R 121403Z JUN 09
FM AMEMBASSY YEREVAN
TO SECSTATE WASHDC 9175

UNCLAS YEREVAN 000407 
 
 
E.O. 12958: N/A 
TAGS: PGOV KPAO OEXC SCUL AM
SUBJECT:  THE PLIGHT OF EDUCATION IN THE REGIONS 
 
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Summary 
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¶1.  From May 18 -20, Ambassador Yovanovitch traveled to Syunik marz, 
one of Armenia's 11 provinces, known for its industrial capacity, 
rich natural resources, and geostrategic importance.  Syunik marz 
aspires to become southern Armenia's regional education hub.  During 
meetings with government officials, civil society representatives, 
and educators, the Ambassador discussed issues affecting education 
in the region.  Syunik residents recognized that education is the 
key to economic development and an important aspect of a vibrant 
civil society.  They expressed concern about educational quality and 
access, and noted a need for improved school conditions, but were 
unable to articulate a coherent strategy to make their dreams a 
reality.  From what we have heard elsewhere, the situation in Syunik 
seems to be typical of many, if not all of Armenia's regions.  In 
part because of the lack of support from the central government, 
educators reiterated the importance of U.S. government programs for 
their professional development and welcomed continued cooperation. 
End summary. 
 
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Education: Past Glory, Current Struggles 
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¶2.  Syunik, Armenia's southernmost province, shares borders with 
Iran, Azerbaijan proper, the Azerbaijani exclave of Nakhijevan, and 
the breakaway territory of Nagorno-Karabakh (N-K).  Syunik marz is 
also southern Armenia's regional education hub.  During meetings 
with government officials, civil society representatives, and 
educators, the Ambassador discussed issues affecting education in 
the remote and mountainous region. 
 
¶3.  Armenia has a 1600-year legacy of literacy, and formal education 
has been an important part of Syunik society for centuries.  The 
region is home to several medieval monasteries, and a scholarly 
center near Tatev is touted in Syunik tourist pamphlets as the 
"historical center of learning venerated in Armenian society." A 
Russian royal school was opened in 1882 in Syunik, and Sisian 
citizens proudly point to the school's founding as an indication of 
the "region's past scholarly glory." During the 20th century, the 
burgeoning mining sector attracted French, German and Soviet 
investment, and Syunik's cities and schools benefitted from foreign 
language instruction and other educational improvement. 
 
¶4.  The region has suffered since independence, however, as a result 
of armed conflict with Azerbaijan and from a lack of transportation 
and communication infrastructure, all of which have negatively 
impacted Syunik schools.  Like most rural regions of Armenia, 
student enrollment in Syunik marz has sharply declined as families 
move to the capital or migrate abroad, and education budgets in 
villages are shrinking.  Syunik's isolation has made it especially 
difficult for local governments to recruit qualified teachers. Rural 
children, called upon to assist with agrarian work, are at risk of 
not completing secondary school. 
 
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Education as a Tool of Development 
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¶5.  Government and civil society leaders in Syunik have increasingly 
viewed the education sphere as an area for renewed development.  At 
a roundtable discussion with the Ambassador, a Sisian civil society 
leader commented, "Universities in Syunik can play an important role 
in decreasing rates of migration, especially among youth.  They can 
unite intellectuals and promote scientific progress."  They are also 
a tool for improving the economy in the region.  Syunik marz is the 
heart of Armenia's mining sector, but declining copper prices and 
long term concerns over the sustainability of mining have led many 
of the region's leaders to consider diversifying. 
 
¶6.  The mayor of Goris, Nelson Voskanyan, is promoting the city as 
"southern Armenia's answer to quality education," and intends to 
recruit students from abroad.  He added, "Education is key to this 
city's success.  Students who come here boost the economy.  Goris 
does not have the industry that other cities have.  Education is our 
industry."   Nara Petrosyan, a Kapan small business owner said 
"Syunik has always been known for its high education level, but we 
need more investment in education to increase the region's 
development."  Mayor Arthur Atayan highlighted new kindergartens in 
Kapan as an economic investment in the future, and Sisian teachers 
emphasized that Syunik should take advantage of the financial 
benefit that tuition might confer to the region, noting that 70 
percent of Armenian students go on to higher education.  "Of 
course," noted Director of Education for Sisian Schools Varos 
Simonyan, "it would be good for students too.  Those who are well 
educated make their way in life." 
 
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Education as a Tool of Democracy 
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¶7.  Syunik civil society leaders also stated that education in the 
region is an important "tool of democracy" that allows citizens 
access to information about their rights and responsibilities. NGO 
leaders in Goris work in close cooperation with international 
organizations and USAID on civic education programs, promoting 
education reforms, and teaching volunteerism.  In Kapan, the 
Ambassador met with Syunik Civil Society Development Center (CSDC) 
members, who noted that the group works to educate the population 
about their rights and also sponsors a legal clinic, the only NGO in 
the country with law student apprenticeships. 
 
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Education as a Quality Product 
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¶8.  With tremendous emphasis placed on education as a regional 
economic development tool and as a guarantor of civic participation, 
Syunik citizens also stress the need for improved educational 
quality.  As CSDC head Tigran Stepanyan noted, "Everyone talks about 
education.  It is 'the fashion,' but it is also our future, and 
quality is an issue."  Peace Corps volunteers in Kapan noted that 
families in their community "worry a lot about schooling.  Quality 
of education is a top concern." 
 
¶9.  Syunik teachers noted the lack of technical equipment and 
supplies as a barrier to quality education.  Naira Stepanyan, 
Director of School 4 in Sisian, stated that her school "can't 
properly teach chemistry, biology or physics" because she does not 
have supplies for lab experiments.  Hovik Aleksanyan, Director of 
Sisian School 5, added that he needs more computers if students are 
to compete in Yerevan and abroad.  He said, "There is only one 
computer per 40 students.  How can students advance without 
technological skills?  We need resources if we are going to 
develop."  Gohar Sargsyan, Director of Sisian School 1 expressed 
concern about school facilities, stating, "The school is old and 
classrooms uninspiring. Good conditions are motivating to students. 
Cold classrooms and a broken staircase are not the way to progress." 
 
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Access to Education 
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¶10.  Access to education was another commonly expressed concern, 
especially in the recruitment of qualified teachers for regional 
schools and programs. Only 78 percent of Syunik teachers have 
specialized education, and regional universities cannot meet the 
demand for professors and specialists with graduate degrees. A 
Syunik accountant told the Ambassador that she wanted to be trained 
as a CPA, but could not find a suitable program in the marz.  She 
added, "Schools in the capital need to branch out and offer programs 
here.  I can't just pack up and go to the capital when my life is 
here.  It's just not practical." Falling education budgets and 
family incomes have likewise made it more difficult for rural 
families to enroll children in school.  Enrollment rates in Syunik 
are some of the highest in Armenia, but pressure to help with family 
farming or earn income abroad has meant declining graduation rates 
as young men leave school to work. 
 
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Education as a Tool of Mutual Understanding 
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¶11.  Where government and civic leaders in Syunik have noted 
positive strides in education, they have discussed the important 
role the U.S. government has played in securing such opportunities. 
Syunik residents highlighted U.S. exchange programs and English 
language instruction in particular. 
 
¶12.  The Armenian Apostolic Bishop of Syunik marz spoke with the 
Ambassador about the important role of educational exchange in the 
region.  He has invested significant funds in a regional university, 
and stated that support provided by a school in Texas has "ensured 
students are being trained in modern agricultural practices."  In 
Sisian, many school directors eagerly discussed their U.S. 
government exchange program participation in either Project Harmony 
or Teaching Excellence and Achievement programs, stating that it had 
"ensured our success" and that they "still draw from the 
experience." 
 
¶13.  English language instruction in Syunik is also highly praised. 
The English Language Teaching Center in Goris noted their work with 
Peace Corps volunteers, saying that they offer English language 
courses and specialist training.  Sisian directors also said that 
Peace Corps volunteers working in Sisian schools have "introduced 
innovative techniques" and have "been instrumental in the creation 
of a language lab." 
 
¶14.  The Ambassador thanked Syunik residents for their frank 
assessment of education challenges and developments in the region, 
and encouraged leaders to seek further opportunities for 
cooperation.  She noted, "Teaching unlocks the potential in each 
child," and thanked educators for their service. 
 
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Comment 
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¶15.  Although everyone lamented the current condition of educational 
establishments in Syunik, no one offered a clear idea of a way 
forward, other than to put more money into infrastructure and 
materials available for primary and secondary educational 
institutions.  Although the political leaders with whom we met 
appeared to aspire to reasserting Syunik's status as a regional hub 
for higher education, no one seems to have thought about what fields 
of study might be suitable for the region.  In the absence of a 
clear strategy, and in the tight budget environment faced by the 
Armenian government, there seems little hope for realizing their 
dream.  End comment. 
 
YOVANOVITCH