Introduction and context
NQF snapshot
The Armenian national qualifications framework (ANQF) was first adopted by Government Decree (No 332-N), in March 2011; an updated decree was adopted in July, 2016 (No 714-N).
The ANQF has eight levels, covering general education, vocational education and training (VET) and higher education; currently, levels 6 to 8 are reserved for higher education.
The Ministry of Education and Science is the lead organisation for the NQF.
The Ministry has developed tools and approaches, but the framework has not yet had an impact on end-users. No qualifications have been placed in the ANQF to date, nor have quality criteria for levelling been agreed and adopted. Governments have usually prioritised higher education over vocational education and training.
Armenia participates in the Bologna process in higher education having joined in 2005, and is developing its QF in HE.
Educational, social, economic and political context
Armenia has a population of circa 3 million and an estimated per-capita GDP of US$ 9648. The country experienced strong economic growth prior to the 2008-09 crisis, with an annual average GDP growth of 13.4 percent between 2002 and 2007, driven by capital inflows and remittances. Growth was notable in infrastructure, with USD 3.2 billion of foreign direct investment (FDI) in the telecommunications, energy and transportation sectors between 2002 and 2012, representing 58 percent of Armenia’s FDI over this period (UNCTAD, 2013).
However, following a deep recession in 2009, post-crisis growth has been variable due to falling investment activity, particularly in the construction sector, whose share in GDP reduced from 27 percent in 2008 to 9.3 percent in 2014.
After expanding by 7.2 percent in 2012, growth slowed. A 3.2 percent growth in 2013 was followed by 3.5 percent in 2014. The economy grew by 3.0 percent in 2015, driven by agriculture and industry as expansion in services moderated. The slowdown was driven mainly by a contraction in investment activity, in part due to delays in implementing infrastructure projects. Weak household consumption was another constraint on growth, partly because of a slowdown in remittances, which represent approximately 18 percent of Armenian gross domestic product (GDP). But the economy recovered significantly in 2017, recording a 7.5% growth.
In 2015, agriculture grew by 11.4 percent, while industry excluding construction grew by 6.3 percent; construction contracted by 4.2 percent following a 4.6 percent decline in 2014. The expansion in services, which generates about half of GDP, slowed sharply to 1.1 percent from 5.8 percent in 2014. Growth in services came mainly from higher growth in information technology, finance, insurance, and recreation.
The World Economic Forum Global Competitiveness Report 2015-2016 ranks Armenia 58th and 72th in the world for labour market efficiency and education and training, respectively[4].
Between 2010 and 2014, the total population fell from 3,249,500 to 3,017,100, with the population aged 15-24 years declining from 608,100 to 472,200 and that aged 25-64 years falling from 1,718,500 to 1,648,400[5]. In 2017, the population stood at 2,986,000; the 15-24 age group accounted for 17.2% of the population.
The Armenian economy has strong links to the Russian market, which represents one quarter of Armenian exports – the second largest destination after the EU – and is the source of about 90 percent of remittances.
The value of remittances, which represent 18-20 percent of Armenian GDP, halved with the depreciation of the rouble, causing a contraction in household spending and growth. While pre-crisis growth was driven by the construction industry, agriculture, services and mining sectors have been gaining prominence in recent years.
Agriculture remains the largest sector of the economy (17.7% of GDP), though processed manufacturing is increasing its share of GDP (10 percent in 2014, compared to 8.3 percent in 2008). Services accounted for 55% of GDP in 2016. Diversifying exports have become a government priority. Although it has begun declining in recent years, Armenia’s unemployment rate remains high and there is some evidence of skills gaps in key economic sectors, and negative migration flows intensified after the 2008-09 crisis. Likewise, a large informal sector constrains economic competitiveness and development.
Between 2012 and 2016, the activity rate for the age group over 15 declined from 62.7% to 61%. Correspondingly, the employment rate for the same age group also fell from 51.9% to 50%. This was mirrored by increases in the total unemployment rates from 17.3% to 18%. For men, unemployment increased from 16.5% to 18,1%, while for women, the figures showed falling unemployment, 18.2% to 17.8%. For youth, aged 15-24, total unemployment rose from 35.4% in 2012 to 36.6% in 2016. Young men actually saw a decline in unemployment levels, 31.5% to 29.8%, but for young women unemployment increased, 40.7% to 46%.
Figures for NEETs (those not in employment, education or training) aged 15-24, show a drop from 36.8% to 28.5%, 2012-to 2016. For males, these figures are 34.3% to 19.5%, for females 39.3% to 37.8%.
As a proportion of total upper secondary education, figures show a rise in share of VET students at upper secondary, 201-2016, from 20.9% to 26.2%.
In educational attainment, figures from 2012 to 2016 show rising levels. Low-level attainment dropped from 11,9% to 8.7%; medium-level attainment rose from 66.9% to 67.9%, while high level attainment increased from 21.2 % to 23.5%.
Policy objectives
Education and training reforms
The ANQF, in addition to supporting overall improvement of quality, aims at providing more transparency to education and training qualifications, assisting employers in assessing the workforce skill level, and allowing the Government to take decisions for skills matching adjustments.
The objectives of the Armenian framework are similar to the frameworks of other countries:
- (a) to link different levels of qualifications in a hierarchy from the lowest to the highest;
- (b) to link Armenian qualifications to those of other countries, promoting international mobility;
- (c) to enable learners to attain qualifications, transfer between different pathways and progress from one level to the next.
International cooperation
Armenia has in fact given, in its NQF development, priority to its higher education component, in particular to meeting Bologna requirements. It has been engaged in a twinning project, seeking to raise the capacity of actors, including in the National Centre for Professional Education Quality Assurance (NCPEQA), supporting universities in meeting Bologna requirements in curricula and qualifications, and reviewing higher education legislation.
Armenia seeks compatibility with the European qualifications framework (EQF), but it has no formal link as the country has no association agreement with the EU.
In higher education, recognition of qualifications is based on common principles set out in the Lisbon Recognition Convention, which the country ratified in 2004. Armenia belongs to the ENIC-NARIC network (ENIC: European Network of Information Centres in the European Region, NARIC National Academic Recognition Information Centres in the European Union).
Levels and use of learning outcomes
Alignment to other classification systems
A revision of the law on education was adopted in 2014 to make provision for implementing supplementary and continuing education policies, and as an important contribution to promoting continuing vocational education and training (CVET) in the country. It includes new concepts of, and procedures for, the validation of non-formal and informal learning.
Revision of the law, based on the Supplementary and continuing education strategy 2013-17, was adopted after consultation with other public institutions, NGOs and social partner organisations. However, rules for implementation of the law, particularly to establish a system for validating non- formal and informal learning, are still pending.
NQF levels and level descriptors
Armenia has an eight-level framework. NQF descriptors are divided into three broad categories: knowledge, skills and competences.
Access, progression and credit
The current framework does not sufficiently allow for easy progression or transfer across education subsectors.
Piloting of a credit system for VET took place in some regional State colleges starting from the school year 2014/15.
Use of learning outcomes
Qualifications development is based on learning outcomes, including educational standards of occupations and corresponding modular programmes, and the revised list of occupations and qualifications of primary and secondary VET (2016).
NQF scope and structure
The ANQF is designed to include all types of qualifications. The national qualifications framework was revised and updated in 2016 with new definitions for each level. The framework has eight levels and follows the European Qualifications Framework model. Each level is based on knowledge, skills and competences. It is a generic framework and is intended to cover all education levels. According to the new framework, VET levels are defined as:
- (a) third level of NQF: preliminary VET without secondary general education (without matura);
- (b) fourth level of NQF: preliminary VET with secondary general education (with matura);
- (c) fifth level of NQF: middle VET .
Stakeholder involvement and institutional arrangements
Legal basis of NQF
The Armenian national qualifications framework (ANQF) was adopted by Government Decree (No 32-N), in March 2011 and revised in July 2016. This update was mainly concerned with higher education qualifications. Relevant related legislation includes: Law of Armenia “On Education”, Law of Armenia “On Primary and Secondary VET”, Law of Armenia “On Higher Education and Postgraduate Studies”, Regulation on further education of VET colleges graduates with high academic performance at Universities in relevant specialties, credit system pilot implementation for some VET specialties, Regulation on non-formal and informal learning outcomes recognition.
Governance and institutional arrangements for the NQF
The Ministry of Education has the overall lead in the NQF. But more precise allocation of tasks and functions needs to be determined.
Roles and functions of actors and stakeholders
In September 2009, a memorandum of understanding on social partnership was concluded between the Ministry of Education, the Union of Employers and the Chamber of Commerce, foreseeing cooperation in developing and updating educational standards as well as in the provision and assessment of VET.
With EU budget support, 100 training standards were developed by the National Centre for Vocational Education and Training Development (NCVETD) in cooperation with sector skills councils, representing employers, to ensure that the standards met the requirements of the labour market. These standards are competence- based and are organised into learning modules, outcomes and performance criteria. They are also structured by general subjects, core skills, and general vocational skills for the sector and specialised vocational skills for particular professions, including theory and practice. The structure also defines the number of weeks and hours devoted to theory and practice.
Resources and funding
Funding is limited; there is considerable reliance on EU and other donor support.
Quality assurance of qualifications
QA in VET mechanisms related to qualifications exist, albeit in need of modernisation and improvement and include licensing, accreditation standards that include assessment standards, internal and external evaluation, addressing inter alia curricula, an inspectorate, monitored procedures for teacher assessment, and procedures for training standards and curricula, etc.
No procedures have yet been agreed to level or place qualifications in the framework.
Recognising and validating non-formal and informal learning and learning pathways
Validation systems are still at the planning stage. In 2015, the government approved procedures for continuing vocational training and validation of non-formal and informal learning. According to the decree, the Ministry of Education and Science was assigned to develop the procedure for keeping national training records and input it in an available electronic system.
The national training fund (NTF) will introduce the system of validation (assessment and recognition) of non-formal and informal learning outcomes.
The NTF is developing an implementation plan that will draw resources mainly from international organisations and the private sector, on a fee-for- service basis. The NTF requires resources and, if it is to realise its potential, must work in partnership, for example with the network of VET colleges, employers’ organisations and the State employment agency. Considerable scope also exists to link the system with migration services.
NQF implementation
Inclusion of qualifications in a register
No qualifications are yet included in the NQF levels; no database or register of qualifications has been created yet. However, the Ministry of Education and Science has recently set up a working group to review the national classification of qualifications.
Monitoring, evaluation and review of the NQF
Notwithstanding its otherwise slow development, the authorities revised some of the NQF descriptors in 2016.
Impact for end-users
No impact yet, as the framework is not in operation.
Referencing to regional frameworks
Armenia is a member of the Bologna process in higher education, and so complies with its norms. The NQF has not yet been self-certified to the qualifications framework of the European higher education area.
Important lessons and future plans
Legislation has been adopted; the national qualifications framework and the level descriptors have been partially developed.
The priority is to operationalise the NQF. A stronger degree of agency coordination is required to confirm the NQF level descriptors, develop methodologies for allocating qualifications to NQF levels, promote pathways across education subsectors and progression, introduce a credit system, develop a quality assurance system and build stakeholder capacity, so they are equipped to contribute to a lifelong learning VET system.
Abbreviations
ANQF Armenian national qualifications framework
FDI foreign direct investment
NCPEQA National Centre for Professional Education Quality Assurance
NCVETD National Centre for Vocational Education and Training
NQF national qualifications framework
NTF national training fund
VET vocational education and training
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