The Ministry of Science and Education has allocated US $4,890,000 for the installation of information and communication technology (ICT) in schools. But because that amount is part of a loan from the World Bank, the ministry decided to provide schools with this technology on the condition that the schools in question pay back 41% the cost of the equipment within two years. This process was begun in 2004 and is set to continue until 2008.

Schools can't afford it

If a school is incapable of paying back the required amount, they may refuse to participate in the program. That is their right; participation is not mandatory. But as a result, that school will be left with only one or two computers. The schools that buy a number of computers are forced to pay with whatever savings they have, or if they are lucky, they have sponsors that will come to their aid. But if there is neither one nor the other, the school is forced to seek help from parents.

There are schools that do not know about the program. The principal of Oshakan School (No. 172) said that he had heard about the program at some conference or the other, but is not familiar with its terms. The administration of Gevorg Chaush School (No. 188) was completely unaware of the ministry's decision to equip schools with information technology. Gagik Hovhannisyan, principal of School no. 144, was also unaware of this program.

There are schools that have refused to participate because they do not agree with the conditions. Schools are required to pay back 41 % of the computers' value over a period of two years. But the computers will be outdated after four years, and the schools may need that amount to partially upgrade them. "By my calculations, I can buy one or two computers a year with the savings that our school has, so I don't need to pay percentages that I don't understand. Besides that, I have to pay 50,000 drams [more than $100] in order to sign the contract, that was one of the conditions," said Ashot Harutyunyan, principal of Khanzadyan School (No. 184).

There are schools that have already obtained computers. School No. 159 has purchased equipment worth US $2,700. Principal Hakop Hakopyan said that it was a great deal because after a few years one could exchange the outdated computers. However, according to Hakopyan, the program has a flaw - the school has to pay a percentage of the computer's current value over a period of two years, even though such equipment grows less expensive with time.

"Our school has never had a sponsor; we are forced to rely on the parents again and again. We divided the annual 20 % which we have to pay over the total number of students and got a certain amount, which we are forced to ask from each child. We've collected money starting from the children in first grade. The only exception was the students in tenth grade - we felt it wouldn't be fair to ask their parents for money, because those children would not be using the computers," said Arkady Eloyan, principal of Khachatur Abovyan School (No. 84).

Considering the number of students at school No. 84 there is a need for two computer classrooms, with twelve computers each. To acquire this amount of equipment, the school would have to pay US $24,000. "We would have five years to pay back that amount, but it would be difficult anyway. We would also have to think about furniture for those computer classrooms, which would also require finances. So we were forced to pay US $11,700 and resign ourselves to only one computer classroom," Eloyan said. Thus, a school with more than 1,000 students has ended up with only 12 computers.

The ministry has great expectations, on paper

The initiative to equip schools with computers is being realized under a credit program called "Quality and Appropriate Education".

The objectives of the section dealing with information and communication technology (ICT) is not very clear; the documents use vague and general terms. For example, the program aims "to improve the quality of education and student performance by using ICT to overcome time and space limitations in the study process." There are no explanations as to why the removal of those "limitations" has suddenly become such an important issue. Or, here is another long and incomprehensible sentence - "...in order to raise the level of computer literacy among the students and teachers, as the basis for the broad implementation of new education technology, to fundamentally reform the process of computer education in schools, to equip the educational system with information and communication technology, and as a primary condition for developments in the field of computers, to provide for the inclusion of ICT as part of the teaching of basic subjects, as a new means to teach and educate."

The proposed aims also include creating computer education centers in schools and a single school computer network, as well as connecting schools to the internet, preparing schoolbooks and programs for computer education, creating a school portal, implementing ICT in the academic plan, training teachers for use of ICT in various subjects and so on.

"There is nothing in the program about setting up and implementing university programs to prepare teachers specialized in computer education or information and communication technology. It seems that what is planned is a one-time thing, which aims at training people in elementary computer education. One must assume that not only will changes in traditional teaching methods be required, but also the establishment of structures which continuously offer training (a network for training and supporting teachers) as well as the preparation of the necessary personnel, study material, the formation of a teaching methodology, setting new standards and applying them. Preparing the necessary ICT and introducing it into education would also require a great deal of research. This includes both work conducted in the field of information technology, which is necessary, for example, for writing new educational multimedia programs, as well as a range of sociological, psychological, cultural and other studies after their implementation, in order to assess the impact and results of their introduction," said Hrach Bayadyan, president of the Information Technology Fund.

What has been done so far?

Karine Harutyunyan, director of the Office for the Implementation of Educational Programs, refused to give us an interview about the implementation process, saying, "I am ready to provide you with information, facts, and figures in writing, but refuse to interpret the data or offer opinions. That is my right." It is also worth noting that although the credit program has allocated US $10,000 to publicizing the program, the internet site of the Ministry of Science and Education contains no information about it. However, Harutyunyan assured us that "that miniscule sum has already been spent mainly on articles, announcements, television programs, and seminars."

We sent a letter to Karine Harutyuntan requesting concrete information as to when and where a financial report of the program would be presented. The reply stated that monthly and quarterly financial reports were presented to the Ministry of Economy and Finance, the Government, and the World Bank, and were printed in the form of booklets as well. But there was nothing in the reply as to how many booklets had been printed so far and when.

In the first phase of the program, 160 schools have already received computer equipment; 360 schools have applied to participate in the second phase, for which September 6 th was announced as the date for signing contracts. The computers that were distributed as part of the first phase were Pentium 4, with the following average specifications - 2.4 GHz, 256 MB RAM, 32 MB Video RAM.

The necessary number of computers for each school is calculated on the basis of the average number of students in grades 6 to 10, such that no more than two students are required to share a computer. The program also planned to provide internet connections to 150 schools. But the schools remain without internet connections, since ArmenTel has not prepared special low tariffs for them as yet.

According to information provided by the office, programs providing computers for science and the humanities will be implemented from 2006 to 2008.

Credit saves the day, but what about tomorrow?

The World Bank has provided Armenia with a loan for a period of 35 years. After ten years, the government will start to repay the loan, over a period of 25 years, without interest, in two payments a year.

Thus, a few years from now, this credit will turn into a debt for the government. Although one of the main objectives of the World Bank is to help developing countries, one must not forget that that aid is in the form of loans. The governments of developing countries ask for loans in order to be able to walk in step with the developed world for a few years. One loan after another leads to a growing debt, as a result of which the "developing" countries become the perennial debtors of the World Bank.

In reality, the World Bank cares little about how efficiently its loans have been spent. The Armenian government must care about this, as it is the guarantor of the loan. The government, more specifically the Ministry of Education and Science, must be responsible for both the development and the implementation of the ICT project. But it is clear that the program, which is already up and running, has numerous flaws and shortcomings.