The views expressed in the publications do not necessarily reflect the views of the German Federal Agency for Civic Education (Bpb), the EENCE Citizenship Education Network or the organizations where the authors work.
Author: Dr. Emil Ordukhanyan, Leading researcher at the Institute of Philosophy, Sociology and Law of NAS RA
Content:
1. Background Information
2. Definition of Citizenship Education
3. Ecosystem of Non-formal Citizenship Education
4. Legal Environment
5. Stakeholders
6. Challenges
7. Footnotes
1. Background Information
Since independence in 1991, Armenia has faced radical changes in its education system. Even enormous resistance from the inherited regime could not stop the democratization process of schooling. In this respect, civic education has played a unique role in achieving liberal values in education. A huge army of teachers and educators has formed, working as a team to promote new pedagogical teaching and learning methods, to introduce new topics stressing the importance of freedom, human rights, active participation, leadership and the rule of law [1].
Many projects have been implemented during last 30-33 years and the uniqueness of the process is that all projects have been public initiatives mainly sponsored by external sources, mostly by US and EU governments and public institutions that have influenced the whole education system. In the nineties, a big project was initiated by Junior Achievement Armenia [2] with the introduction of the Civic Education textbook and a course in the curriculum of secondary schools which showcased good results appropriate to that period. This process engendered new opportunities for younger generation (generation of independence) to get acquainted with democratic values of the Free World. The whole concept of soviet civic education started to transform by challenging the former system of education as well as opening new horizons for a better future.
Followed by the collapse of the Soviet Union, the Armenia’s Ministry of Education abandoned without replacement the previously mandated Soviet secondary school civic education course because it was imbued with communist ideology. Consequently, there was a pressing need to develop and implement a new democratic tradition of civic education in the schools. In this respect, the Ministry of Education introduced a civic education course based on societal demands and financed by international agencies. However, it was problematic that few teachers had been exposed to interactive instructional techniques which, according to educational research, have been proven effective for engaging students. Most teachers had been trained under the Soviet system of “stand and lecture” without having appropriate background and capabilities corresponding to the new realities.
The lack of internal means and resources for promoting citizens’ awareness and the pressures from the Armenian society to integrate into the world community forced the Ministry of Education to undertake appropriate steps towards the introduction of citizenship education and open the opportunities for democratic teaching practices [3]. The aim of teaching civic education was linked with the preparation of active, accountable, and knowledgeable citizens, committed to the fundamental values and principles of democracy [4].
The program of Civic Education for Armenian Secondary Schools was developed and executed by the College of Education (University of Iowa) in collaboration with the Armenian Pedagogical Initiative. Interestingly, there was not any Armenian higher educational institution offering civic education course or training until May 2004 [5].
In 2005, Armenia joined the Bologna education system which in its turn strengthened the development of education as an important factor in statehood consolidation [6]. This circumstance became a new path for the Armenian education system improvement and modernization, in which civic education got an important role to play.
Since 2021 the focus on citizenship education in Armenia has grown much more by the implementation of new programs for its promotion. For now, Armenia has put in much effort to promote civic education in the society. In the last period, educators and experts of civic education have developed a curriculum framework for different levels of teaching including textbooks, instructional materials, web-resources and more, and have established civic centers throughout the country to assist teachers’ classroom instruction, facilitate their collaboration with other educators, conduct discussions, and provide methodological literature and support. A significant amount of literature has been produced, translated, and collected; web-libraries and online courses have been created; and finally, civic centers have been established almost in all regions.
Citizenship education programs are going to be developed and implemented also in higher education institutions. Importantly in state universities we can see an increasing interest on this subject. For example, a “Civic Education Center” was launched in 2024 at YSU Ijevan branch in the scope of the “Educational-Information Courses Program in Tavush” funded by the Office of Public Diplomacy of the US State Department. Covering a wide range of issues, the “Civic Education and Participation” program offers innovative solutions to promote youth participation in public life. It is expected that thanks to the program, the quality of school and out-of-school civic education in Armenia will be improved and the scope of its influence will be expanded, as a means of promoting the involvement of young people in public life, it will contribute to the strengthening of the democratic society in Armenia [7].
Within the scope of this project, in December and January 2024, similar centers also started operating at Shirak Mikael Nalbandian State University, Vanadzor Hovhannes Tumanyan State University, as well as Eurasia International University and Armenian State Pedagogical University [8].
Since 2023 in the academic field the citizenship education is mostly promoted by the Institute of Philosophy, Sociology and Law of the National Academy of Sciences of Armenia [9]. The Institute makes video-conferences and lectures on relevant issues of citizenship education based on its appropriate research outcomes and shares them on social media platform (in general: YouTube) for a wider audience.
In Armenia, a particular emphasis is also placed upon artistic education and prospects for the development of creative potential both in formal and informal types of education [10].
Now, the role of the state is becoming more and more crucial in maintaining and improving the citizenship education programs in public schools and higher education institutions. In this respect, the sake of society’s harmonious development and the importance of sustainability should encourage policy makers and NGOs to follow internationally recognized and adapted principles, values, and implement relevant practices of citizenship education in non formal education too. Recently, some NGOs are actively working on the promotion of citizenship education programs among the Armenian society. For example: Youth in Action, Boon TV, Eduthon (organized by Women’s Solidarity Space), Armenian Ecological Front, The Citizenship Education Caravan [11], etc.
Important notice:
The first textbook of civic education in Armenian was published in Constantinople (1911) by H. Hakobian.* It was dedicated to the following topics: fatherland, local organizations, government, freedom, society, constitution, legislative, executive and judicial institutions, etc. The publication of a textbook on civic education showcases that even in the first quarter of the 20th century Armenians were predisposed to spreading civic knowledge and education within the society.
*Hovhannes Hakobian, “Civic Education”, Constantinople, Y. Mateosian Printing House, Constantinople, 1911.
2. Definition of Citizenship Education
An official definition for civic or citizenship education in Armenia’s legislation does not exist. However, the general definition is as follows: civic education is a system of instruction and education of individuals, the purpose of which is to transfer and improve the knowledge and skills necessary for them to live, function, develop and create in a civil society. At the same time, it is important to notice that different aspects of civic or citizenship education are considered in many official documents regarding basic, general and higher education.
Citizenship education is the process of “building” a citizen out of an individual who develops appropriate knowledge and skills necessary to participate in political and civic life. Thus, civic education is one of the educational components of a person’s socialization as a full member of society [12].
3. Ecosystem of Non-formal Citizenship Education
The ecosystem of non-formal citizenship education in Armenia is primarily related to social, economic, political, media, and cultural actors who impact this sector by different activities, implemented programs aiming to strengthen the abilities of citizens to improve their effective engagement in public life.
In this regard, foreign and local organizations and foundations carry out programs on civic education emphasizing the need for better understanding and deeper perception of economic, political, social, media and cultural knowledge.
Many political parties in Armenia organize political schools where common political knowledge as well as their political ideas, platforms and viewpoints are transferred to attendees. For example: RPA’s (The Republican Party of Armenia) “Andranik Margaryan” political school” [13], BAP’s (Bright Armenia Party) “School of Liberal Politics” (now renamed “Institute of Liberal Politics”) [14], the Armenia’s ruling party Civil Contract’s “School of Democracy” [15], For The Republic Party’s “Armenian Center for Democracy and Security Issues” [16], etc. These schools are primarily designed for young people and party’s young branch activists. The topics are related to the general theories of politics, democracy as well as current practical issues based on Armenia’s democratic transition experience and regional policy. Despite their political interests’ promotion, political parties tend to expand citizenship education and democratic values in the Armenian society by this kind of projects.
NGOs, widely encouraging citizenship education promotion projects and programs, are also organizing courses of political education without being themselves involved in politics. In this regard, the first one was the Center of Democracy and Geopolitical Studies with its non-formal education project entitled “Regional Democracy School” [17].
The role of foreign foundations is mostly that of the funding of civic education programs in Armenia. For example: the Konrad Adenauer Stiftung finances and implements programs on civic and political education. In addition to the regional program “Political Dialogue in the South Caucasus,” the project “Democracy starts from you,” which is financed together with the EU, is of particular importance [18].
In 2017, a memorandum was signed by the Konrad Adenauer Stiftung and the Armenia’s Ministry of Education and Science on the financing and implementation of civic education programs. One of these programs aimed to improve the subject Social Studies and raise the level of awareness of students about democracy and civil society [19].
Since 2023 the NGO “Youth in Action: Youth Empowerment and Leadership Development in Armenia” with co-funding by EU, Konrad Adenauer Stiftung, World Vision Armenia, and Media Initiative Center initiated a project for CSOs (Civil Society Organization) with experience in the field and individual experts for the development of innovative tools of non-formal civic education aimed at increasing the civic activity among young people and developing their leadership skills. Examples of innovative tools for non-formal civic education are manuals, guides, educational modules (exercises or games: tabletop, simulation, digital), applications, etc [20].
Boon TV is another efficient platform for the development of social, economic and cultural aspects of civic education. It implements, promotes and supports civic education programs with the purpose of democratically consolidating Armenian society. It is the first Armenian knowledge-oriented online TV station. Its mission is to encourage scientific and artistic achievements in the society. It presents various professional viewpoints; promotes researchers, scientists and artists; creates platforms which will contribute to the development of arts, science and education; proclaims intellect to be a social and civic value. From 2022 Boon TV has launched also a series of video discussions and programs related to social-political content such as “Foreign Policy”, “Dilemma”, “Political Literature”, “Boon Conversation”. These programs play an important role for the development and promotion of non-formal civic education in the Armenian society [21].
The Open Society Foundations-Armenia also plays an important role in civic education development. It supports the development of new courses and curricula to help national universities upgrade the content and quality of their programs. Since 2012, the foundation has supported the development of accountability mechanisms in higher education and monitored the implementation of educational reforms across the country [22].
In the field of citizens’ ecological education, the civic initiative “Armenian Ecological Front” [23] plays an important role. This initiative conducts research and monitoring on environmental issues, develops and implements activities that promote the environmental consciousness of the population and it transfers knowledge on specific thematic issues.
Another important achievement for the analysis and promotion of civic education is the publication of the book “Towards a Civics Advancement Measurement Tool” in 2021 which presents the Civic Capacities Quick Launch Checklist (CCQLC) project focused on four primary competencies: subjectivity or ‘Strategic Who’, critical thinking, design paradigm and citizenship itself / core citizenship. The aim of that project is to facilitate the implementation of CCQLC capabilities primarily in the formal (state-sponsored) and non-formal education field. The book is intended for teachers, future teachers, high school students, parents, teacher trainers, state and non-state institutions dealing with education and educational issues, and the Armenia’s Ministry of Education, Science, Culture and Sports [24].
It is important to state that questions related to the role of citizenship education, its meaning and understanding by students as well as how do we try or manage to “educate” a citizen were also covered by different podcasts. One of them was carried out by the “Paradigma” educational foundation in cooperation with Friedrich Nauman’s “For Freedom” foundation’s Yerevan office and EVN Report [25].
The media literacy is also considered as one of the fundamental components of non-formal citizenship education. In this respect, an important event was held in 2024 especially within the framework of the “Promotion of Democratic Culture in Armenia” program implemented by the Freedom House organization which aims to identify the best practices in combating misinformation for the protection of democracy and human rights in Armenia [26]. Many issues related to the media literacy are also discussed in public and private schools as well as on a special Public TV program entitled “Media Literacy” [27]. This TV program contributes to the development of relevant skills to manage information and avoid fake news and misinformation.
4. Legal Environment
There are no specific norms on citizenship education in the Armenia’s legislation. However, in a number of laws concerning education, there are some formulations of general concepts referring indirectly to civic education. For example: Article 5th of the Armenia’s Law on “General Education” mentions the humanitarian nature of education, priority of universal values, human life and health, free and comprehensive development of an individual, fostering of civil consciousness, national dignity, patriotism, legality and environmental world outlook [28], etc. Similar formulations can be also found in the Armenia’s Law on “Education” especially in articles 5th, 11th, 18th [29]. Since 2021 the above mentioned laws have been amended many times but there is still no paragraph, article or point enshrining the term “civic or citizenship education”.
Despite the fact that certain criteria for civic education are not clearly defined in the legislation of Armenia, nevertheless, in many official documents of the Ministry of Education, Science, Culture and Sports we can find appropriate formulations and implemented programs and policies aimed at promoting civic education not only in public schools but also in universities.
In this respect, in 2021 an IFES (International Foundation for Electoral Systems) pilot program called “Involved Citizen” was implemented in some Armenia’s universities, secondary professional educational institutions, and public schools aiming to develop citizenship education in Armenia. The “Involved Citizen” program was launched with the signing of a memorandum of understanding with 5 universities (Yerevan, Shirak, Vanadzor State Universities, Armenia State University of Economics, and V. Brusov State University) [30]. This training course was developed with the support of the UN Development Program within the component of “Political Accessibility and Inclusion” for promoting active citizenship through the use of interactive teaching methods by strengthening knowledge on democratic governance and human rights [31].
The advancement of rule of law and civil society as well as the education of responsible citizens can be realized only through civic education. Civic education policy makers and the expert community agree that civic education presupposes not only knowledge of legal norms, but also of appropriate behavior.
5. Stakeholders
Primary stakeholders of civic education are young people, mostly public school and university students. In public schools 8 th-12th(from Sep. 1st 2024 also 7th grade pupils) grade pupils study the subject “Social Studies”. The curriculum includes the topics on logics, ethics, environment, economy, human rights and freedoms, psychology, aesthetics, politics, sociology, law, and philosophy.
In general, this subject was incorporated in school program since the independence of Armenia when it was supported by a number of international missions, and when textbooks, such as “Hi, it’s me”, “The child meets the child” and others were introduced. In 2001-2002, the following subjects were inserted in the general school program: Human Rights Education – in 8th grade, Civic Education – in 9th grade, and State and Law – in 10th grade. After reforming the secondary education system in 2006, a similar subject “Social Studies” was introduced in the 8th-12th grades including the curriculum, textbooks and teaching aids.
According to the official statistics from 2015 to 2020 the number of pupils increased at all levels of education, both in Yerevan and the marzes (regions) [32].
Figure 1.
(See more statistics and data [33])
This positive trend continues which proves the growth of civic education stakeholders’ number in the near future.
In 2008, the NGO “Civitas” introduced a new education program called “Project Citizen” which was later incorporated into the “Social Studies” curriculum. In addition, the subject “I and the world around me” was introduced in the lower (2-4) grades, where lessons were taught on the development of democratic education (developed by the Council of Europe) [34].
In 2023 Armenia’s Minister of Education, Science, Culture and Sports ordered to approve the new criteria [35] regarding the “Social Studies” subject in public schools which was a good decision to enhance the citizenship education among young people in formal education. It is very important to notice that the textbooks for this subject were revised, upgraded, and enriched with new relevant topics regarding the citizenship education mainly with the focus on following topics: democracy, rule of law, citizenship, rights and responsibilities, statehood, and self-knowledge.
According to the Order N 98-Ն (July 27, 2023) of Armenia’s Minister of Education, Science, Culture and Sports in regular flows of public schools the “Social Science” subject’s taught hours per week are as follows: 7th grade – 1 hour, 8th grade – 1 hour, 9th grade – 1 hour, 10th grade – 2 hours, 11th grade – 2 hours, 12th grade – 2 hours [36].
Another important five-year (2022-2027) program [37] “Civic Education and Participation” implemented in cooperation with the Ministry of Education, Science, Culture and Sports of the Republic of Armenia and the United States Agency for International Development has been launched. This program is implemented not only in a formal but also in a non-formal format. This program will contribute to the improvement of social studies teaching at the level of formal education, which is one of the most important problems, will become better as a result of this work. The program also provides for the development of a youth participation evaluation tool in Armenia, increasing the role of the student council attached to the Armenia’s Minister of Education and Culture, launching civic centers in educational institutions, financing school and youth projects, organizing summer schools and youth expos [38].
Most experts report noticing positive changes in those enrolled in civic education, such as more open communication, increased tolerance and respect of human rights. Pupils and teachers report more positive relations. This suggests that civic education meets its aims to develop skills and attitudes necessary for life in a democratic society.
6. Challenges
1.At the beginning an important challenge for civic education teaching was the right staff. At schools the “Social Studies” (civic education) subject was usually taught by history teachers who were often unable to present and explain topics well. But since the first graduation of “Social Studies” teachers from the Armenian Pedagogical University in 2022 this challenge is going to be shortly overcome. Only the fact of few hours for teaching this subject at schools still remains challenging. Consequently, few professionals agree to teach this subject because of the low salary.
2. Another issue was related to the lack of new textbooks, didactic materials, and technically equipped classrooms. But according to the Armenia’s Government strategy and appropriate policies as well as with its efforts in2023 the construction, overhaul and repair works of 30 schools were completed [39]. In 2022-2024 new textbooks with updated content were published. But it is necessary to promote active teachers, educators as well as to focus on the effective use of interactive and other student-centered methods.
3. At public schools the ability of teachers to innovate is transforming slowly by taking into consideration their commitment to follow curricula. Teachers must interact more and encourage pupils for self-expression and self-realization because the development of these skills among pupils still remains limited.
4. At universities students must be permanently informed about ongoing processes related to democratization, human rights challenges, political situation not only for communication but also in order to make them active participants.
5. There is still a need to actively and effectively develop the students’ ability of critical thinking, assessment, and decision making. The knowledge transferred through various education programs should contribute, enhance, and strengthen democratic values. It will develop self-responsibility and respect for each other.
6. Considering the security challenges in volatile South Caucasus region surrounding Armenia, the role of citizenship education becomes extremely important for a sustainable democratic transition and regional peace. Despite all odds, since 2018 Armenia is constantly improving its democratic image and gains more common interests with its western partners to develop civic education. This positive trend needs to be maintained.
Footnotes
1. Tovmasyan, T. 2004. The Invasion of Civic Education into the Armenian Education System. Master’s Capstone Projects. p 3.
2. Junior Achievement of Armenia (JAA). Retrieved from: [https://www.jaarmenia.org/Civics_Program(https://www.jaarmenia.org/Civics_Program)] Accessed June 9, 2021
3. Tovmasyan, T. 2004. The Invasion of Civic Education into the Armenian Education System. Master’s Capstone Projects. p. 9.
4. Center for Civic Education 1994. National Standards for Civics and Government. Calabasas, CA: Center for Civic Education, p. 1.
5. Tovmasyan, T. 2004. The Invasion of Civic Education into the Armenian Education System. Master’s Capstone Projects. p. 37.
6. Hakobyan, T. 2017. Civic Education in Armenia: Practices and Analysis for Study during the Distance and ELearning Course “Laboratory of Civic Education” (October-November, 2017). Retrieved from: [https://m.bpb.de/system/files/dokument_pdf/7.2.1.%20engl.pdf] Accessed June 9, 2021
7. “Civic Education Center” at YSU Ijevan branch. Retrieved from: [https://tavushmedia.am/hy/khaghakhaciakan-krthuthyan-kentron-yeph-ijevani-masnatchyughum/] Accessed September 1, 2024
8. ASPU opens “Civic Education Center”. Retrieved from: [https://aspu.am/en/content/aspu_opens_civic_education_center/#sthash.MSoH3Nyp.dpbs] Accessed August 28, 2024
9. Institute of Philosophy, Sociology and Law of NAS RA. Retrieved from: [http://ipsl.sci.am/en/] and [https://www.youtube.com/@instituteofphilosophysocio5397/videos] Accessed August 27, 2024
10. Ibd. Hakobyan, T. 2017.
11. Youth in Action: Retrieved from: [https://yic.am/youthinaction/]; Boon TV: Retrieved from: [https://boon.am/]; Eduthon (Women’s Solidarity Space): Retrieved from: [https://eence.eu/2024/09/16/ citizenship-education-eduthon-ended-in-armenia-see-which-projects-won-the-competition/]; Armenian Ecological Front: Retrieved from: [https://armecofront.net/ about-us-2/]; The Citizenship Education Caravan: Retrieved from: [https://eence.eu/2023/07/31/see-the-preliminary-program-of-the-caravan-in-armenia/] Accessed September 30, 2024
12. Vagharshyan, A., Galstyan, N. 2014. An Explicative Vocabulary of Civic Education. GIZ. Yerevan, p. 385. (in Armenian)
13.”Andranik Margaryan” Political School. Retrieved from: [http://www.hhk.am/en/news/item/2016/10/07/] Accessed June 9, 2021
14. School of Liberal Politics. Retrieved from: [https://brightarmenia.am/am/43/1041/hamarotliberal-qaghaqakanutyan-dproci-masin.htm] Accessed June 9, 2021; Institute of Liberal Politics. Retrieved from: [https://liberalinstitute.am/en/] Accessed August 31, 2024
15. School of Democracy was opened in Armenia. Retrieved from: [https://www.1lurer.am/hy/2024/03/02/1/1087248] Accessed September 2, 2024
16. Armenian Center for Democracy and Security Issues. Retrieved from: [https://www.facebook.com/CenterKentron] Accessed September 3, 2024
17. Regional Democracy School. Retrieved from: [https://www.facebook.com/regionaldemocracyschool/] Accessed June 9, 2021
18. Konrad Adenauer Stiftung. Retrieved from: [https://www.kas.de/hy/web/suedkaukasus/ac9fbe5e-2cb3-43fd-9d38-fa0f6bb48dc8] Accessed June 9, 2021
19. The Konrad Adenauer Foundation will support civic education. Retrieved from: [http://www.das.am/news/item/1198/konrad-adenaueru-himnadramy-kajakci-qaghaqaciakan-krtutyany] Accessed June 9, 2021
20. Guidelines for Developing Innovative Tools for Non-Formal Civic Education, p. 2. Retrieved from:
[https://www.kas.de/documents/269781/269830/FSTP_Guidlines-ARM.pdf/bc05281a-6872-6d33-d941-fb387835454b?version=1.0&t=1713422298935] Accessed August 26, 2024 (in Armenian)
21. The Official Website of Boon TV. Retrieved from: [http://boon.am/about/ (http://boon.am/about/)]
Accessed June 9, 2021; and [https://www.facebook.com/boonTVofficial] Accessed September 3, 2024
22. Open Society Foundations – Armenia. Retrieved from: [https://www.osf.am/about-company/who-weare/and (https://www.osf.am/about-company/who-we-are/)] Accessed June 9, 2021
23. The Armenian Ecological Front. Retrieved from:[https://www.armecofront.net/about-us/] Accessed June 9, 2021
24. Ter-Gabrielyan, G. 2021. Towards a Civics Advancement Measurement Tool. Eurasia Partnership Foundation, p. 3 (in Armenian)
25. What is the Role of Citizenship Education? Retrieved from: [https://evnreport.com/arm/podcasts-arm/edu-42-arm/krthuthyun-42-vo%D5%9Ern-e-khaghakhaciakan-krthuthyan-dereh/] Accessed August 25, 2024 (in Armenian)
26. Andreasyan, Zh. 2024. “Media Education is a Fundamental Component of Civic Education”. Retrieved from: [https://escs.am/am/news/23226] Accessed August 28, 2024 (in Armenian)
27. Media Literacy: Retrieved from: [https://www.1tv.am/en/program/videos/Media-Literacy] Accessed August 26, 2024
28. Law of the Republic of Armenia on “General Education”, article 5. Retrieved from: [https://www.arlis.am/documentview.aspx?docid=71908] Accessed June 9, 2021
29. Law of the Republic of Armenia on “Education”, articles 5, 11, 18. Retrieved from: [https://www.arlis.am/documentview.aspx?docID=68299] Accessed August 29, 2024
30. Civic Education in Armenia’s Education System. Retrieved from: [https://hetq.am/hy/article/132930] Accessed August 28, 2024
31. New Training Course on Civic Education in 5 HEIs of Armenia. Retrieved from: [https://escs.am/en/
news/5870 (https://escs.am/en/news/5870)] Accessed June 9, 2021
32. Education Sector Analysis for Armenia. Retrieved from: [https://www.unicef.org/armenia/media/15496/file/Education%20Sector%20Analysis%20for%20Armenia.pdf] Accessed September 12, 2024
33. Armenia Literacy Rate 1960-2024. Retrieved from: [https://www.macrotrends.net/global-metrics/countries/ARM/armenia/literacy-rate]; The World Bank in Armenia. Retrieved from: [https://www.worldbank.org/en/country/armenia/overview#:~:text=Recent%20Economic%20Developments,following%20Russia%27s%20invasion%20of%20Ukraine] Accessed September 16, 2024
34. The Civic Education Component of “Social Science” Subject 2019. Research conducted by Open Borders NGO. Gavar, p. 16.
35. Order of the Armenia’s Minister of Education, Science, Culture and Sports regarding the Approval of Criteria for the subject “Social Studies” for 7-12th grades in public Education institutions. Retrieved from: [http://www.arlis.am/DocumentView.aspx?DocID=176084] Accessed August 29, 2024
36. Order (N 98-Ն, July 27, 2023) of Armenia’s Minister of Education, Science, Culture and Sports. Retrieved from: [https://www.arlis.am/documentview.aspx?docID=180914] Accessed August 31, 2024
37. Civic Education and Participation” program. Retrieved from: [https://ichd.org/?LAID=2&COM=MODULE&MODULE=STATIC&ID=1264] Accessed September 1, 2024
38. Andreasyan, Zh. 2023. Works in the direction of civic education are important. Retrieved from: [https://shorturl.at/VeabF] Accessed September 2, 2024
39. In 2023 the Construction, Overhaul and Repair Works of 30 Schools were completed: Retrieved from:
[https://armenpress.am/hy/article/1126761] Accessed August 27, 2024
