Armenia

Article 18 of the Law on Education expands upon the goals outlined for preschool education, noting that general education in Armenia seeks to develop children's knowledge of nature and the self, understanding of values and politics, and military preparation. More specifically, the focus of elementary school (grades one to three) is on the cultivation of language, mathematics, and work skills, with an eye towards character education. The middle school (grades four to eight) brings in a focus on science and healthy living, as well as helping to develop a sense of independence and self-care in the students. Senior school (grades nine to ten) brings these knowledge bases together and offers supplementary training for students with specialized academic interests. A school can offer a single grade level or multiple grade levels.

Children with special needs (including those who are without families) are either mainstreamed into the school system or are placed in schools designed to accommodate their particular needs. Evening and boarding schools, as well as orphanages, are available for this purpose.

The Armenian parliament is considering a draft law that proposes an expansion of the secondary education system, stretching it to eleven or twelve years. This is in response to additional curricula introduced into the system, increasing the number of subjects available for study by as many as 33 percent. The Ministry of Education and Science believes that this expansion is not only necessary for Armenia's school system to meet international standards, but also the rising standards of the Commonwealth of Independent States.

In total, Armenia's under-eighteen population numbers approximately 1,101,000; nearly 750,000 children attend Armenia's general school system. Elementary school enrollment remains high in Armenia, with school-children achieving literacy at this juncture. However, it is important to recognize the growing number of homeless children and child refugees in Armenia, whose lack of schooling not only adversely impacts their own lives but also affects the larger social fabric of which they are a part.

Two examinations are administered at the end of fourth grade in Armenian and mathematics. Students are re-tested in these content areas at the end of intermediate school, at which time they are also tested in a foreign language. Upon completion of these grade levels and exams, students then choose to pursue either the third level of general education—known as senior school—or else to attend a more specialized vocational school.

Significant curriculum reforms have occurred in the post-Soviet era, offering students (and teachers) new paths of inquiry into subjects and topics they had not previously considered—the most notable of which can be found in the arenas of civics and history. In addition to the scope of the new curricula and textbook materials, these texts offer colorful photos and maps as well as space-appropriate passages, which are radical departures from the previously bland, overcrowded, and imageless layout of books from the Soviet era.

In this spirit, a new civics book was introduced in 1999, dealing with issues including human rights, the Armenian constitution, and the workings of the branches of government. The book, supported by funds from Junior Achievement of Armenia as well as USAID, has attained a formal place in the curriculum and is in its second edition.

In addition, significant changes have been made in the manner which Armenian history is taught in Armenia. While the subject was always included in the curriculum, it was not given much importance, being subsumed into the broader spectrum of global and Soviet history. This approach has changed, largely due to the work of a group of academicians and educators who authored texts for seventh and eight grades as well as high school usage, which ambitiously address the beginnings of Armenian history through the 1990s.

These topics are further explored in a textbook that considers "The History of the Armenian Question,"which relates to the study of the national struggle for freedom, emancipation, and recognition of the Armenian Genocide. These issues of state and ethnic identity provide students with a rich and introspective base of knowledge that previously was inaccessible to them. Written for a ninth grade class level, the books are used in the curriculum followed by students who chose to pursue a humanities track after completing their eighth grade year. In addition to the textbook, brief (to keep costs down) but comprehensive teacher manuals and professional development seminars were created, offering educators guidance in both content and in methodology. Funding for these materials—which went through a second printing due to high demand—came from both a private donor and the Armenian Educational Foundation.