Document Type

Open Access Capstone

Publication Date



The purpose of the study is to explore how different civic education initiatives implemented over the last six to eight years in Armenia reference one another and meet the needs of the Armenian educational environment.

The comparative analysis of two sets of civic standards, one developed in the U.S. by the Center for Civic Education (National Standards for Civics and Government) and the other for Armenia by the Armenian National Institute for Education (Individual and Society), draws parallels between those sets of standards portrayed by the Armenian and American education policy-makers. The study then focuses on the implementation process of three major civics projects initiated and administered by the Junior Achievement Armenia, Institute for Training and Development, and College of Education in the University of Iowa.

As a result of those initiatives, the Armenian Ministry of Education and Science has introduced a civic education course into the Armenian schools based on the demand from the society and support from international agencies. All three projects were developed according to the American civics standards and, subsequently, introduced elements of Armenian culture as a result of interaction with and involvement of Armenian participants.

The civic initiatives have had enormous influence on the Armenian education milieu and the society overall. However, to achieve better results, the civics supporters should seek ways to incorporate civics curriculum with Armenian communities and the society. The Ministry should take the leadership role of facilitating, maintaining, and improving the civic movement in Armenia.



Included in

Education Commons