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Why Nothing Changes in Armenia’s Schools and
What can be Done About It:
A
Reformer’s View
Rafael Madoyan
In this
article, I will try to analyze why efforts toward the implementation
of new educational approaches remain ineffective in Armenia, and
suggest how the situation can be improved. This means I’m not
going to address the effectiveness of the educational approaches
themselves, but rather the efficiency of their implementation in
Armenian schools. (There are plenty of examples of schools and even
whole educational systems around the world where these approaches
work successfully and I’ve already featured such examples in
Thinking Classroom/Peremena –– see Madoyan, 2005).
My analysis will be based on considering the motivational factors in
reforming education. Thus, the main purpose of the article is not to
criticize weaknesses (which are abundant in every educational
system, including the most progressive ones), but to search for
motivational levers that could increase the impact of ongoing
reforms.
When trying
to provide an explanation for resistance to innovations within an
educational system, it’s good first to look into why and
how their realization at the state level and at the school
level are going on. The question why? (concerned with
motivation) seems to me as important as how? (addressing the
methods of instigating change), since the initial motivation actually
determines the reform policy of the authorities and the behavior of
all participants in the system.
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