Second Education Quality and Relevance (APL 2)

closed

The development objectives of the Second Adaptable Program Lending (APL2) for the Education Quality and Relevance Project for Armenia are enhance school learning in general education and improve the school readiness of children entering primary education; and support the integration of Armenian tertiary education system into the European higher education area. There are three components to the project. The first component of the project is enhancing the quality of general education. There are four sub-components to this first component of the project: a) promoting school readiness and equal opportunities at the start of general education. The main objective of this sub-component is to increase the level of school readiness among Armenian children, with a focus on the poorest and most vulnerable communities; b) supporting further improvements in the quality of education through improved teacher in service training and professional development. The objective is to improve quality of teaching; c) continuing supports to the integration of Information and Communication Technologies (ICT) in teaching and learning process. The objective of this sub-component is ensure that all schools in Armenia are equipped with up-to-date technologies, connected interactively through the internet, and ready to use all these technologies effectively to deliver the curriculum and to enhance and facilitate student learning; and d) supporting the implementation of high-school reform. The objective of this sub- component is to support teachers and schools in the implementation of the 12-year general education system and the high-school reform, including the curriculum and assessment reforms. The second component of the project is supporting tertiary education reforms in the context of Bologna agenda. There are four sub-components to this second component of this project: a) establishment and strengthening of the national quality assurance system; b) developing a tertiary education management information system; c) strengthening the capacity to implement a sustainable financing system; and d) reforming pre-service teacher education. The third component of the project is project management, monitoring, and evaluation. The objectives of this component will be to: (i) provide continued support of mainstreamed arrangements for the management and administration and monitoring of project activities; and (ii) institutionalize key management functions in the Ministry of Education and Science (MoES) covering policy planning, monitoring and evaluation.