Questions/Answers

With the overall objective to support social innovation in education, creation of equal development opportunities for the regions of Armenia through innovative approach to technology and science education, UATE has designed and since 2014 is implementing large-scale project of establishing “Armath” engineering club-laboratories in the schools and teaching engineering/robotics/coding/3D modeling as selective course in the framework of extracurricular education. The project is aimed at empowering around one third of Armenian population that leaves under the poverty line (with 5% in extreme poverty) with most of these being concentrated in Armenian regions. The key strategic vision is anchored around concept that Armenia’s booming ICT sector (with more than 800 registered companies and around 5% share in national GDP) is not only important driver of economic growth for the country, but also indispensable lever to turn economic development into growth – with as maximum as possible impact on vulnerable regions and population. Specificity of the sector provides with the opportunity to engage the most vulnerable strata of the population, including school children, persons with disabilities, unemployed women and other people from the regions with rampant unemployment rates.

Establishing “Armath” Engineering Laboratories in the schools of Armenia, with the particular focus on deprived regions and communities has significantly contributed towards increased socio-economical welfare of their inhabitants. Unlocking employment potential of ICT companies for well educated and properly trained schoolchildren dramatically decreased emigration, increased revenues of population and made community life more active, as these laboratories are also being served as community engagement centers in many destinations. Special attention is being placed on engaging girls and children with disabilities, as gained competitive skills creates employment opportunities and reduces social disparity.

Activities of “Armath” engineering laboratories in the vulnerable regions contributes to the poverty elimination, increased prosperity and building peaceful, just and inclusive societies. In particular, the following SDG are targeted: • Goal 1 (No Poverty), Goal 2 (Zero Hunger) Goal 8 (Decent Work and Economic Growth) through provision of competitive employment opportunities; • Goal 4 (Quality Education) via supporting social innovation in education through innovative approach to technology and science education; • Goal 5 (Gender Equality) and Goal 10 (Reduced Inequality) through provision of equal professional development opportunities to vulnerable population, including women.

The concept of “Armath” engineering laboratories has been designed by the UATE in partnership with responsible Government ministries and leading Armenian ICT companies with the aim to address significant skills gap of schools’, VET institutions’ and universities’ graduates, especially in the vulnerable regions, boost employment opportunities in stagnant and migration constrained communities, mitigate development divide between capital city and regions, bridge equal development opportunities to the mostly indigent population. This chain of development constraints resulted from systemic shortfalls of the low quality public education and social protection services was suggested to address through nurturing entry level high quality sector professionals for the needs of booming ICT sector in the country, as well as building linkages between functioning laboratories and the industry. In selecting the destinations for establishing “Armath” laboratories, the special focus has been placed on vulnerable communities, engagement of children from economically deprived families, provision equal professional and personal development opportunities for girls and inclusion of the children with disabilities. Observation of the results and assessment of the impact suggests that in many regional destinations “Armath” laboratories serves as important community development hubs via engaging parents of the pupils, discussing of and finding solutions for important community related problems.

Innovation component of the project is anchored around concept that “Armath” clubs provide advanced learning, networking opportunities and continuous skill update for its participants in technology and science fields. Such conceptually new approach has been designed and proposed by UITE based on analysis of tendencies and the number of appealing examples of the “Armath” club activities aimed at designing commercially viable products/services and providing solutions for the local challenges. Pupils are capable to act as “agents of change” promoting the technology and science related knowledge/education acquired.

There are very few similar solutions that are available globally. Among them is “FabLab” that is designed and operated by Massachusetts Institute of Technology (MIT). However, installation costs and annual subscription fees for these products are much higher and affordable only to selected (primarily private) schools. Here is why UATE partnered with Government agencies and ICT sector leaders to design “Armath” concept (methodology, hard- and software) which is economically viable and highly competitive due to significantly low costs of lab installation and open-source nature of necessary software and methodologies.

As it has already been mentioned, established 230 “Armath” Laboratories covered all 10 regions of Armenia. At the meantime, significant efforts are being invested by UATE in promoting global expansion of “Armath” laboratories. Today, number of countries is interested in adopting this advanced technology and incorporating it into educational system. These countries are India, Ethopia, Uganda, Bangladesh, Dominican Republic, Kenya.

The financing of establishment of “Armath” laboratories is vivid example of true public-private partnership. UATE in close collaboration with international organizations and donor agencies, private sector representatives and individuals is taking care of establishment costs. While the Government, through the Ministry of Education and Science provides with maintenance costs (salaries for one dedicated trainer per each laboratory and minor administrative expenses).

Sustainability of the initiative is anchored around its economical and social impact. Economical NPV per each club (with the initial set up cost averaging EUR 7000 and annual maintenance expenses of EUR 5000) is estimated to be EUR 420.000 contributes towards increased understanding of the Government and its partners that continued investments in the initiative has significant impact. Along with purely economical attractiveness, the initiative contributes towards: 1) development of labor market of professionals with necessary technical skills that concordant with market needs; 2) creating more jobs in ICT sector via development of entrepreneurship culture and new start-ups; 3) solving local community challenges through establishing participatory dialogue; 4) enhancing socio-economic development and addressing demographic challenges such as migration, poverty, unemployment and others.

Si

10-years achievements of the project pioneered in Armenia with 225 schools engaged and more than 5000 pupils participated, has been audited by internationally renowned company Grand Thornton Amyo to provide donors of the project and Government of Armenia with key economic indicators about project efficiency.

The comprehensive set of indicators has been used to analyze the results of the “Armath” project. Among them: 1) contribution to the achievement of the project goals (promotion of the technological education in Armenia, increase of the employment of the sector, improvement of economic activity); 2) contribution to the regional development; 3) socio-economic factors (increased admission to universities, employment and self employment, generated income for children) and 4) comparative standing against international trends.

Thus, 84% of pupils participated to the project were admitted to universities, 82% of them by technological professions, 43% of the students 18-19 years old has found a job or became the founders of the startups. Other 37% of students can be considered as potential employees after being graduated from high schools. The salaries of employed or start-up founded students were between EUR100 and 600, averaging EUR 275, which is significant amount of money, especially in the regions of Armenia. The economical NPV per each lab is estimated to be EUR 420.000, while the economic IRR -88%.

The design, launch, functioning, monitoring and evaluation of “Armath” laboratories’ network is distinct example of collaborative public-private partnership aimed at bringing development proceeds to each and every citizen of Armenia, with particular focus on deprived, disadvantageous strata of population. UATE, being leading business association unifying in its ranks biggest and the most influential companies of ICT sector, has built up this project on the corporate-social responsibility notion of the latter’s, trying to unify and multiply their efforts and help to “give back” to communities. The Government joined this initiative with understanding that increased competitiveness of national education framework is largely dependent on private sector input (both in terms of providing quality educational content, tooling and absorbing educated workforce) and that this project can be translated into larger development oriented endeavor targeting addressing the number of societal challenges. Results of impact assessment carried out by internationally renowned audit firm increased confidence of its stakeholders and fueled commitment to further support. Currently, this is the largest and widest public-private initiative in Armenia that serves as a model for replication.

The key lesson learned from implementation of the initiative is that “Armath” engineering laboratories at the schools does positively change education environment and contribute towards socio-economic development. It also confirms the vital role of efficient and effective collaborative public private partnership that come together to address societal challenges. Further advancement is dependent on the “exporting” the “Armath” model to other, thus providing them with the opportunity to benefit and using the proceeds to further fuel advancement of “Armath” engineering laboratories in Armenia.