The education sector is one of the systems of Armenia, which has been changed for many years to make it consistent with the European standards of education. The process of Euro-integration in the sector of education is driven faster than in any other sector. Maybe one of the reasons is the fact that the sector of education is less politicized, thus it is not manipulated for political purposes too much. Even though the process of developing the system of education to make it consistent with European standards started long ago, practical steps and policies were taken in 2005, when Armenia joined the process of Bologna leading to the common European education system. There is a provision in the action plan approved between Armenia and the European Union, according to which Armenia is to participate in the process of Bologna. “Reform the higher education system in accordance with the principles of “Bologna process” for the purpose of easing the recognition of the Armenian higher education in territory of the European higher education… Encourage the development of human resources and human capital without prejudice to age census, support the higher education reformation and cooperation between higher education institutions in Armenia and Europe according to the TEMPUS program,” writes the European Neighborhood Policy Action Plan. Besides these goals there are other important provisions in it as well. It means that the education system is an intensive process of integrating with Europe. Specifically, a number of Armenian universities have adopted the system of academic credits (one of the most important factors of the Bologna process) and the multi-factor system of knowledge evaluation, which are used in almost all European universities.
The purpose of the Bologna process is the provision of education with common standards in a common environment of education, which results in multilateral recognition of diplomas. It means that the diplomas of the countries having passed through the phases of the Bologna process will be recognized by the other countries of the same system. For example, a graduate of Yerevan State University will have equal opportunities to compete with graduates of other European Universities in the European labor market. This opportunity may be very beneficial to Armenia because the biggest potential of it is considered to be the intellectual resources.
However the sector of education is a system, where one cannot reach the goals through adopting artificial methods only. The society and people have a decisive role in this process. There can be real change of the quality of education in Armenia only in case when the understanding of people changes and they really want and strive to get education. It is a pity that in our society there is a belief that only the diploma is a guarantee for having a civic status. For many people the reason to help their children get higher education is not the knowledge but the opportunity to have a diploma. This problem does not concern the system of education only and has a chain reaction, thus it affects other sectors as well. Such graduates with lack of knowledge are getting positions in the government, business, politics, civic and other sectors… As far as the perception of the issue and understanding of the real meaning of education have not changed and people don’t strive to get education in order to live well, no reforms can be success. From this point of view besides reforming the system of education it is essential to do some psychological and social work as well, so that the society integrates with the European system with the mentality and understanding first. The European Neighborhood Police gives this opportunity as well. It is not by chance that the reforms and changes concerning the system of education are included under the topic of human contacts.
