Current situation

Economic changes that occurred since independence of Armenian had a negative impact on the education system, while the preschool education was harmed one of the worst.

In 1996, in the result of governance decentralization policy, according to the “Law on Local Self-Governance”, the preschool institutions were transferred under subordination of communities. Since then the preschool institutions’ network has undergone substantial changes: the number of operating kindergartens and their financing rates have decreased significantly. Lack of state budget financing has harmed greatly the kindergartens’ premises conditions, teaching/learning materials stock, facilities and equipment supplies and most importantly quality of the teaching staff and their salaries. Approximately 47% of communities lack appropriate kindergarten premises and about 170 communities have buildings that do not operate.

Currently the core issues in the preschool education field are as follows:

• Low level of enrolment of children (including from poorest families and vulnerable communities) especially in rural and remote areas (the enrolment rate is in average 9% only).
• Insufficient number of institutions, low service quality of preschool institutions and their inaccessibility for the children from socially vulnerable families.
• Poor, old pre-school education curriculum and working methods with children, as well as very low level of application of child-centered approaches.
• Poor premise conditions and out-of-date teaching/learning materials in preschool institutions.
• Insufficient financing and limited community budgets (in many cases ignorance of the preschool education solemnity).
• Non availability of alternative and low-cost pre-school services in the communities, etc.

In March 2008 the Government (Decree N10) has approved the “Strategic Program on Preschool Education Reforms for the years 2008-2015 and Pilot Project”, which highlighted the significance of current goals and urgent need in pre-school education reform.  According to the Program the main goal of the Government in the preschool education field is improving the quality of preschool services and increasing their accessibility. The Strategic Program places a special attention to the issue of readiness of 5 to 6 years old children to primary school, thus ensuring equal start opportunities for all children, their easy adaptation to school environment and smooth progress in learning achievements, as well as establishing good basis for future development of their personal and social skills. By the end of Program time (2016) it is envisaged to make the preschool education universal for 5 to 6 year old children, through gradual increase of enrolment (up to about 90% enrolment or that age group).

Improvement of the quality and accessibility of the preschool education services and increase of enrollment is planned to be achieved through both the enhancement of preschool institutions’ capacities and introduction of alternative low-cost pre-school education services.

The essence of the low-cost models is to set up preschool education services lasting 3.5 to 4-hours per day for the children of 5-6 age (without providing hot food or sleeping facilities) and getting them ready to enter primary school in the following year. Such preschool services would allow cutting in half their costs as compared with usual costs of preschool institutions. Low cost pre-schools services would be opened in already functioning kindergartens/preschool institutions. In case if the community lacks or do not have an operating preschool institution it is envisaged to arrange 1-year preschool education classes on the basis of schools (or on the basis of other cultural-educational and sport centers). Those newly created preschool education classes would provide an appropriate environment for free and dynamic personal development of children, as well as promote growth of their cognitive, physical and creative abilities. During one year of preparatory period the enrolled in pre-school services children would be given an opportunity to develop self-performance and to obtain creative, cooperative and team-work skills that ensures their good behavior and readiness to school. The advantage of the low cost preschool model is that it based on the existing extensive network of schools and it is possible to operate in all rural localities as far as almost all villages have schools.

The Government has piloted the Preschool Program in Spitak Region of Lori Marz and Akhuryan Region of Shirak Marz in 2009. In the Pilot Project framework about 22 new preschool education classes were opened in 20 schools (in the communities that do not have kindergartens) and in 2 kindergartens. All together about 530 preschool age children were enrolled in 22 institutions.

The works in the Ararat and Aragatsotn Marzes for implementation of the Preschool Education micro-projects have already been launched. The premises' repair works in 19 and 22 institutions of Aragatsotn and Ararat Marzes accordingly are finished currently. The institutions are supplied with necessary furniture and equipment. The learning process has been launched in 41 institutions of Aragatsotn and Ararat Marzes.

In 2011-2012 the micro-projects will be implemented in Gegharkunik, Armavir, Vayots Dzor Marzes, in 2012-2013 – in Tavush, Shirak and Lori Marzes, and in 2013-2014 – in Kotayk Marz and Yerevan. In the upcoming years it will be essential to study the dynamics of children and progressive changes in new institutions implementing micro-projects.  Hence, the Local Consultants in Aragatsotn and Ararat Marzes will coordinate the activities on implementation of the Preschool Education micro-projects.

Taking into account the significance of preschool education in the comprehensive development of children as well as formation of their abilities and skills, it is planned to implement preschool education projects in other communities of the country as well.

Goals of this sub-component are as follows:

• Preparing of children for the primary school, through ensuring equal start opportunities.
• Increasing the number of children enrolled in preschool education, especially those from vulnerable families.

The main objectives of this sub-component are as follows:

• Support the opening of new low-cost preschool services for children, which will be accessible for the most vulnerable society groups and will facilitate to increase the children enrollment in preschool institutions.
• Assist in elaboration and introduction of the child-centered preschool syllabi aimed at preparation of children for the school and their general development.
• Increase communities’ capacities and stimulate their initiatives aimed at provision of accessible and sustainable preschool education services.
• Train the preschool teachers and administrative staff directly involved in the delivery of preschool education.

The main activities of this sub-component are as follows:

• In cooperation with MoES, Marz Education Departments (MEDs), communities and institutions a preliminary study of communities has been conducted. Based on the results of the study, the poor and disadvantaged districts and communities have been identified, where the preschool micro-projects are anticipated to be conducted and introduced during 5 years of the Project.
• During the first quarter of each year active promotion activities will be conducted in these target districts and communities with participation of all potential institutions. The purpose of the promotion activities is to familiarize the community leaders, members, parents and administration of institutions about the preschool reforms and opportunities of starting up new low-cost pre-school services in the community through receiving grants on competitive basis, as well as the details of grant procedures.
• During the second quarter of each year competition will be organized among interested institutions frօm those communities (which will submit application) and approximately 140 selected institutions (annually 30-40 institution) will receive grants for implementation of the preschool education micro-projects. The grants proceeds will be used for:
  • establishment of appropriate physical conditions in the selected institutions,
  • supply of furniture, equipment, stationary, toys and other goods to the institutions;
  • reimbursing part of institutions’ expenditures on utilities and salaries;
  • other.

• Training for teachers, principals from the institutions implementing the preschool micro-projects and for relevant community and Marz leaders will be organized under the Project.  During August 2010 the «Step by Step» BF, under the UNICEF support, has provided the 1st stage of 2-day trainings for the teachers from the above mentioned 41 institutions implementing the preschool education micro-projects in Aragatsotn and Ararat Marzes of Armenia.  For that purpose «Step by Step» BF has developed, published and distributed the training materials/modules to the participants of trainings. In total about 260 teachers, 140 principals and 140 community and Marz leaders will be trained during 4 year period in the second-third quarters of each year.
• During the whole Project period monitoring and evaluation of preschool micro-projects will be conducted. It is important also to observe the development dynamics of children enrolled in the micro-projects and changes in the environment created for them, as well as to monitor the knowledge skills and teaching methods of teachers gained in the result of trainings and how they apply them. A competitively selected firm will design and conduct the mentioned Study. 
• Technical assistance will be provided to the implementation and evaluation of micro-projects during the whole period of the micro-projects’ implementation.
• Upon necessity the Project would also support revision of the preschool education standards and syllabi, directed to the general development of children and their preparation to the start of school.

Detailed description of the grant scheme procedures is given in a separate Operating Manual “Grants to Institutions for Implementation of Preschool Education Micro-Projects”.  The Operational Manual for the grant scheme has been finalized in the first year of Project implementation and is approved by the RA MoES Minister Order N 151-A/Q of 02.04.2010 with the prior review of the World Bank.

Expected Outputs