After the intensive developments to establish a national QA system in higher education of Armenia, the first cycle of institutional accreditations starting from 2009 and pilots of program accreditation in 2015 mark a shift to an advanced level of developments in the IQA of the Armenian HEIs.
Invaluable is the contribution of the European Commission, specifically, TEMPUS projects to the system development as well as widening cultural exchange between European and Armenian universities guiding the gradual accumulation of experience in EQA and IQA. Of a tangible impact is establishment of cells of quality culture in HEIs. The current QA system in Armenia capitalizes significantly on the student centered approaches as emphasized by the revised ESGs (European Standard Guidelines). This year presents an ideal moment to take stock of the status of Armenian QA policies and impact on all stakeholders. The Conference will examine QA potential and current developments in the Armenian HE from a variety of perspectives and explore the ways in which concrete practices in institutions reflect European level policies.
Through a mix of plenary and parallel sessions entitled “Tertiary education QA: is teaching and learning effective”, the conference will become an excellent platform for sharing experiences in current developments in quality assurance (QA) of HE in Armenia and beyond while capitalizing on research, policy and practice.
The ANQA annual conference provided a platform for discussion, professional development and exchange of experiences among the main stakeholders in QA of HE of Armenia and beyond. Specifically, the event was of interest to rectors, vice-rectors, deans, academic program directors, teachers and QA officers of higher education institutions, students, QA agency staff and researchers working on higher education or/and the QA field.
The Conference was hold within the Tempus project MAHATMA – Master in Higher Education Management: Developing Leaders for Managing Educational Transformation
The specific objectives evolve around the enhancement of the institutional capacity to implement the new Master’s programme/Professional Development Courses (teaching and learning and management of the programme); as well as the promotion of a change dialogue between the education stakeholders thorough establishment of a Professional Association of Educationalists leading to system transformation.
For further information, please contact research@cesie.org.
The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
