Project based learning in Armenian Schools
“Everyone is responsible for their own learning process.”
The Dutch Technasium education model fits perfectly with the vision of Alvan Tsarik: “Everyone is responsible for their own learning process.” Making independent decisions based on personal research, taking responsibility, presenting one’s work, and self-reflection are all integral parts of Technasium education. Students are given a real-world problem by an actual client and work in groups to find a solution. It is incredibly motivating for young people to be taken seriously by adults and to know that their efforts truly make a difference (for further explanation, see What is Technasium Education).
Pilot in Mainstream Education
In Gyumri, we were given the opportunity to run a pilot in mainstream education to demonstrate the potential of this type education. After receiving positive advice in 2022 from the National Academy for Education to the Armenian Ministry of Education, we were officially granted permission to conduct a pilot from 2022 to 2024 at six schools, where students would receive Technasium education in the Dutch style. One or more teachers at each school were trained by Alvan Tsarik to guide these groups. The results of the pilot have been overwhelmingly positive, from students and parents to school directors, the National Academy for Education, and the Ministry of Education.
What is Technasium Education?
This type of education has officially existed in the Netherlands since 2007. Originally designed to interest students in technical subjects, it has evolved into an exam subject and educational form in secondary education for students in the Dutch “havo” and “vwo” programs. The concept is also highly applicable in other educational fields such as vocational education (mbo) and higher professional education (hbo). Moreover, the concept can be successfully used in subjects outside the STEM (science, technology, engineering, and mathematics) fields.
In a Research and Development (O&O) project, an external client assigns a task to a group of students. The students work in teams of four or two over a predefined period. Depending on the task, students present a final product at the end of the period, such as an advisory report, a model, or a presentation. In the lower years, students work in groups of four with an emphasis on competence development. In the upper years, students seek out their own client, and the focus shifts more towards achieving concrete results.
Students are placed in groups based on their competencies and divide tasks among themselves. They conduct research on the theme, create a set of requirements based on the task, and develop an action plan. Communication with the client is a key part of the process. In addition to working on the concrete project, students also focus on developing their competencies. This process is guided by the O&O teacher.
Alongside the client and the teacher/coach, experts also play a crucial role in the process. These are highly qualified professionals from the field, who serve as points of contact for students to gain specific subject knowledge.
The students are assessed by the client and the teacher based on the final product and are also evaluated by the teacher for the process they went through.