Armenia’s Teacher Certification System Faces Praise and Criticism

This year, the process moved online, introducing both improvements and new complications. While the electronic system reduced some bureaucratic delays, it also created new obstacles. Many teachers encountered unstable internet connections and software glitches during the tests. The stress of navigating technical issues, combined with the high stakes of the exam, left many unable to perform at their best.

“Many teachers failed not because they lacked knowledge,” Avetisyan explains, “but because of technical problems. The stress of the process and the online format made it very hard to focus.”

In previous years, when exams were administered on paper, different challenges emerged: unclear instructions, lack of time, and confusion about how to fill out answer sheets. In both cases, technical difficulties rather than professional incompetence led to poor outcomes.

Another issue lies in the test design itself. Some of the tasks are adapted from international exams such as the British Teaching Knowledge Test (TKT). While this approach raises the standards of teacher assessment, Avetisyan believes it also creates inequality. “An ordinary teacher from a small town may not even know what the TKT methodology is,” she says. “We must ensure that all participants are equally prepared. Otherwise, we’re not measuring ability – we’re measuring access.”

Despite these shortcomings, Avetisyan believes that the system can be an important stimulus for growth. “Many teachers, after going through this process, started taking their work more seriously,” she reflects. “They attend trainings, study independently, and take pride in improving their teaching. In that sense, the system has achieved part of its goal.”

At the same time, she insists that certification should never become a threat. “Voluntary certification should not be a punishment or a reason for dismissal,” she says firmly. “It should be an opportunity for self-development, not a test of survival.”

Her words capture the dilemma at the heart of Armenia’s education reforms: how to encourage excellence without fostering fear. Teachers, like their students, need support, trust, and fair conditions to thrive. Motivation built on anxiety is rarely sustainable.

As the government continues refining the system, many educators hope that future reforms will emphasize not only subject knowledge but also the broader human dimensions of teaching — empathy, communication, and emotional intelligence. After all, the quality of education depends not only on what teachers know, but also on how they connect, inspire, and guide the next generation.

The certification system, for all its flaws, has sparked a national conversation about what it means to be a teacher in Armenia today. It is both a symbol of progress and a reminder that true educational reform requires more than exams. It requires trust, fairness, and a shared vision for the kind of schools and society Armenia wants to build.