1. REFORMS IN HIGHER EDUCATION : ARMENIAN CASE-STUDY
Kristina Tsaturyan
Khachatur Abovian Armenian State Pedagogical University

2. Methodology Documentation review and analysis Statistical data
Small-scale survey
Observation

3. Preconditions, assumptions
1991 independence of Armenia
Moving from planned economy to market oriented
Down-to-top approaches in introducing the reforms at institutional level
Wider cooperation possibilities worldwide
Language barriers

4. 2004 joined the Lisbon Recognition Convention-National Information Center for Acaemic Recognition and Mobility
2005 Armenia joined the Bologna Process ( Bologna Secretariat in Yerevan)
2007/08- ECTS is officially introduced at BA and MA levels
2008- National Center of Professional Education Quality Assurance (ENQA, INQAAHE)
2010/11- ECTS is introduced at the third level, i.e. Aspirantura (PhD)
2011/2016 National Qualifications Framework of Armenia

5. Education system in Armenia
180 ECTS
Education system in Armenia
120 ECTS
240 ECTS
Full-time, part-time, e-learning

6. HEIs
80% in Yerevan
. Over the last 5 years, on average 67% of the graduates with secondary education were admitted to the HEIs. During the same period, on average, 28% of Bachelor’s graduates went on to Master’s programmes, while 7% of Master's graduates continued to Doctoral studies (Aspirantura).
The number of students is farely consisted of women and men

7. Admission to HEIs
. Over the last 5 years, on average 67% of the graduates with secondary education were admitted to the HEIs. During the same period, on average, 28% of Bachelor’s graduates went on to Master’s programmes, while 7% of Master's graduates continued to Doctoral studies (Aspirantura).
The number of students is farely consisted of women and men

8. Number of students left out from HE
2011 census 25% of Armenia’s year olds have a higher education, which is above 23% average indicator of OECD countries. At the same time the European Union’s “Europe 2020” development strategy targets 40% of Europe’s year olds for tertiary education by According to the 2011 census, the comparable level of education for year olds in Armenia is already 44% for tertiary education.

9. Tendencies…
The students are admitted to BA program level based on the results of Unified State Exam
The threshold for entering the HEI bases on USE has lowered down (quality of secondary education)
There are no alternative routes for entering the University (RPL is not in place)
The number of students with physical problems not graduating the HE decreased
Almost all the public HEIs are partially adjusted for students with SN
Legal framework for the recognition of RPL is not in place

10. Tendencies…
Meanwhile, the number of students facing the financial problems increased
During the last years the HEIs started to compete for students
Though mostly all the HEIs in Armenia have wide recruitment campaigns over Armenia (this tendency rose during the last 10 years) meanwhile the number of students is decreasing due to demography and migration issues

11. Quality 2008- Establishment of National Quality Assurance Agency
2011- Procedures and criteria for state accreditation of the professional education institutions
Decisions are made by the Accreditation Committee of ANQA and are approved by the Minister of Education and Science
15 Universities and 6 study programs have been accredited so far
All the Universities have Internal Quality Assurance Departments
Annual evaluations are conducted by the Universities to get feedback on the quality of education
The evaluations have more supervisory approach and the professorship doesn’t apply the principles of QA in everyday practice
Though, evaluations in many cases have technical application and the results do not have further implications in the review of study programs or other components of HE

12. Employability
HE supply
Mismatch
Labor Market Demand

13. Employability…
There is a big gap between the labor market demand and the supply not only content wise, but also across the specialties
Almost all the Universities have departments dealing with graduates and the labor market (University- Employer, Career Center)
There are no regular graduate surveys in HEIs (only some Universities have the mechanisms in place)
Internship- work placements have formal approach and no particular mechanisms for the evaluation of student performance
TEMPUS HEN-GEAR Project (digital database of University graduates available for employers)
The centers at the Universities have more job placement and career guidance and development missions, the links with the labor market are very poor and the labor is not prepared to work with HEIs either. Of course, there are different fragmented initiatives across the Universities to tackle this issue, but no precise methodologies and approaches

14. Internationalisation
Government of RA has bilateral agreements with Russia, China, Romania, Bulgaria, Poland and Russia for exchange of students
ERASMUS PLUS, DAAD, NUFFIC, Scholarships provided by Embassies, Austrian Development Agency, SCOPES, etc.
Number of outgoing mobility is increasing- Erasmus Plus Credit Mobility programs
2005- National Information Center for Academic Recognition and Mobility

15. International students academic year 2015/2016
3350 international students at BA level (4 %)
314 international students at MA level
Mainly from Russia, India, Georgia, Iran and Syria, 64 students from EU and 18 from US

16. Erasmus Plus Credit Mobility 2015-2016 (1st call)
Applications
Selected Projects
Success Rate
Grant Awarded (EUR)
Total Participants Awarded
Participants Incoming (to EU)
Participants Outgoing (from EU)
Armenia 91 67
74%
580
402
178
Azerbaijan 96 53
55%
527
354
173
Belarus 86 64
407
286
121
Georgia
220
149
68%
1465
938
Moldova 80 55
69%
499
330
169
Ukraine
303
203
67%
2219
1582
637
479
338
71%
5 697
3 892
1 805

17. Barriers… Knowledge of English language
Lack of study programs delivered in English language
Mismatch between the study programs in AM and EU (or knowledge on the recognition of the results)
Motivation of the students and their families

18. Democratic governance and autonomy
Organisational autonomy- 47 %
Financial autonomy- 66%
Staffing autonomy- 91%
Academic autonomy- 46%
Relatively low level if compared to EU counterparts
More on the papers than on everyday decision making basis
Staffing autonomy implies also high risk of corruption
Mandatory content in BA and MA programs, language of instruction is in Armenian for the locals
* TEMPUS ATHENA

19. FUNDING
Two main sources: Government funding and tuition fees
In average 8% of State Budget expenditures to Higher Education
RA Government and HEIs offer different financial support schemes
Full or partial reimbursement of tuition fees for students with high academic peroformance and students from socially vulnerable families
7% of University income should be offered for partial reimbursement of tuition tuition to at least 10% of the students

20. Future challenges
Review of academic programs in line with NQFA and EQF
Improvement of teaching and learning methods and promotion of student centered learning
Integration of IT into teaching and learning practices
Recognition of prior, informal and non formal learning
Improvement of cooperation with labor market
Development of follow-up mechanisms in all aspects
Transformation into research universities

21. Kristina Tsaturyan
Erasmus Plus Higher Education Reforms Expert
Head of International Cooperation Unit
Khachatur Abovian Armenian State Pedagogical University
Tel: (+3795)