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renovation cost. With the participation of Save the
Children’s construction engineer, project staff con-
duct this assessment in order to see the conditions
on the ground and to judge the feasibility of reno-
vation activities. Thereafter, the Save the Children’s
team identifies a number of target communities for
their project intervention.
• Final results of the mapping and field assessments
are presented to the Republic of Armenia Ministry
of Territorial Administration, Ministry of Education
and Science, and province-level authorities in the
target provinces to secure their approval for inter-
ventions and to get their commitment for further
support to the selected schools.
Performing a thorough assessment
Immediately after the selection of target communities,
the Save the Children project team – led by a Project
Officer and Construction Coordinator – conducts
a needs assessment. This assessment is aimed to
introduce the project, assess the local needs, and
understand the perceptions of community members
about problems related to ECD. Community mayors,
school principals, as well as schoolteachers and
parents participate in the needs assessment.
The assessment explores various data collection
methods, including in-depth interviews with commu-
nity mayors and school principals, as well as focus
group discussions with teachers and parents.
In order to set priorities, the following selection
criteria are used:
• Lack of ECD services in the community, i.e., no
kindergarten or any alternative services.
• Number of children aged 4–6 with and without
disabilities.
• Availability of premises within existing school build-
ings and feasibility to transform 1–2 classrooms into
ECD centres.
• Willingness of the community municipality and the
school management to participate in the project
and support intervention (there is a need for a 15
percent local contribution for renovation activities
per project).
There are no transport issues in rural communities
because the distances are short and people usually
walk their children to the ECD centre.
Providing a standard layout and furniture
The premises allocated by a school administration
are entirely renovated, with plastering of walls and
the replacement of doors, windows, and floors.
Each classroom is provided with a set of furniture
specifically designed for interactive education, which
includes sets of so-called “chamomile” desks and
chairs, with each set consisting of six movable tables
and seats, thus allowing various configurations for
group and individual work. The furniture sets also
include a bookshelf, a large and small cabinet for toys
and shoes, a teacher’s desk and chair, a blackboard,
and a coat rack. A play corner is organized in each
classroom with two mats. Additionally, each class-
room is provided with books, developmental games,
toys, and other necessary supplies (scissors, crayons,
paints, paper, play dough, etc.).
Each ECD classroom is provided with a separate
bathroom equipped with sanitary appliances specif-
ically adjusted for children aged 4–6 years, and the
bathrooms are provided with 24/7 running water and
a sewerage system. All ECD centres are provided
with electrical heaters to ensure uninterrupted educa-
tion in winter.
Each day consists of a four-hour class for children
aged 4–6 years, with some 20–25 children per group.
If there are more children in the community, the class-
es are organized into two shifts.
The education is provided by a teacher and a teach-
er’s assistant with a pre-school education degree.
These two professionals are carefully monitored and
guided by Save the Children’s project staff during the
first year.
Each classroom is provided with books, developmental
games, toys, and other necessary supplies (scissors,
crayons, paints, paper, play dough, etc.)
Through a specially structured
educational curriculum, children
practice basic mathematics,
literacy, amplify hand motility, arts
and crafts