Armenia : Teacher Profile and Policies
Armenia has made steady progress in reducing poverty in recent years, but development challenges remain, particularly concerning the human development needed to improve the country’s labor productivity. Firms face problems in recruiting and retaini...
| Main Author: | |
|---|---|
| Format: | Report |
| Language: | English |
| Published: |
World Bank, Washington, DC
2021
|
| Subjects: | |
| Online Access: | http://documents.worldbank.org/curated/en/211651619674753006/Armenia-Teacher-Profile-and-Policies http://hdl.handle.net/10986/35540 |
| Summary: | Armenia has made steady progress in
reducing poverty in recent years, but development challenges
remain, particularly concerning the human development needed
to improve the country’s labor productivity. Firms face
problems in recruiting and retaining workers with the
required skills, and they view the lack of workforce skills
as a major obstacle to their activities. The inadequate
quality of education, specifically related to practical
skills and updated knowledge, has emerged as a key
challenge. In addition to technical skills, young Armenians
lack generic skills, such as those related to problem
solving, critical and creative thinking, teamwork,
languages, and leadership (Rutkowski, 2013). Consequently,
while employers report skill constraints, a large share of
the labor force is unemployed or inactive. Alleviating the
skill constraints of Armenia’s firms is crucial to boosting
productivity and competitiveness (World Bank, 2017). The
objective of this note is to develop a thorough
understanding of the profile and practices of teachers in
Armenia and to provide evidence-based, actionable policy
recommendations for building an effective teaching force.
The note incorporates both quantitative and qualitative
analyses, drawing on findings from administrative sources,
international assessment results and comparative databases,
and other studies related to Armenia’s teacher policies. It
synthesizes analyses of what teachers’ profiles, priorities,
challenges, and practices look like in Armenia, identifies
messages for policymakers, and recommends ways to enhance
teacher effectiveness and learning for all in Armenia. |
|---|