Armenia

World Bank

Armenia

Autores

World Bank

Editor

Washington, DC

Descripción

Armenia has made considerable efforts to reinforce its education and training systems' capacity to respond to the pressures of globalization and the challenges of a knowledge-based economy. This report presents a comprehensive diagnostic of the country's workforce development (WfD) policies and institutions to inform policy dialogue on this important issue. The results are based on a new World Bank tool designed for this purpose. SABER-WfD, the tool is part of the World Bank's initiative on systems approach for better education results (SABER), the aim of which is to provide systematic documentation and assessment of the policy and institutional factors that influence the performance of education and training systems. It examines three crucial dimensions of the WfD system: strategic framework, system oversight, and service delivery. The SABER-WfD tool encompasses initial, continuing, and targeted vocational education and training that are offered through multiple channels and focuses largely on programs at the secondary and post-secondary levels. This report documents the results of the use of the SABER-WfD tool in Armenia for the first time. A key trend is that while the WfD system is producing an increasingly highly educated workforce, graduates do not possess the specific skills required by the labor market, which are often lower-level skills and attainable through shorter periods of education. Therefore, it is important to continue with the system reforms that aim to increase the quality of professional education and to bring it into compliance with labor market demands as well as the strategic educational and development objectives of the country.

Palabras clave

ACADEMIC YEAR, ADULT EDUCATION, ADVANCED RESEARCH, BASIC EDUCATION, CAREER, CAREER CHOICES, CAREER COUNSELING, CAREER GUIDANCE, CIVIL SOCIETY, COLLEGE LEVEL, COLLEGES, COMPULSORY GENERAL EDUCATION, CONTINUING EDUCATION, COUNSELORS, CREATING JOB OPPORTUNITIES, CURRICULA, CURRICULUM, CURRICULUM REFORM, DEVELOPMENT GOALS, DEVELOPMENT OBJECTIVES, DEVELOPMENT PLANS, DISADVANTAGED GROUPS, DISCIPLINES, ECONOMIC GROWTH, ECONOMIC POLICIES, ECONOMIC PROGRESS, ECONOMIC TRANSITION, ECONOMIC TRENDS, EDUCATED WORKFORCE, EDUCATION BUDGET, EDUCATION FOR ALL, EDUCATION INSTITUTIONS, EDUCATION PROGRAMS, EDUCATION SECTOR, EDUCATION SYSTEM, EDUCATIONAL ATTAINMENT, EDUCATIONAL DEGREES, EDUCATIONAL INSTITUTIONS, EDUCATIONAL LEVELS, EDUCATIONAL OUTCOMES, EDUCATIONAL PLANS, EDUCATIONAL STANDARDS, EDUCATIONAL SYSTEM, EFFECTIVENESS OF EDUCATION, EFFICIENCY OF EDUCATION SERVICES, ELEMENTARY SCHOOLS, EMPLOYMENT GROWTH, EMPLOYMENT OPPORTUNITIES, ENROLLMENT, EXAMS, FORMAL EDUCATION, FORMAL EDUCATION SYSTEM, FOUNDATION SKILLS, GOVERNMENT AGENCIES, GOVERNMENT SUPPORT, HIGH SCHOOL, HIGH SCHOOLS, HIGHER EDUCATION, HIGHER INCOMES, HIGHER PRODUCTIVITY, HUMAN CAPITAL, HUMAN DEVELOPMENT, HUMAN POVERTY, INFORMATION SYSTEM, INSTITUTIONAL ACCREDITATION, INSTITUTIONAL MECHANISMS, INTERNATIONAL LABOR ORGANIZATION, INTERVENTIONS, JOB CREATION, JOB OPPORTUNITIES, JOB SEEKERS, LABOR FORCE, LABOR MARKET, LABOR MARKET DEMAND, LABOR MARKET NEEDS, LABOR MARKET REQUIREMENTS, LEARNERS, LEARNING, LEARNING ACTIVITIES, LEARNING MATERIALS, LEARNING OUTCOMES, LEVEL OF DEVELOPMENT, LEVEL OF EDUCATION, LEVEL OF POVERTY, LEVELS OF EDUCATION, LIFELONG LEARNING, LIMITED RESOURCES, LITERACY, LITERACY RATES, LOWER SECONDARY EDUCATION, MANDATES, MEDICAL COLLEGE, MIDDLE SCHOOL, MIDDLE SCHOOLS, MINISTRY OF EDUCATION, MODERNIZATION, NATIONAL COUNCIL, NATIONAL DEVELOPMENT, NATIONAL GOALS, NATIONAL GOVERNMENT, NATIONAL LEVEL, NATIONAL PLAN, NATIONAL PLANS, NATIONAL POLICIES, NATIONAL QUALIFICATIONS FRAMEWORK, NATIONAL SECURITY, NATURAL RESOURCES, NUMBER OF STUDENTS, OCCUPATIONS, PAPERS, PARTNERSHIP WITH INDUSTRY, PERFORMANCE INDICATORS, POLICY DIALOGUE, POLICY FRAMEWORK, POLICY GOALS, POLICY IMPLICATIONS, POLITICAL LEADERSHIP, POLITICAL SUPPORT, POPULATION GROUPS, PREEMPLOYMENT TRAINING, PRIMARY EDUCATION, PRIMARY SCHOOLING, PRIVATE COLLEGES, PRIVATE SECTOR INVOLVEMENT, PRIVATE TRAINING, PRIVATE TRAINING INSTITUTIONS, PRIVATE TUTORING, PROFESSIONAL EDUCATION, PROFESSIONAL PROGRAMS, PUBLIC SUPPORT, PUBLIC TRAINING, PUPILS, QUALITY ASSESSMENT, QUALITY ASSURANCE, QUALITY OF EDUCATION, QUALITY STANDARDS, RESOURCE USE, RESOURCES FOR EDUCATION, RESPECT, SCHOOL YEAR, SECONDARY EDUCATION, SERVICE DELIVERY, SERVICE PROVISION, SKILLED LABOR, SKILLED LABOR FORCE, SKILLED WORKERS, SKILLS ACQUISITION, SKILLS DEVELOPMENT, SOCIAL DEVELOPMENT, SOCIAL ISSUES, SOCIAL PROGRESS, SOCIAL RESEARCH, SOCIAL WELFARE, SOCIOECONOMIC DEVELOPMENT, STATE EDUCATIONAL STANDARDS, STRATEGIC PRIORITIES, SUSTAINABLE DEVELOPMENT, TEACHER, TEACHER TRAINING, TEACHERS, TERTIARY EDUCATION, TERTIARY INSTITUTIONS, TERTIARY LEVEL, TRADE UNIONS, TRAINING INSTITUTIONS, TRAINING NEEDS, TRAINING PROGRAMS, TRAINING SERVICES, TYPES OF EDUCATION, UNEMPLOYMENT, UNEMPLOYMENT RATE, UNEMPLOYMENT RATES, UNIVERSITIES, UNMET DEMAND, URBAN AREAS, VOCATIONAL EDUCATION, VOCATIONAL SCHOOLS, VOCATIONAL TRAINING, WORKFORCE, YOUNG PEOPLE, YOUTH