By Aghavni Saribekyan

Vocational education and training (VET) are increasingly recognized as an exclusive opportunity for all learners — particularly for people with disabilities. As Armenia continues to implement legal reforms initiated in recent years, 2025 marks a turning point in translating policy into practice. We spoke with Mr. Anahit Petrosyan, a leading inclusive educational expert, about outcomes in 2025 and priorities for 2026 whose involvement in inclusive educational reforms became a bridge of hope for hundreds of children across Armenia as of today. Ms. Petrosyan now focuses on developing practical, on-the-job training methodological modules and fostering partnerships with Armenian educational institutions to create sustainable employment pathways for graduates.

Saribekyan: Ms. Petrosyan, after major legislative changes in 2024 and early implementation efforts throughout 2025, how would you, as one of the few experts in the field, assess the current state of inclusive VET in Armenia today?

Petrosyan: Ms. Saribekyan, thank you for the kind acknowledgement and the excellent, timely question. Assessing the state of inclusive Vocational Education and Training (VET) in Armenia today requires a dual perspective: recognizing the remarkable transformative leap forward enabled by the 2024 legislative package, while also being clear-eyed about the systemic implementation challenges that define the 2025-2026 phase. In short, we have moved from a state of fragmented pilot projects to a state of structured nationwide transition. 

This year has been pivotal. The reforms that were set in motion in 2024 — particularly the strengthened legal commitment to equal access in the VET Law — started producing concrete institutional shifts in 2025. We’ve seen the first cohort of VET providers introduce formal inclusion policies and begin collecting baseline data on participation of learners with disabilities. However, we are only at the beginning of a longer journey. Laws create opportunity; implementation and cultural change make it real.

Saribekyan: What barriers still persist for learners with disabilities seeking access to VET programs in 2025?

Petrosyan: Two areas remain challenging this year:

  1. Unfortunately, there is still no fully inclusive assessment model designed for the vocational context. Many applicants rely on general educational assessments that do not capture vocational potential — a gap we must close in 2026.
  2. While some colleges now employ special educators and counselors, these roles are not yet standardized across the system.

Saribekyan: Is Armenia now tracking the outcomes of learners with disabilities in VET?

Petrosyan: Yes — and that’s a breakthrough for 2025. For the first time, several regions have implemented data frameworks that track not just enrollment figures but retention, course completion, and early employment outcomes. The 2025 data suggests that where inclusive supports are present — trained staff, accessible facilities, and individualized planning — learners with disabilities are completing programs at significantly higher rates than expected. This has been one of my key expert recommendations over the past few years, and it is now finally being implemented with the help and financial support of the Council of Europe.

Saribekyan: In your view, what institutional development mattered most this year?

Petrosyan: Professional development for educators and staff. In 2025, Armenia piloted a national inclusive VET training curriculum for instructors. This program emphasizes realistic accommodation strategies, inclusive pedagogy, and co-planning between subject teachers and support specialists. Early feedback is very positive: teachers feel more confident, and students report greater engagement.

Saribekyan: How have employers responded in 2025 to graduates from inclusive VET pathways?

Petrosyan: Employer engagement has grown. In 2025, we saw the first sectoral employer roundtable specifically focused on hiring graduates with disabilities. Partners from the hospitality, IT, and manufacturing sectors have begun internships and supported employment placements. It’s still embryonic, but crucially — this year — the dialogue moved from theoretical commitment to actual offers and pilot placements.

Saribekyan: Looking at quality assurance and accountability in 2025, what progress has been made?

Petrosyan: Quality assurance is finally becoming more inclusive. For the first time, the national VET accreditation body included disability-specific indicators in its evaluation frameworks after my prolonged expert recommendations and complete revision of the existing disability-specific indicators. This means vocational providers are being reviewed not just for academic quality but also for accessibility, learner support, and outcomes for students with disabilities. This was a major milestone in 2025 and is my personal achievement as well.Saribekyan: As we approach 2026, what are the biggest strategic priorities?

Saribekyan: As we approach 2026, what are the biggest strategic priorities?

Petrosyan: In my opinion there are three critical or as you said strategic priorities for 2026:

  1. Institutionalizing Support Systems: We must formalize specialist roles — such as inclusive education coordinators — across all VET colleges.
  2. Transition and Employment Linkages: Inclusive VET is not only about education; it must connect to employment. Greater alignment with public employment services, employer partnerships, and supported job placement models will be strategically priorities in 2026.
  3. Robust Impact Measurement: In 2025, we started collecting data. In 2026, we must refine that into impact evaluation — understanding not just that learners’ complete programs, but how the training translates into job retention, wage growth, and long-term quality of life improvements among persons with disabilities.

Saribekyan: Ms. Petrosyan, your expert opinion is highly respected in this field, as your activities have been foundational for promoting inclusive education in our country. What central message from your research would you share with policymakers as Armenia moves into 2026?

Petrosyan: The reforms of 2023-2024 and the early implementation in 2025 laid a foundation. But real inclusion is systemic. It requires sustainable financing, professional readiness, and continuous adaptation of curricula and services. If 2025 was about building capacity, then 2026 must be about scaling with quality — ensuring that every learner with a disability encounters equitable access, individualized support, and a clear path to gainful employment.