世界发展银行-Armenia-Tertiary-Education-_-SABER-Country-Report_51页_967kb

Summary of the TERTIARY EDUCATION SABER Country Report (Armenia, October 2019)

Core Content

This report provides an analysis of the tertiary education system in Armenia using the SABER-TE methodology, which evaluates seven key policy dimensions. The findings highlight the current state of the system, its challenges, and opportunities for improvement. The report is part of the World Bank's Systems Approach for Better Education Results (SABER) initiative, aimed at benchmarking and improving education systems globally.

Main Policy Dimensions and Key Findings

1. Strategy for Tertiary Education

Overall Score: Latent

• Existence of Strategic Plan: There is no dedicated strategic plan for the tertiary education sector. The government's objectives are outlined in the outdated State Program for Education Development 2011-2015. A new strategy is being developed but has not yet been finalized.
• Stakeholder Involvement: The Ministry of Education, Science, Culture and Sport (MoESCS) has engaged with stakeholders, including development partners and universities, during the revision of the Law on Higher Education.
• Use of Evidence: There is no finalized strategy, so the use of evidence is not systematic. However, some diagnostic studies and feasibility assessments have been conducted to support the development of the strategy.

2. Governance of Systems and Institutions

Overall Score: Established

• Policy Lever 1: Steering the system: Established
• Policy Lever 2: Institutional autonomy: Established (Private universities) / Emerging (Public universities)
• Policy Lever 3: Promoting good institutional governance: Emerging (Public universities) / Latent (Private universities)
• Key Insight: Private and cross-border institutions enjoy greater autonomy than public universities, which are more heavily regulated. The government has developed an anti-corruption strategy that includes higher education, but its effectiveness is questionable. The politicization of university boards has been a concern, though this has slightly improved following the 2018 Velvet Revolution.

3. Financing

• Stable Funding Mechanism: Public universities have a stable funding mechanism, though it is considered outdated.
• Performance-Based Funding: Not currently used, but the government is considering its introduction.
• Competitive Funding: Available for education, research, and innovation through mechanisms like the Competitive Innovation Fund (CIF).
• Key Insight: The current system does not fully incentivize performance or innovation, and there is a need for more modern and effective funding strategies.

4. Quality Assurance

• Accreditation Agency: The National Center for Professional Education Quality Assurance (ANQA) exists but mainly covers public universities.
• Accreditation Standards: Standards have been developed and are being implemented.
• Accreditation Process: Not mandatory for all degree programs. Cross-border institutions operate without accreditation.
• Consequences for Noncompliance: Public universities face consequences for noncompliance, but these are not clearly defined or consistently enforced.
• Key Insight: Quality assurance mechanisms are underdeveloped, and the lack of accreditation for some institutions poses risks to educational standards.

5. Tertiary Education Management Information System (TEMIS)

• Current Status: Not operational.
• Data Collection: Some universities use their own systems to collect data.
• Key Insight: The absence of a centralized, functional TEMIS hampers data-driven decision-making and policy implementation in the tertiary education sector.

6. Access and Equity

• Government Measures: Several measures exist to improve access and equity, but inefficiencies hinder their effectiveness.
• Targeted Financial Aid: Needs to be more targeted to support the poor.
• Admissions Tests: Universities should reach out to high schools and encourage students to sit for admissions tests.
• Special Needs Students: Inclusive education policies need to be strengthened to support students with special needs.
• Key Insight: Despite efforts, access and equity remain major challenges, especially in the context of inequality and population decline.

7. Relevance of Tertiary Education for Social and Economic Needs

• Curriculum Relevance: Insufficient alignment with labor market needs is a significant issue.
• Internships: Most internships are formal positions that do not offer meaningful learning opportunities.
• Poverty and Education: Higher education is associated with lower poverty rates, but many poor individuals still lack access to tertiary education.
• Key Insight: The tertiary education system needs to be more responsive to labor market demands to enhance its social and economic impact.

Conclusion and Recommendations

The report concludes that Armenia's tertiary education system is at a critical juncture, with both challenges and opportunities for reform. The lack of a strategic plan, weak quality assurance, and issues with governance and access require urgent attention. The government is taking steps to address these issues, including drafting new legislation and improving transparency, but more concrete action is needed to ensure effective implementation.

Key Recommendations:

• Develop and implement a comprehensive, evidence-based strategic plan for tertiary education.
• Strengthen quality assurance mechanisms and ensure accreditation for all degree programs.
• Enhance transparency and accountability in governance, particularly in public universities.
• Improve financial aid targeting and expand outreach to underprivileged students.
• Align curricula with labor market needs and ensure that internships provide real learning opportunities.
• Introduce performance-based funding and modernize the funding system to promote innovation and efficiency.

Status of Policy Dimensions

Acknowledgements

The report was developed with the strategic guidance of Arevik Anapiosyan, Deputy Minister of Education, Science, Culture and Sport of Armenia. It was led by Koen Geven of the World Bank and coordinated by Anush Shahverdyan. Serob Khachatryan was the principal investigator, and Ghazala Syed was the main author. The report acknowledges the contributions of numerous interviewees and experts, including Aleksander Grigoryan and Gayane Harutyunyan.

Appendix

• Best Practice Indicators: Detailed in the appendix, these indicators are used to score and benchmark the performance of tertiary education systems across countries.
• List of Acronyms: Includes ANQA, CIF, ECTS, etc., which are referenced throughout the report.

Status of Tertiary Education in Armenia

• Overall Status: Emerging
• Key Challenges: Lack of strategic planning, weak quality assurance, governance issues, and limited access for disadvantaged groups.
• Recent Reforms: The government has made progress in anti-corruption efforts and transparency, which has had a positive impact on the tertiary education sector.