity  leave.  The  latter  lasts  140  days.  All  academic  staff 

2 Tempus Regional Seminar on Human Resource Management on Higher Education, Eastern Europe, Chisinau,  22-23 April, 2013, 
http://eacea.ec.europa.eu/tempus/events/documents/moldavia-seminar/regional-report-eastern-europe-en.pdf 

11 

 
                                                           
members are entitled to such benefits as five weeks of vacation and public pension. Many academic staff 
members  may  combine  their  teaching  hours  with  additional  employment  at  the  same  institution  or 
elsewhere.  The  official  working  week  is  40  hours,  and  the  workload  differs  depending  of  the  teaching 
positions, as well as it varies from one institution to another.  Vacant posts are usually publicly advertised. 
There is a salary differentiation based on the candidate’s level of education and obtained qualification.  
PhD  students  may  be  appointed  the  position  of  assistant  lecturer  and  lecturer  for  a  period  of  one  to  five 
years. The pay scale is similar across all institutions and disciplines, yet academic staff has higher salaries 
in some institutions (American University of Armenia, Yerevan State Medical University) than in others but 
the differences are relatively small. There are salary structures in most HEIs which foresee a bonus system 
for outstanding teaching engagement. 

The  terms  and  conditions  of  academic  appointments  in  the  private  sector  vary  and  sometimes  are  less 
favourable  or  attractive  than  in  public  universities.  Usually  the  academic  staff  in  private  HEIs  is  paid  per 
academic/teaching  hour  with  no  access  to  paid  holidays  during  academic  semester.  Some  private  HEIs 
offer  less  attractive  working  conditions  compared  to  the  public  universities,  as  they  do  not  provide 
compensation for advising or other types of services. 

4.2.1  Planning Policy 

Armenian  policy-makers  point  to  the  problem  of  an  ageing  academic  workforce  and  the  difficulties  in 
attracting  younger  qualified  personnel  to  the  HE  sector  due  to  the  fact  that  young  potential  teachers  and 
researchers tend to work in other fields than HE because of higher salaries. Armenian HEIs practise non-
discriminatory approaches for recruiting the teaching staff and observe gender parity and equality. Women 
represent 50,5% of the academic staff, and over the recent years this indicator has increased in favour of 
women3.  
Self-evaluation reports for institutional accreditation of HEIs are based on the following criteria: relevance of 
professional  skills  of  the  teaching  staff  to  academic  programmes;  recruitment  and  retirement  of  the 
academic  staff;  specific  needs  to  be  covered  for  recruiting  academic  staff  for  different  academic 
programmes;  monitoring  of  the  policy  and  regulations  of  the  HEIs  for  the  academic  staff  capacities; 
professional  development  of  staff  competences;  sustainability  of  the  academic  staff  for  the  academic 
programmes and   qualifications; and the relevance  of the competences of the staff to the specialties and 
qualifications provided within the academic programmes of HEIs4. 

4.2.2  Entry to the Profession 

Transparent,  fair  and  open  recruitment  procedures  enable  HEIs  in  Armenia  to  make  a  better  selection  of 
the  targeted  candidates.  The  HEIs  in  Armenia  are  free  to  set  their  own  needs  based  human  resource 
recruitment requirements. Three main models of recruitment for academic staff in public and private HEIs 
are  used:  1)  open  selection  or  competition  organised  by  the  institutions  (practised  in  public  HEIs  for 
permanent positions; 2) internal selection within the institutions (typical for private HEIs); 3) recruitment for 
temporary  teaching  positions.  The  entry  to  senior  academic  positions  –  Docent  and  Professor  -  is 
maintained according to the requirements set up at the national level. 
In Armenia entry level positions in the academic hierarchy are filled by teachers with only Master’s degree. 
Candidates  with  the  Bachelor’s  degree  are  not  allowed  to  teach  in  HEIs  as  outlined  in  the  national 
legislation (the Law on Higher and  Postgraduate  Education, 2004). The  academic staff in Armenian  HEIs 

3 National Review of the Republic of Armenia on Implementation of the Beijing Declaration and Platform for Action (1995) and the 
outcomes of the twenty-third special session of the General Assembly (2000) in the context of the twentieth anniversary of the Fourth 
World Conference on Women and the adoption of the Beijing Declaration and Platform for Action 2015 
http://www.unwomen.org/~/media/headquarters/attachments/sections/csw/59/national_reviews/armenia_review_beijing20.ashx?v=1&
d=20140917T100717 
4 ANQA Accreditation Manual 2015.http://www.anqa.am/am/Portals/0/Full_arm%20finally%202.pdf 

12 

 
                                                           
may be recruited by temporary contracts bypassing the system of public competition. Armenian HEIs also 
recruit  their  own  successful  students  for  temporary  and  permanent  academic  positions,  and  in  this  way 
younger scholars find employment in their home universities. 
A  visiting  professor  from  a  foreign  higher  education  institution  may  be  employed  without  undergoing  any 
recruitment. 

4.2.3  Professional Status 

Academic  employment  is  defined  as  jobs  in  HEIs  that  require  academic  teaching  or  academic  research, 
irrespective of the contractual terms of the job holder.  
The academic sector constitutes less than 1% of the total labour workforce in Armenia, but according to the 
data provided by an international study5, it is around 0,5%, which is nonetheless highest percentage among 
all 28 countries of the study project. Full-time, part-time, permanent and temporary teachers constitute the 
academic staff of the universities. Academic staff members at HEIs are neither civil nor public servants and 
are  employed  by  HEIs,  but  academics  often  have  strong  job  protection  during  the  period  of  the  contract. 
Legal  frameworks  at  the  national  level  provide  minimum  standards  across  institutions  and  protect  the 
employees and make sure that public funds are used efficiently. Decisions regarding contractual conditions 
and promotions are left to the institutions in Armenia as well as prescribed by the Labour Code of the RA 
(2004). 
Patterns of appointment and contracts in Armenian HEIs vary widely, but the academic profession remains 
a remarkably stable career as well as one that provides considerable social prestige in the country. 

4.2.4  Salaries 

Academic rank is the main determinant of salary level. HEIs establish universal salaries for the positions of 
Professor,  Docent  or  Associate  Professor,  Senior  Lecturer,  Lecturer  and  Assistant  Lecturer.  Individual 
salaries  for  academic  staff  are  randomly  used  in  Armenian  higher  education  institutions.  Remuneration 
typically  is  comprised  of  three  components:  public  salary,  institutional  salary  and  supplementary 
remuneration  for  degrees  and  titles.  In  private  HEIs  academic  staff  does  not  receive  public  salary  and 
supplementary  remuneration  for  degrees  and  titles.  In  some  HEIs  merit-based  salary  systems  is  also  in 
place.  In  recent  years  researchers  with  different  titles  and  degrees  involved  in  the  state-funded  research 
projects receive the supplementary salary for their advanced degrees and titles. 
Armenia doesn't have a large gap between the average salary at the entry positions and the average salary 
at  the  top  positions  (405  USD  for  entry  positions,  538  USD  for  average  positions  and  665  USD  for  top 
positions) 6.  In  case  the  difference  between  the  entry  salaries  and  top  salaries  is  bigger,  the  academic 
careers will become more attractive. In recent years academics involved in research projects funded by the 
Ministry  of  Education  and  Science,  get  supplementary  remuneration  both  for  their  research  activities  and 
academic  degrees.  This  allows  many  academics  to  receive  higher  salaries  which  allow  them  not  to  seek 
extra job positions in non-academic sector or in other HEIs. 

4.2.5  Working Time and Holidays 

According to the Labour Code of the RA normal duration of the working time for full time employees should 
not  exceed  forty  hours  a  week,  or  eight  hours  per  day.  All  other  specific  matters  are  determined  by  the 
employment  contract.  The  structure  and  schedule  of  teachers’  annual  and  weekly  obligations  are 

5 Paying the Professoriate, A Global Comparison of Compensations and Contracts, 2012. Edited by Philip G. Altbach, Liz Reisberg, 
Maria Yudkevich, Gregory Androushchak, and Iván F. Pacheco 
http://samples.sainsburysebooks.co.uk/9781136631306_sample_834308.pdf 
6 Paying the Professoriate, A Global Comparison of Compensations and Contracts, 2012. Edited by Philip G. Altbach, Liz Reisberg, 
Maria Yudkevich, Gregory Androushchak, and Iván F. 
Pachecohttp://samples.sainsburysebooks.co.uk/9781136631306_sample_834308.pdf 

13 

 
                                                           
determined  by  the  institution.  The  minimum  annual  paid  leave  is  for  five  weeks.  During  the  first  year  of 
employment,  the  teaching  staff  of  HEIs  shall  be  granted  annual  leave  during  the  summer  vacations  of 
learners and students, irrespective of the date when employment has started. Staff members may use paid 
absence  days  in  situations  determined  by  the  institution  (conferences,  trainings,  illness,  maternity  leave, 
etc.)  
Academic  salaries  remain  unchanged  when  the  teaching  staffs  participate  in  different  exchange 
programmes and missions. 

4.2.6  Promotion, Advancement 

Promotions  for  non-degree  academic  staff  are  based  mainly  on  formal  criteria,  such  as  years  of  service, 
though institutions are independent in deciding about promotions and recruitment, and they may also put in 
place  financial  incentives.  Specific  criteria  are  set  up  for  obtaining  academic  and  honorary  degrees  and 
titles in Armenian HEIs both by the Law on Higher and Postgraduate Education (2004) and the regulations 
which are adopted by the Universities for recognising and rewarding achievements of the teaching staff and 
promoting  their  career  advancement.  Education  and  research  advancement  are  two  of  the  many  factors 
that often ensure career attainment. Academic staff with different degrees and titles can upgrade from the 
position of an assistant teacher to the position of the professor and honorary professor and doctor. Decision 
on the promotion to each of the above mentioned positions is taken based on the academic and scientific 
merit,  quality  of  research  (titles  and  degrees),  as  well  as  the  quality  of  teaching  (feedback  from  the 
students, the chair and so on) of their academic staff. 

4.2.7  Retirement and Pensions 

Teaching staff of HEIs may retire at the age of 63 with a minimum of 25 years of work experience, however 
it is not mandatory to retire, if one has already reached the pension age and can continue working at the 
HEI. A teacher having attained the age of 63 shall be granted labour pension even if the length of service 
was less than 25 years, provided that he or she has at least a 10-years’ length of service. After retirement, 
teachers  are  allowed  to  keep  some  of  their  official  engagements  such  as  membership  in  committees  or 
boards. After retirement, teachers keep their respective titles. 
Pensions  are  determined  by  the  Law  of  the  Republic  of  Armenia  on  State  Pensions  (2010).  There  is  no 
special pattern in Armenian legislation for the academic staff to benefit from the pensions. 
Pension may be granted one year earlier than the pension age, provided that the teacher has the length of 
service of at least 35 years and is unemployed (Law of the Republic of Armenia on State Pensions, 2010). 

A partial pension can be granted to: 1) persons employed in the education sector reaching the age of 55 if 
they have at least 25 calendar years’ of length of service; out of which at least 12 calendar years count for 
their  professional  length  of  service.  A  partial  pension  shall  be  calculated  in  proportion  to  the  professional 
length of service and is granted to the beneficiary until the teacher reaches the pension age. 

4.3  Continuing Professional Development for Academic Staff Working in Higher Education 

4.3.1  Organisational Aspects 

Professional  development  of  the  academic  staff  is  prescribed  by  the  Law  on  Higher  and  Postgraduate 
Education  (Article  6.11  and  Article  19,  Chapter  17)  according  to  which  HEIs  can  organize  courses  of 
qualification  increase  and  training  of  their  specialists,  as  well  as  the  members  of  the  academic  staff  shall 
undergo training or increase of qualification according to the defined order no less than once in 5 years. In 
recent  years  HEIs  have  started  issuing  ECTS  credits  for  participation  of  their  staff  in  the  seminars, 
workshops and conferences as well as certify them. The training and qualification courses are certified, and 
they may positively influence the remuneration scales and provide reward offerings. 

14 

 
It is often the responsibility of HEIs to organize training courses for their staff. When training is offered by 
the  institutions,  it  most  often  concentrates  on  the  improvement  of  foreign  language  and  IT  skills  of  staff. 
Since  2005  in  Armenia,  some  of  the  larger  HEIs  organise  training  for  tenure  holding  professors  every  3 
years,  unless  the  person  has  participated  in  international  seminars  and  conferences,  which  are  also 
considered as training7. For instance, Yerevan State University has developed a programme which includes 
training  on  different  academic  disciplines,  languages,  IT  as  well  as  pedagogical  and  psychological  skills. 
Academic staff members get 30 credits per lecture or conference that they attend in Armenia or abroad and 
they have to accumulate 30 credits per 5 year period. 
If  a  teacher  hasn’t  reached  the  age  of  63,  has  at  least  35  years  of  professional  experience  but  is  not 
employed at the University, she or he can be entitled for pension one year earlier, than it is specified in the 
Law of RA on State Pensions (2010). 

4.3.2 

Incentives for Participation in Continuing Professional Development (CPD) Activities 

For  academic  staff  the  training  leave  is  regarded  as  working  time  and  is  reimbursed  by  the  HEI.  The 
members of academic staff may be granted ECTS credits which may result in the increase of their salaries. 
In recent years there are a lot of training opportunities for the academic staff offered through international 
projects.  Due  to  accreditation  requirements  there  is  a  stronger  focus  on  staff  training  and  introduction  of 
financial incentives and reward schemes at all HEIs in Armenia. The development of training schemes for 
teaching  staff  seems  to  be  of  a  high  priority  in  most  HEIs.    When  training  courses  are  organised  by 
institutions,  the  participation  of  the  teachers  is  often  taken  into  consideration  in  promotion  decisions.  The 
elaboration of reward schemes at the national level will also be implemented as these financial incentives 
will motivate the teaching staff to be enrolled in different continuous professional development programmes. 

5  Management and Other Education Staff for Higher Education 

5.1  Requirements for Appointment 

According  to  the  Law  on  Higher  Education  of  the  Republic  of  Armenia  and  the  Statute  of  the  higher 
education institution (HEI), the management of HEI is carried out by the Board, Academic Council and Vice- 
Rectors and Advisers. 
The  Board  of  the  HEI  is  a  collegial  management  body,  which  is  established  for  a  period  of  5  years,  in 
accordance  with  the  Charter  of  the  higher  education  institution.  The  Board  is  formed  from  academic  and 
teaching staff, student representatives of the HEI, as well as representatives of the founder and authorised 
body. The number of members of the Board shall be defined by the Statute of the given institution with at 
least  20  members  included.  The  university  board  generally  approves  the  university  budget  and  strategic 
program;  conducts  discussion  of  the  arising  issues  and  annual  report,  hence  decision  making  thereof, 
including the election of the rector. 
The Scientific Council is formed in accordance with the Statute of the higher education institution. Scientific 
Council is an advisory body that deals with the organization, planning and governance issues of teaching 
and methodology, as well as R&D activities and management of the academic and scientific activities of the 
HEI. Students constitute at least 25% of the elective management bodies of the HEIs. 

The management of the current activities  is carried out by the executive body— the Rector, who is elected 
through an open competition, as prescribed by the legislation of the Republic of Armenia and Statute of the 
higher  education  institution  for  a  period  of  5  years.  Only  a  professor  with  a  pedagogical  work  experience 
possessing a doctoral degree may be elected to the position of Rector. The Rector’s office is an advisory 

7 Tempus Regional Seminar on Human Resource Management on Higher Education, Eastern Europe, Chisinau,  22-23 April, 2013, 
http://eacea.ec.europa.eu/tempus/events/documents/moldavia-seminar/regional-report-eastern-europe-en.pdf 

15 

 
                                                           
body adjacent to the Rector, which is formed by the procedure and powers defined in accordance with the 
Statute of HEI. 
The Vice-Rectors are appointed upon the Rector’s order, and conclude with him an employment contract. 
The  positions  of  the  Dean  of  Faculty  and  Head  of  the  Chair  are  elective  and  the  procedures  for  their 
elections shall be defined by the Statute of the higher education institution. 

5.2  Conditions of Service 

Further  details  on  the  selection  of  the  managing  bodies,  their  dismissal,  responsibilities  and  other 
conditions of service are determined separately by each HEI. 

6  Quality Assurance in Higher Education 

6.1  Responsible Bodies 

The  National  Centre  for  Professional  Education  Quality  Assurance,  Foundation  (ANQA)  is  the  body 
responsible  for  the  evaluation  and  promotion  of  the  quality  in  the  higher  education  of  RA  through 
transparent  quality  review  procedures,  compliance  of  quality  standards  of  the  higher  education  with  the 
criteria and requirements of the European Association for Quality Assurance in Higher Education (ENQA). 
The  executive  body  of  the  Foundation  is  its  Governing  Board,  members  of  which  are  approved  by  the 
Government of RA.  
The Board is composed of 12 members:  
one member from the staff of the Government,  
one  from  the  department  of  Standing  Committee  on  Science,  Education,  Culture,  Youth  and  Sport  of  the 
RA Parliament, 
one from the Ministry of Education and Science of RA, 
four members from the academic staff from public and private HEIs, two of which cannot simultaneously be 
civil servants, 
one student from a public or private HEI, 
three members from employer representatives, 
one member from the national competitiveness counsel.  
Formation of the Board is ensured by the authorised body of public administration in education.  
The  Accreditation  Committee  is  the  main  decision-making  body  within  ANQA  designed  to  function  as  the 
one responsible for: 

• 

taking  the  accreditation  decision  of  an  institutional  and  program  accreditation  based  on  the 
evaluation of the expert panel, and 

•  assuring the quality of the accreditation procedure and methodology in the Agency. 

The set-up and composition of ANQA Accreditation Council are approved by ANQA Governing Board. 

6.2  Approaches and Methods for Quality Assurance 

According  to  the  Armenian  legislation  HEIs  can  choose  their  national  agency  (ANQA)  or  any  other 
European  Quality  Assurance  Register  for  Higher  Education  (EQAR)  registered  Quality  Assurance  (QA) 
agency  (or  an  agency  which  is  a  full  member  of  the  ENQA)  for  either  institutional  or  programme 
accreditation. Accreditation by EQAR-registered agencies is automatically recognized in the country. 
Institutions  implementing  education  programmes  jointly  with  HEIs  from  the  countries  outside  European 
Higher  Education  Area  (EHEA),  or  branches  of  the  HEIs  from  countries  outside  EHEA  can  choose  the 
national  agency  (ANQA)  or  any  other  recognized  QA  agency  from  the  list  of  QA  agencies  approved  by 
Ministry of Education and Sciences of RA for their institutional and/or programme accreditation. 
Institutional and academic programme accreditations are carried out through the following procedures: 
Institutional accreditation is a cyclically implemented mandatory process for all educational institutions.  

16 

 
Programme  accreditation  is  a  voluntary  process  carried  out  only  in  case  of  a  positive  result  of  an 
institutional accreditation.  
Institutional accreditation of an educational institution 
To undergo the process of institutional accreditation an educational institution should: 

• 

submit  an  application  according  to  the  respective  official  standard  form  developed  by  ANQA  and 
approved by the ANQA Governing Board, 
•  be licensed to provide educational services, 
•  be registered in ANQA online database (web.survey.anqa.am). 

The  process  of  institutional  accreditation  is  carried  out  in  three  consecutive  stages:  The  first  stage  is  an 
internal  evaluation of institutional capacities by an educational institution according to the standards (self-
assessment) developed by ANQA. The second stage is an external evaluation (site-visit) of the educational 
institution self-assessment as well as educational provisions and quality assurance processes by an expert 
panel.  The  third  stage  is  based  on  the  results  of  self-assessment  and  site-visits,  positive  or  negative 
decision is taken by ANQA Accreditation Council. The results of institutional accreditation are registered in 
the State Accreditation Register. 
The Accreditation Council decides: 

to grant institutional accreditation for 4 or 6 years, 
to grant conditional institutional accreditation for 2 years.  

• 
• 
•  not to grant institutional accreditation. 

Programme accreditation 
In order to undergo the process of programme accreditation HEIs should: 

• 

• 
• 
• 

should submit an application according to the respective official standard form developed by ANQA 
and approved by the ANQA Governing Board, 
should be licensed to provide educational services,  
should be registered in ANQA online database (web.survey.anqa.am), 
should have an institutional accreditation. 

The process of programme accreditation is carried out in three consecutive stages. The first stage includes 
internal evaluation of academic programme and respective educational processes by the institution – self-
assessment according to  the respective standards developed  by  ANQA. The second stage is an external 
evaluation (site-visit) of the academic programme self-assessment and educational activities by an expert 
panel.  The  third  stage  is  based  on  the  results  of  the  self-assessment  and  site-visit,  positive  or  negative 
decision is taken by ANQA Accreditation Council. The results of programme accreditation are registered in 
the State Accreditation Register. The programme accreditation has five-year validity. 
As a result, the Accreditation Council decides: 

• 
to grant programme accreditation for 5 years, 
• 
to grant conditional accreditation, 
•  not to grant programme accreditation. 

7  Educational Support and Guidance 

7.1  Support Measures for Learners in Higher Education 

7.1.1  Definition of the Target Group(s) 

The following target groups are entitled to get support from the State or the HEIs: 

•  orphans, individuals with special needs; 
• 
• 
• 
• 

children of single parent; 
students from borderline or highland settlement; 
students from poor-socio-economic background; 
students left without parental care after the age of 18  — until they attain the age of 23; 

17 

 
• 
• 
• 
• 
• 
• 

students deprived of one parents and under the age of 23; 
students with the children under the age of one year; 
students from the large families (having several student dependents); 
students with a parent who has disability; 
students who have passed a mandatory military service; 
students holding other status, which is defined by the higher education institution. 

7.1.2  Specific Support Measures 

There is a wide range of the support measures on the national and institutional levels: 

On the national level 

•  The  state  financial  support  (educational  allowances,  refund  (full  or  partial  (discount)  of  the  tuition 
fees, educational grants, loans) to the disadvantaged groups of students (orphans, individuals with 
disabilities,  children  of  the  single  parents,  student  coming  from  poor  socio-economic  background, 
students from borderline or highland settlements) and students released from the military service. 

•  State scholarships provided on the grounds of academic merit. 

On the institutional level 
According  to  the  Law  on  Higher  and  Post  Graduate  Education,  HEIs  partially  waive  (at  least  10  %)  the 
tuition fees to the following categories of the students: 

•  poor-socio-economic background 
• 
• 
• 
• 
• 
• 
• 

students left without parental care after attaining the age of 18  — until they attain the age of 23; 
students deprived of one parents and under the age of 23; 
students with the children under the age of one year; 
students from the large families  (having several student dependents); 
students with a parent who has disability; 
students who have passed a mandatory military service ; 
students holding other status, which is defined by the higher education institution  

In  addition,  every  year  Armenians  of  the  diaspora,  including  Syrian  Armenian  refugees,  may  apply  to  be 
admitted  to  the  preparatory  department  of  any  faculty  of  the  Armenian  higher  educational  establishments 
with the purpose of studying the Armenian language and professional subjects. At the end of the academic 
year, upon successful completion of the examinations they can either continue their studies or, by passing 
an interview on the subjects foreseen for admission and displaying satisfactory knowledge, immediately be 
admitted  to  the  first  year  of  the  relevant  faculty.  As  all  Armenians  of  the  diaspora,  Syrian  Armenian 
applicants can benefit from the state funded education (free of charge) provided that: 

•  he/she receives high scores at the admissions exams,  
• 

the  admission  commission  implements  a  state  order  within  the  framework  of  foreign  students’ 
admission procedures.  

7.2 

  Guidance and Counselling in Higher Education 

7.2.1  Academic Guidance 

Each  HEI  has  its  own  policy  and  provisions  for  the  academic  guidance  based  on  their  particular  needs. 
However,  there  is  Student  Scientific  Council  (SSC),  which  is  a  student  government  structure  that  brings 
together  undergraduate,  graduate  and  post-graduate  students.  The  goal  of  the  SSC’s  is  to  support  the 
academic, creative and spiritual development of the students. For that purpose the SSC organises scientific 
conferences,  seminars,  lectures,  and  publishes  the  scientific  articles  of  young  scientists  and  students.  In 

18 

 
addition,  some  universities  have  Vice-Rector  for  Students,  Alumni  and  Public  Affairs  and  Student  Affairs 
Division. These activities are coordinated according to HEI’s regulations. 

7.2.2  Psychological Counselling 

N/A 

7.2.3  Career Guidance 

At the university level, career guidance is provided through University Career Centres. Almost all Armenian 
HEIs  have  Career  Centres,  which  organize  career  workshops,  provide  counselling  and  offer  internships. 
The  mission  of  such  Centre  is  to  ensure  competitive  position  of  the  University  graduate  in  the  labour 
market. 

8  Mobility and Internalization in Higher Education 

Currently  there  is  no  internationalization  strategy  at  the  national  level.  However  internationalization  and 
mobility  in HE  is regulated by the Law on Higher and Postgraduate Education  of RA and “Procedures on 
Academic Mobility of Higher Educational Institution Students” adopted by the Government in 2011.  
During the last years on going processed of internationalization in RA have widened access of students and 
staff to academic mobility opportunities, mainly in the frames of EU funded TEMPUS, ERASMUS MUNDUS 
and Erasmus+ projects, but also thanks to the promotion and the awareness-raising activities conducted at 
the national level. These projects and mobilities have also motivated the universities to widen their bilateral 
and multilateral cooperation with HEIs situated in Europe and in the Commonwealth of Independent States 
(CIS), and less with the HEIs in Asia and USA. The cooperation mainly focuses on the capacity building of 
the  university's  staff,  short  term  and  long  term  mobility  of  students  and  staff,  study  visits,  curriculum 
development and structural changes.  
Armenia  has  institutionalized  support  for  student  academic  mobility  and  mutual  recognition  of  the 
qualifications within the European and international communities through the European Credit Transfer and 
Accumulation  System  (ECTS),  Diploma  Supplement,  and  the  establishment  of  the  National  Information 
Centre on Academic Recognition and Mobility (ARMENIC).  
Each  year Armenian HEIs  engage more and more actively  in  various  international cooperation programs. 
Over the last five years this type of participation has grown by around 3,5 times. There is a visible increase 
in  the  number  of  the  European  inter-university  cooperation  programs,  financed  by  TEMPUS,  Erasmus 
Mundus  and  Erasmus+,  German  Academic  Exchange  Service  (DAAD),  British  Council,  Open  Society 
Foundation and so forth. 

8.1  Student Mobility 

faculty  members  of  Armenian  universities  participated 

Since  2004  Armenian  HEIs  and  individual  students  have  been  involved  in  the  European  Union  Erasmus 
Mundus mobility programmes. Thus, from 2004 to 2013 through Erasmus Mundus Action 1 “Joint Degree 
Programmes”  in  total  83  students  have  pursued  their  Joint  Master’s  and  Doctoral  programmes  in  various 
European Universities, and from 2007 to 2013 under  the  Action 2 “Partnership”  programme 644 students 
in  Bachelor’s,  Master’s,  PhD  and 
and 
postdoctoral/research  level  academic  mobility  programmes  at  European  Universities.  For  2015-2016  8 
students received scholarships to study in Joint Master Degree programs.  
As  of  the  introduction  of  Erasmus+  Programme  (2014-2020),  Armenian  HEIs  have  been  involved  in 
preparation of International Credit Mobility Projects together with their European counterparts. The number 
of  Armenian  students  studying  abroad  has  increased  almost  fourfold  in  the  past  5  years.  This  growth  is 
mostly due to the increase of the number of students enrolling in the European universities. There has also 

19 

 
been a large increase in the number of the Armenian students studying abroad through different long-term 
programmes,  which  has  grown  twice  over  the  past  5  years.  “Outbound”  long-term  mobility  is  mainly 
organized  in  the  framework  of  the  inter-governmental  agreements  with  a  number  of  countries  such  as 
Russia, China, Romania,  Bulgaria, Georgia and fellowship programmes such as UK, US,  Italy, Germany, 
etc. There is also a Government initiative financed through the Luys Foundation which supports Armenian 
students (by covering 50% of their programme costs) to pursue their studies in the world’s highly ranked top 
universities. In 2013/2014 academic year 48 students were funded by the above mentioned Foundation to 
continue  their  studies  abroad.  Overall,  as  of  2009,  303  students  with  Luys  Foundation  scholarship,  381 
students  from  DAAD  supported  programs  and  about  732  students  from  inter-governmentally  agreed 
exchange programs benefited from short term or full academic mobility. 
Though the possibility of distance learning is envisaged by the Law on Higher and Postgraduate education 
it  is  not  a  common  practice  in  Armenia.  There  are  separate  initiatives  at  University  level  for  distance 
learning courses, but not full study programmes in distance mode. 

8.2  Academic Staff Mobility 

There are EU projects, DAAD and EU Embassies in Armenia supporting also the academic staff mobility. 
Over  the  past  decade  Armenia  has  actively  participated  in  and  benefited  from  TEMPUS  and  Erasmus 
Mundus programmes. These programmes, now replaced by Erasmus+ programme, are the main financial 
instruments  to  fund  the  academic  staff  mobility.  The  statistical  information  shows  that  over  the  last  five 
years  the  international  academic  mobility  of  Armenian  HEIs  has  increased  roughly  25%  having  the  main 
destinations to Commonwealth of Independent States (CIS) and Eastern European countries. 
The  responsibility  of  academic  staff  mobility  lies  with  HEIs  which  have  their  internal  procedures  and 
guidelines for mobility.  

8.3  Other Dimensions of Internationalisation in Higher Education 

8.3.1  European, Global and Intercultural Dimension in Curriculum Development 

Armenia joined the Bologna Process in 2005 and since then started the harmonization of its HE System for 
the integration to the European Higher Education Area (EHEA). Particularly, as already mentioned above, 
several  initiatives  have  been  undertaken  to  implement  three-tier  qualification  system,  transition  to  ECTS, 
introduction  of  National  Qualifications  Framework  consistent  with  the  Overarching  Framework  for 
Qualifications  in  EHEA,  introduction  of  procedures  for  recognition  of  qualifications  as  stipulated  by  the 
Lisbon Recognition Convention, introduction of free of charge Diploma Supplement in both Armenian and 
English languages. These processes have had high impact on the global and international dimension of HE 
in  Armenia.  Furthermore,  several  TEMPUS  projects  have  possible  the  review  or  creation  of  new  degree 
programs with the support of EU partners.  
There  are  several  academic  programs  which  are  delivered  in  foreign  languages  jointly  with  the  foreign 
Universities. Currently, there are 5 joint programmes delivered in foreign language at Bachelor’s level and 
31 at Master’s level which are implemented either with Russian or European universities.  

8.3.2  Partnerships and Networks 

Several HEIs in  Armenia have joined  international  associations such as  European University Association, 
Eurasian  association  of  Universities,  Association  of  Rectors  of  Pedagogical  Universities  in  Europe.  In  the 
frame of these partnerships the HEIs administration is widely involved in policy making issues, discussion 
of upcoming reforms, adjusting institutional strategies to the global ones.  

Several HEIs are also part of the “Agence Universitaire de la Francophonie” (Francophone University 

20 

 
Association) which creates additional opportunity for HEIs students and staff not only for mobility in frame of 
different projects, but also organization of scientific and capacity building activities bilaterally.  

8.4 

  Bilateral Agreements and Worldwide Cooperation 

8.4.1  Bilateral Agreements 

Nowadays  internationalization  is  deemed  to  be  crucial  part  of  HEI  strategies.  Almost  all  HEIs  in  Armenia 
have bilateral and multilateral cooperation agreements with European and CIS countries. The cooperation 
aims  at  capacity  building  projects,  especially  in  the  frame  of  previous  TEMPUS  and  current  Erasmus+ 
projects,  research  activities,  student  and  staff  exchange,  sometimes  delivery  of  joint  or  double  degree 
programmes. 
Armenia  has  also  signed  7  bilateral  agreements  for  student  exchange  with  China,  Bulgaria,  Romania, 
Russian  Federation,  Czech  Republic,  Slovakia  and  Egypt.  In  the  frames  of  above  mentioned  bilateral 
agreements  students  receive  scholarships  on  competitive  basis  to  study  in  HEIs  of  the  countries 
concerned.   

8.4.2  Cooperation and Participation in Worldwide Programmes and Organisations 

Armenian HE cooperates with many international and transnational organizations such as the World Bank, 
German  Academic  Exchange  Service  (DAAD),  the  Open  Society  Institute  –  Armenian  Assistance,  the 
British Council, etc. HE sector cooperates with the World Bank through the programme "Education Quality 
and  Relevance"  which  is  targeted  to  help  the  Universities  to  develop  and  implement  strategic  programs 
which stimulate scientific research and innovations, improve the management of HEIs as well as carry out 
structural  and  functional  reforms  in  Armenian  HE.  EU  funded  Erasmus+  Programme  fosters  quality 
improvement  in  all  sectors  of  HE  in  Armenia  through  institutional  capacity  building,  staff  mobility  and 
strategic  partnerships  within  various  Actions  of  the  programme.  The  Support  of  German  Academic 
Exchange Service (DAAD) is in the area of teaching, research and management and it mainly focuses on 
strengthening  the  relationship between  German  and  Armenian  universities.  In  the  field  of  education 
Armenia also cooperates with China. In 2008 Confucius Institute was established in Yerevan Brusov State 
University  of  Languages  and  Social  Sciences  in  order  to  promote  Chinese  language  and  culture 
programmes  in  Armenian  HE  institutions.  The  programme  also  allowed  opening  Chinese  classrooms  at 
Armenian schools. 

9  On-going Reforms and Policy developments 

9.1  Overall national education strategy and key objectives 

In  2011, the Government of RA ratified the “Education Development 2011-2015 State Programme of the 
RA”  (the  Law  of  the  Republic  of  Armenia  No  HO-246-N  of  19  July  2011  "On  Ratifying  the  Education 
Development 2011-2015 State Programme of the Republic of Armenia"). In 2015 a new state programme 
for 2016-2025 was developed covering goals, objectives and scope of activities of education reforms in all 
levels of education in RA.   
The most important goals of the new programme are: 

•  Need-oriented  planning  -  curricula,  forms  and  methods  of  organizing  the  educational  process, 

possible ways of obtaining education shall be diversified. 

•  Flexibility  of  educational  programmes,  opportunities  of  adjusting  them  to  the  needs  of  students, 
their families, community and economy, school classes guaranteed with a compulsory component 
and application of individual  learning plans for children  with special educational needs,  expanded 
modular programmes and specialized teaching. 

21 

 
•  Simultaneously,  proposition  of  the  new  ways  of  organization  of  education:  distance  learning 
opportunities shall be expanded, mechanism of recognition of non-formal education results shall be 
introduced,  links  between  formal  and  non-formal  education  shall  be  created,  which  will  enable 
choosing  a  more  suitable  way  relevant  to  one's  capabilities  to  achieve  the  desired  educational 
outcomes. Modern methods of organizing training sessions shall be introduced allowing for the use 
of extracurricular institutions such as cultural centres, etc. Diversification of the educational system 
shall also relate to the legal forms of educational establishments. Several institutions have already 
been  restructured  into  foundations.  Expansion  of  opportunities  for  the  joint  establishment  of 
educational  institutions  and  participation  of  social  partners  in  the  management  system  shall  be 
promoted.  

•  Social dialogue - In order to effectively respond to the needs, the social dialogue mechanisms shall 
be strengthened: public opinion polls shall be regularly conducted, public discussion platforms shall 
be created and participatory decision-making mechanisms shall be improved. 

•  Collaboration  with  partners  -  Collaboration  with  the  private  sector  and  civil  society  shall  be 
strengthened. Performance of some functions and provision of supplemental educational services 
shall be transferred to professional organizations of the industry which enjoy public trust, and state 
support  shall  be  provided  to  programmes  initiated  by  international  and  local  organizations 
corresponding to the priorities and principles of education development which will be incorporated 
into the education development programme package as per results of professional expertise.  
•  Transparency and accountability - With the  purpose  of ensuring the effectiveness of programmes 
their  transparency  and  accountability  shall  be  a  mandatory  requirement.  Close  supervision  and 
monitoring shall  be carried out  with the  engagement of both governmental and  non-governmental 
institutions.  Improvement  and  comprehensive  introduction  of  knowledge  assessment  and  quality 
assurance systems shall continue. 
The main goals of educational development in the country are: 

•  To ensure accessible, equal and quality secondary (including short-cycle vocational) education with 

effective outcome for all children, 

•  To ensure accessible and quality pre-school education for all children aged 3-6 and at least 80% of 

their enrolment by 2025, 

•  To ensure affordable and equal opportunities for all to obtain professional education, 
•  To increase the number of young people and adults with professional skills by 50 per cent by 2025 
with  the  purpose  of  finding  decent  jobs  for  them,  decreasing  unemployment  and  boosting 
businesses. 

•  To  ensure  equal  participation  opportunity  of  all  vulnerable  groups,  including  persons  with  special 

educational needs, in all the levels of education by 2025, 

•  To  equip  all  students  with  knowledge  and  capabilities  contributing  to  sustainable  development  of 

the society via civil, democracy and human rights and ecological education. 
In order to achieve the education goals, specific strategic policies, activities and measures will be 
defined separately for each level of education. 

9.2  Overview of the education reform process and drivers 

The authorized body of state governance in education is the Ministry of Education and Science which is the 
main body in charge of managing all education-related activities, as well as one of the main drivers in the 
education reform process.  
The  Ministry  participates  in  the  creation  of  the  Armenian  Government’s  policies  by  preparing  draft 
legislative  documents  and  proposals  for  the  development  strategies  and  activities  to  the  Government;  it 
initiates the reforms and new legal acts and participates and contributes to the designing of new bills in the 
field of education; also oversees and evaluates the status of the current education system, determines its 
consequences and acts in line with them or proposes reforms to the Government. 

22 

 
The Government is responsible for final preparation and proposal of new bills, while the National Assembly 
approves the bills so they can come into force. 

9.3 

  National reforms in Higher Education 

The major reforms for the period 2011-2015 are: 

9.3.1  2015 

New tertiary education management information system was introduced. 

9.3.2  2014 

A system of lifelong learning was outlined and partially institutionalized. 

9.3.3  2013 

•  A national system of university ranking was introduced. 

•  HEIs  were  restructured  passing  from  state  not  profit  organizations  to  foundations.  This  new 
organisational  status  will  contribute  to  enhancing  university  autonomy,  notably  by  opening 
possibilities to create legal entities and carry out commercial activities independently. 

9.3.4  2012 

•  Mechanisms for funding and governance of HEIs were improved. 
•  Targeted public policy aimed at social and financial support to students was implemented. 
•  Transition to student-cantered learning took place, promoting students’ critical, analytical, creative 

and autonomous learning. 

9.3.5  2011 

•  Reforms in teacher education took place. 
•  A consistent and internationally compatible three-tier qualification system was introduced. 
•  Transition to ECTS happened. 
•  Standards  and  procedures  for  Quality  Assurance,  as  well  as  for  institutional  and  programme 
accreditation  were  developed  and  approved  in  consistence  with  the  European  Standards  and 
Guidelines for Quality Assurance. 

•  A National Qualifications Framework was developed  and  approved in consistence consistent  with 

Overarching Framework for Qualifications in EHEA. 

10  Legislation 

•  The Law on Education, 1999, Adopted on 14 April 1999. 
•  The  Law  on  Higher  and  Postgraduate  Professional  Education,  2004,  adopted  on  14  December 

2004. 

•  Government  Decision  No.  1183,  Dated  July  27  2006  (On  Adopting  the  Regulation  for  Providing 
Student Allowances and State Scholarships at the Higher Education Institutions of the Republic of 
Armenia and on Revocation of the Republic of Armenia Government Decisions No 1986 dated as 
September 8, 2005 and No 2114 dated as September 15, 2005). 

23 

 
•  Order No. 1193-N, of December 6 2007 (On Adopting the Procedure on Admission and Instruction 

in Master’s Programmes at Higher Education Institutions of the Republic of Armenia). 

•  Order  No.  N-1194  of  06.12.2007  (On  Adopting  the  Procedure  of  Part  time  Enrolment  at  Higher 

Education Institutions of the Republic of Armenia). 

•  Decision  N  1240-N  of  25  August  2011  (On  Approving  The  Procedure  Of  Academic  Mobility  of 
Students  at  Higher  Education  Institutions  And  Revoking  Government  of  The  Republic  of  Armenia 
Decision No. 938-N From July 16 2009). 

•  Order N 1197-N of 31 October 2011 (Adopting The Procedure For Final Certification Of Graduates 
at Higher Education Institutions Of The Republic of Armenia And On Revocation Of Order No. 13-
QN Of THE RA Minister Of Education And Science As Of March 3, 1997). 

•  Order N 1242-N of 17 November 2011 (On Adopting the Procedure of Dismissal [Withdrawal] and 

Reinstating the Students at Higher Education Institutions Of The Republic Of Armenia). 

•  Decision 597-N of 26 April 2012 (On Adopting the Procedure of Admission to State and Non-State 
Higher  Education  Institutions  [Bachelor’s  Program]  Of  the  Republic  of  Armenia  And  On  Revoking 
Decision 686-N of The Government of The Republic of Armenia, As Of April 28, 2011). 

•  Decision N 978-N of 30 June 2011 (Statute on State Accreditation of Tertiary Level Institutions and 

Academic Programmes in the Republic of Armenia). 

24 

 
HOW TO OBTAIN EU PUBLICATIONS 

Free publications: 

•  one copy: 

via EU Bookshop (http://bookshop.europa.eu); 

•  more than one copy or posters/maps: 

from the European Union’s representations (http://ec.europa.eu/represent_en.htm);
from the delegations in non-EU countries (http://eeas.europa.eu/delegations/index_en.htm);
by contacting the Europe Direct service (http://europa.eu/europedirect/index_en.htm) or 
calling 00 800 6 7 8 9 10 11 (freephone number from anywhere in the EU) (*). 

(*)  The information given is free, as are most calls (though some operators, phone boxes or hotels may charge you).

Priced publications: 

•  via EU Bookshop (http://bookshop.europa.eu). 

Priced subscriptions: 

•  via one of the sales agents of the Publications Office of the European Union 

(http://publications.europa.eu/others/agents/index_en.htm).

E
C
-
0
7
-
1
6
-
0
3
3
-
E
N
N

-

Education, Audiovisual & Culture Executive Agency
Erasmus+ : Higher Education - International Capacity Building (CBHE)

Write to us : 
Erasmus + 
Rue Joseph II, 59 (J-59 04/33) 
B-1000 Brussels 
Belgium 

Fax : +(32 2) 299 4530

Visit us :

Rue Joseph II, 59
B-1000 Brussels
Belgium

Website :
http://eacea.ec.europa.eu/erasmus-plus/library_en

General questions about CBHE :
EACEA-EPLUS-CBHE@ec.europa.eu

ISBN : 978-92-9492-379-0 
DOI : 10.2797/689123