Learning and Teaching Quality Enhancement Strategy A case study from Armenia
E. Georgiadou1, R. Gevorgyan2, G. Margarov2, K. Siakas3
- 1Middlesex University, School of Engineering and Information Sciences , The Burroughs, London NW4 4BT 4YZ, UK, E-mail: e.georgiadou@mdx.ac.uk
- 2The State Engineering University of Armenia (Polytechnic), Economic chair, 105, Teryan Str.,0009 Yerevan, Armenia, E-mail: gevrit@hotmail.com
- 3Alexander Technological Educational Institute of Thessaloniki, Department of Informatics, P.O. Box 141, 57400 Thessaloniki, Greece, E-mail: siaka@it.teithe.gr
- 4The State Engineering University of Armenia ( Polytechnic), Faculty of Computer Science, 105, Teryan Str., 0009 Yerevan, Armenia, E-mail: gmargarov@gmail.com
Abstract
Quality control and quality assurance processes and practices in many fields including manufacturing, the software industry and education, have in recent years placed emphasis on strategies for process improvement. In the case of the European Union and its drive towards a unified framework of qualifications as well as quality matters and procedures there is a shift from teacher-centred to student-centred education which requires a change in procedures and methods. Nowadays strong emphasis is placed on enhancement which embodies systematic planning, identification and recognition of good practice major drivers, factors and stakeholders involved. In this paper we present a case study from Armenia where the State Engineering University of Armenia (Polytechnic) has been developing its Quality Enhancement Strategy during the structural and curricular reforms pursued during the 20-year post-soviet period. These experiences are encapsulated in a Quality Enhancement Framework presented in the conclusion of the paper.