Enhancing Armenian educational leadership capacity

The goal of the development cooperation project implemented in 2025–2026 is to strengthen the capacity of Armenian school leaders and school teams to manage change, engage teachers, and purposefully use data in school development. The project contributes to the implementation of Armenia's national education strategy by bringing together Estonian educational leadership experience and the actual development needs of Armenian schools.

Development Journey of Cooperation

1. Preparation and Needs Assessment | 2024

The development cooperation was preceded by a comprehensive preparatory phase involving Armenian education officials, experts, and school leaders. Through webinars, a study visit of the Armenian delegation to Estonia, school and institution visits, and a work visit of Estonian experts to Armenia, participants gained insight into Estonia's educational system and school development experience, mapped the needs of the Armenian educational system, and shaped the focus of future cooperation.

2. Implementation of Development Programmes | 2025–2026

In cooperation with Armenian partners, a school leadership development programme and a Future School development programme for school teams were implemented. The programmes involved 20 school leaders and five school teams consisting of 6–8 members. Contact seminars, online meetings, mentoring support, school-based development tasks, and a study visit to Estonia formed a long-term and practical development journey.

3. Proposal for Continued Cooperation | 2027–2030

Based on the cooperation so far and the results achieved, a proposal has been prepared to continue development cooperation in the Armenian education sector. The focus of a potential follow-up phase would be the implementation of the educational reform in the daily practice of municipal schools, the establishment of a local mentor network, and supporting the development of school leaders and school teams.

The continued cooperation is currently at the proposal stage, and its implementation depends on further agreements and funding decisions.

Preparation and Needs Assessment

Development cooperation in Armenian educational leadership was preceded by a thorough preparatory phase in 2024. Its objective was to introduce Estonia's educational system and school development experience to Armenian educational leaders, map local needs, and outline the directions for future cooperation.

Armenian education officials, experts, and school leaders participated in the preparatory programme. The programme included webinars, a study visit of the Armenian delegation to Estonia, and a work visit of Estonian experts to Armenia.

Experience of the Estonian Educational System

The webinars covered the development of the Estonian educational system and its PISA success, the learner-centred school model, teacher education, the professional development of school leaders, quality evaluation, and evidence-based decision-making.

In November 2024, a 12-member Armenian delegation learned about practical examples of school development in Estonia. Participants visited schools, the Tallinn Education Department, and Tallinn University, observed lessons, and met with education leaders, teachers, local government, and university representatives. Special emphasis was placed on learner-centred teaching, teacher collaboration, school leadership development, and the Tallinn University Future School model.

Needs Assessment in Armenia

In December 2024, Estonian experts met in Armenia with representatives of the ministry, universities, educational organisations, and schools. During school visits, seminars, and work meetings, the implementation of educational reforms, school development needs, the support needs of teachers and school leaders, and possibilities for adapting the Future School model were analysed.

As a result of the preparatory phase, a shared understanding emerged that achieving sustainable change requires a long-term and practical development programme. Based on this, the development programmes for school leaders and school teams for 2025–2026 were developed.

Implementation of Development Programmes in 2025–2026

In the project funded by ESTDEV, Tallinn University’s Academy for Educational Leadership, in cooperation with the Armenian partner NCEDI, is implementing two long-term development programmes. The school leadership development programme involves 20 school leaders, and the Future School programme includes five school teams of 6–8 members.

Preparation and Selection of Participants

In the spring of 2025, the content, schedule, division of roles, and principles for participant selection of the programmes were specified in cooperation with NCEDI. Nearly 300 interested participants attended an open information seminar held in May. Based on motivation letters, 20 school leaders and five school teams were selected for the programme.

Launch of Programmes and Development Work

The programmes were launched in August 2025 with webinars. In September, the official launch event of the project and the first training module for both programmes took place in Yerevan.

School leaders focused on learner-centred and distributed leadership, school culture, supporting teachers' professional learning, and evidence-based decision-making. Future School teams formulated their schools' development goals, analysed school culture, and planned data-informed changes. Between in-person meetings, work continued through webinars, development tasks, and mentor support.

Study Visits and Practical Learning

In November 2025, school leaders participated in the second training module in Estonia, during which they visited Tallinn schools and Tallinn University. The study visit of the Future School teams to Estonia took place in March 2026.

The study visits allowed participants to observe lessons, meet with Estonian school leaders and teachers, and see how learner-centred leadership, teacher collaboration, and evidence-based school development function in daily practice.

Results and Follow-up Activities

In May 2026, the final training module of the programmes and a closing conference took place in Yerevan. Participants presented their schools' development processes, collected data, and planned changes.

During the programmes:

• school leaders' readiness to share responsibility and engage teachers was strengthened;
• schools' capacity to formulate goals, set metrics, and use data was developed;
• the understanding of the importance of teacher collaboration and joint learning deepened;
• a learning network connecting school leaders and school teams from different regions was formed.

The project will continue until the end of 2026. In the second half of the year, the focus will be on analysing results and impact, counseling participants, supporting planned changes, and shaping future forms of cooperation.

Proposal for Continuing Educational Cooperation with Armenia in 2027–2030

The trusting partnership established during 2025–2026 creates a strong foundation for continuing educational cooperation between Estonia and Armenia. The goal of a potential follow-up phase would be to help Armenian municipal schools translate the principles of national educational reform into daily practice through learner-centred leadership and evidence-based school development.

Key Priorities for Continued Cooperation

According to the proposal, development programmes for school leaders and school teams would continue. The focus would be on:

• learner-centred and distributed leadership;
• supporting teachers' professional learning;
• using data in school development;
• implementing changes based on the school's own needs;
• international learning mobility and systemic cooperation.

An important objective would be to establish a support network of local Armenian school development mentors and educational leaders. School leaders, teachers, and education experts who participated in previous programmes could support new schools in the future and share experiences from within the Armenian educational system.

Planned Scope

The continued cooperation could:

• reach at least 30 municipal schools;
• support the professional development of approximately 120 school leaders;
• establish a network of local mentors and programme alumni;
• increase the capacity of the Armenian educational system to support schools through local experts.

Continued cooperation for the years 2027–2030 is currently at the proposal stage. Its implementation, scope, and schedule depend on further agreements and funding decisions.