The theory of change (TOC) underpinning this outcome stems from the CCA, indicating that Armenia’s education system would benefit from improved school structures, provision of quality education, including pre-primary education, and improved inclusivity, especially with regards to adolescents and youth with disabilities. To contribute to better quality and inclusive education, the UN prioritized supporting schools to be safe, respond to children’s needs, including academic standards, physical conditions and psychosocial wellbeing as well as the inclusion and integration of vulnerable groups, including children with disabilities and persons from bordering areas.

The common thread was to create adequate learning opportunities for groups left behind or at risk of being left behind, including CwD, girls and boys in remote areas, people from poorer households, migrants and refugees, and young unemployed people.

The development of 21st century skills was under UN’s specific focus to facilitate a stronger link between employment and education. Today, science, technology, engineering, and math (STEM) education has become even more important. In an environment where boys are more likely to be encouraged to take STEM classes and pursue a career in that field, UN particularly targeted adolescent girls and young women to broaden their entrepreneurial skills, create startups, and explore entry-points in the ICT industry.

© UNICEF Armenia
“…but I am very stubborn, you see, I was able to convince my friends that there are no separate professions for boys and girls. To all girls of my age, I would advise to not be afraid to challenge opposing opinions.”
Yeva Stepanyan, 7, a participant of the UN’s Accelerator#5 programme