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31.10.2011

EDUCATIONAL ISSUES OF THE ARMENIAN COMMUNITY IN CZECH REPUBLIC

   

Tigran Ghanalanyan

Expert of the Center for the Armenian Studies, “Noravank” Foundation

The Armenian community in Czech Rep. was established in the late 1980s and early 1990s. Today the number of the Armenians in Czech Rep. is about 10 thousand. Here the top-priority challenges are preservation of the Armenian identity, development of the national culture, strengthening of relations with motherland. In this aspect the study of the educational issues of the Armenian community in Czech Republic and increasing the role of the potential of the Armeniancy in their setting is topical.

In 1990s, alongside with the establishment of the Armenian community in Czech Rep., the issue of settlement of the educational problems became ripe. The Armenians who established there initiated the organization of the Armenian education. The Armenian Saturday schools were established, which, naturally, could not provide Armenian children the education they could receive in the motherland. Nevertheless, that was a notable initiative in the community life. The Saturday schools aimed to acquaint Armenian pupils with their mother tongue, Armenian history and culture. In this aspect the establishment of the Armenian Saturday School in Prague was of great importance.

The Saturday school of the Armenian community in Prague. – In 1996 the Armenian Saturday school was established in Prague; it started working in 1997. Ararat Nikoghosyan played an important role in this initiative1. From the date of the establishment the person responsible for the school is Armen Koloyan. The teachers who established the school were Alla Yesayan and Karine Paryan. In different years Sona Atanesyan, Siranush Tonyan, Hripsime Nalbandyan taught there. The school is working on the territory of Karlovi University. Not only members of the Armenian community in Prague but also some friendly Czech scholars played an important role in the establishment of the school. The following stuff is running the school: the principle of the Armenian Saturday school in Prague – Armen Kaloyan, teacher of a senior group – Larisa Grigoryan, teacher of an intermediate group – Angela Dadayan, teacher of a junior group – Tsovinar Beybutyan2.

In the Armenian Saturday school in Prague lessons begin on the second Saturday of September and are over on Saturday prior to the May 28th. The lessons are conducted only on Saturdays – maximum 40 lessons are conducted per year, in practice 35-37 lessons are given. A number of events devoted to the independence day of Armenia, Armenian army, December Earthquake, Armenian Genocide, the First Republic of Armenia and etc. are arranged at school.

Studying at school is free. It should be mentioned that the school receives no financial support from the state and it works thanks to the voluntary donations of the parents of the pupils. The expense account of the funds spent is turned in to the parents. Pupils pay only for the text books brought from Armenia but this sum is repaid after the books are returned. If the problems with funding are settled it would be possible to essentially raise the level of education and overcome some difficulties.

The curriculum of the Saturday school includes Armenian language, literature, conversation on historical subjects, religious courses, singing and dancing as well as embroidery.

Children from the Armenian community in Prague mainly visit Czech, in some cases Russian and American schools. It should be mentioned that there, as well as at breaks at Saturday schools, Armenian children mostly speak Czech, as well as Russian and English. This comes to prove that the format of teaching Armenian in the Saturday school cannot handle one of the main challenges the Armenian community faced – the issue of the Armenian language. It is obvious that the Armenian language is losing the ground and is not used by the members of the Armenian community even when they associate with each other. This is a vital factor for the existence of the Armenian community in general and it is getting more and more menacing. In order to face those challenges the Saturday school has chosen the words of celebrated Armenian writer Khachik Dashtents as a motto: “There are languages around us old and new, around us people speak other languages, so let’s speak out mother tongue, brother”3.

The cooperation of the Saturday school of the Armenian community in Prague with educational institutions from both Diaspora and Armenia is also important. In this aspect participation of the school teachers A. Dadayan and L. Grigoryan in the 4th Pan-Armenian Educational Conference played a certain role. Let us mention that 83 teachers from Diaspora and 41 teachers from Armenian and NKR participated in the forum4. Participation of the teachers from Diaspora in such conferences is of great importance. In particular, participation of the Armenian schools of such small communities as in Czech Rep. is of greater importance, because the Armenian schools there, unlike the countries with bigger Armenian community and numerous schools, has a bigger demand for cooperation and studying the experience of organizing Armenian education.

In 2010 the Saturday school of the Armenian community in Prague applied5 for participation in “Best Armenian Educational Institution” contest arranged by the Ministry of Diaspora and World Armenian Congress. It proves that the representatives of the Armenian Saturday school acknowledge the importance of integration and cooperation with the pan-Armenian educational system. Though the Saturday school of the Armenian community in Prague did not win any prize6, but the fact of participation proves cooperation and involvement of the school in the pan-Armenian educational processes.

The cooperation of the Saturday school with not only other educational institutions of the community but also with different community organizations is important. Among such examples is the participation of the representatives of the school in the event devoted to the 10th anniversary of the European “Orer” magazine. At this event a speech was delivered by the teacher of the school L. Grigoryan. The principle of the school Armen Koloyan emphasized that the magazine has always stood by the school and overcoming numerous difficulties it managed to become the only media covering community life7. Cooperation with both press and other community organizations contributes to the normal work of school. Such cooperation promotes the development of both separate community organizations and community in general.

The successive assistance of Armenia to the Saturday school in Prague is also essential. In this aspect the appraisal of the work of the teachers means a lot. Handing of certificate of merit to the teacher of the Saturday school L. Grigoryan by the Ministry of Diaspora is a manifestation of such an appraisal8. The appraisal of two-year work of the teacher will animate teachers working at school, as people who work for the sake of the Armenian culture abroad can see that they are noticed. And in February 2011 the advisor of the Minister of Diaspora of Armenia Hakob Asatryan handed to the principle Armen Koloyan a Certificate of Merit signed by the Minister Hranush Hakobyan for participation in the pan-Armenian contest and contribution to the work of preserving Armenian culture and language9.

The school participates in annual national youth and juvenile festivals in Czech Rep. Among the national minorities in Czech Rep. the Armenian community is also known by its Saturday school10. Thus, the Saturday school carries out works to represent Armenian community. This is caused by the improvement of the conditions and widening of the sphere of activity of the community organizations.

The Saturday school of the Armenian community in Prague is the main educational institution of the Armenian community in Czech Rep. which is conditioned by the fact that Prague is both the capital of the republic and center of the Armenian community in the country. The school plays priority role in the settlement of the educational issues of the community. The cooperation of the school with other educational institutions and community organizations is crucial. The Saturday school has a great potential for the development and its efficient usage is an indisputable imperative for the Armenian community in Czech Rep.

Armenian Saturday school in Brno – On October 6, 2007 the Armenian Saturday school was opened in Brno; the initiative was put forward by the Shepherd of the Armenian Apostolic Church in Czech Rep. Barsegh Pilavchyan. The Armenian Saturday School in Brno aims not only to teach children the Armenian language and history but also to acquaint children with Armenian songs and dances. The following subjects are taught at school – Armenian language and literature, Armenian history, history of the Armenian Apostolic Church, dance and music. Such a choice of subjects may become an important boost for preserving Armenian culture and language in the community. Taking into consideration tight situation with education in many communities and scantiness of the subjects taught in the schools, the variety of the subjects at Brno Saturday school can be considered satisfactory. However, it would be unrealistic to expect that teaching once a week several subjects would provide all-round Armenian education.

On the opening day 30 Armenians were registered. It is worth mentioning that not only Armenians living in Brno but also the representatives of the Armenian Saturday school in Prague were present at the opening ceremony. In particular, the editor-in-chief of “Orer” magazine was present. Undoubtedly cooperation of the Armenian Saturday school in Brno with the Armenian Saturday school in Prague is also essential. This cooperation has began since the opening day of the school in Brno, when Archimandrite Barsegh Pilavchyan handed to the teachers of a newly open school text-books sent from the Saturday school in Prague11.

The continuing cooperation of the Armenian schools in Prague and Brno will contribute to both the development of those two educational institutions and progress of the education of the Armenian community in Czech Rep. This cooperation contributes to the development of not only the educational area but also strengthening and development of the community in general.

Brno Armenian Saturday school should base on the experience of Prague Saturday school. The way passed by the Saturday school in Prague for about one decade should be an example for the school in Brno.

Providing participation and integration of the school in the Armenian educational processes is of vital importance for this school either. The Armenian Saturday school in Brno has great potential for development which can be efficiently used by the Armenian Saturday school in Prague, Armenian community in Czech Rep. as well as by different organizations in Armenia and Diaspora.

From the point of view of settlement of the educational issues of the Armenian community in Czech Republic cooperation between Armenia and Czech Rep. in educational, cultural and other spheres is important. In this aspect the “Agreement between the Government of the Republic of Armenia and the Government of the Czech Republic on Cooperation in the Areas of Culture, Education, Science, Youth and Sport” concluded on December 10, 2010 is remarkable12. There a separate article is devoted to education. We find it necessary to cite here the 4th article devoted to the education:

  1. Direct cooperation between schools on all the levels;
  2. Exchange of information, pedagogical and methodic publications and other training documentation;
  3. Teaching of Czech and Armenian, mainly by means of the training materials, sending teachers and organizing lessons about the languages and cultures of the nations of the parties to the agreement;
  4. Exchange of the students and lecturers of the higher educational institutions13.

The comprehensive usage of the experience of the Armenian education in the Armenian schools in Czech Rep. will contribute to the exchange of the experience. Spreading of the training materials may solve the problem of scantiness of the training literature in the Armenian schools. Learning Armenian will promote strengthening of the positions of the Armenian language, which has been losing ground recently, in this country. And the cooperation between the higher education institutions may set connection between the Armenian students studying in the Czech universities and their motherland, as well as favour their participation in taking challenges the Armeniancy faces.

Setting of the aforementioned issues will promote not only resolution of problems the Armenian community in Czech Rep. faces but it will also favour strengthening of the positions of the local Armenians and rise their authority.

Cooperation with pan-Armenians organizations plays important role in the educational life of the Armenian community. In this aspect meeting of the director of the virtual college of the AGBU Yervand Zorian with the members of the Armenian community in Prague is remarkable 14. At the meeting Y. Zorian told about the one-year activity of the virtual college; he underlined the possibilities of the participation of the Armenians from Czech Rep. in this programme. Besides other AGBU educational programmes were discussed. Such meetings promote involvement of the Armenians from Czech Rep. in community and pan-Armenian educational issues.

The educational issues of the Armenian community in Czech Rep. are underlined in the context of the educational issues of the Armenian Diaspora in general either. In particular, the level of command of the Armenian language in the Diaspora, particularly, in Czech community, causes serious concern. The editor of “Orer” magazine Hakob Asatryan also covers the educational issues in the Armenian community in Czech Rep. said that few wrote and read in Armenian. In Prague 30 pupils attend Armenian Saturday school “which is very few for the Armenian community which numbers 6000 members” 15.

It should also be mentioned that the usage of the modern information technologies in setting the aforementioned issues is a necessity. It is obvious that the available resources are not used sufficiently. The observation of “Orer” editor H.Asatrayan concerning the programmes of the TV channels from Armenia is an evidence of the aforementioned. He especially mentions the importance of using the resource of the TV channels in educational issues in the places in Czech Rep. where Armenians live and where they do not have Armenian schools16. It is obvious that the educational programmes, which are scanty on the Armenian TV, may play an important role in preserving the Armenian culture and language. Such programmes will contribute to both learning of the Armenian language and acquisition of the Armenian culture and civilizational peculiarities in Diaspora.

Importance is attached to the coordination of the works of the community organizations; in this regard Hakob Asatryan said: “Of course, there is the Saturday school, there is a priest but the community does not have a community center, where people can gather and this issue is being discussed now”17. Of course, cooperation and coordination of the activity of both schools and other community organizations will favour the development and strengthening of the community.

The study of the educational issues of the Armenian community in Czech Rep. allows concluding that in this aspect the whole Armenian potential is not used. Here we speak about the consolidation of both community potential and potential of Armenia. In this aspect it is important to consolidate the entire community, to activate the relations of the Armenian educational institutions in Czech Rep. with other communities in Diaspora. Of course, the development of the relations between the Armenian educational institutions in Czech Rep. and various academic and educational institutions in Armenia is of top priority. This cooperation may be of different formats – exchange of experience, teachers’ skill upgrading in motherland, provision of the literature needed and etc.

Underlining the importance of the Armenian Saturday schools in Czech Rep., one should not overestimate their potential and possibilities. It is obvious that they can satisfy the minimum needs of the community. Thus, taking into consideration modern educational and cultural, civilizational globalization processes, we find it necessary to underline that for setting educational issues of the Armenian community in Czech Rep. quite new approaches and organizations, which can face the new challenges, are necessary. We first of all mean the usage of the huge opportunities granted by the Internet for setting educational issues. The aforementioned issue is characteristic of not only Armenian community in Czech Rep., but also of other communities in Diaspora.

The educational issues of the Armenian community in Czech Rep., with all their peculiarities, are a part of the educational issues which are characteristic of other Diaspora educational institutions. Thus, they demand for both local approach, which take into consideration the peculiarities of the Armenian community in Czech Rep., and systematic approach which regards the educational issues of the whole Diaspora.

1 Ղազարյան Շ., Որ չկորցնեն տունդարձի ճանապարհը, «Առավոտ», 24.06.2010, http://www.aravot.am/am/articles/guidepark/80405/view

2 Պրահայի հայ համայնքի շաբաթօրյա դպրոց, http://haydproc.cz/About.aspx

3 Ibid

4 http://www.ktak.am/Spyurk/2010/Contacts-list-2010.pdf

5 http://www.armcongress.am/AM/news/77

6 Among one-day educational institutions the winner was Armenian Sunday school (Ufa, Russia), prize winners were the Armenian Sunday School after M. Mashtots (Odessa, Ukraine), “Ethnos” Center for Creative Development and Humanitarian Education, K. Tahta National Sunday School (London, Great Britain). See Պարգևների արժանացան «Լավագույն հայկական կրթօջախ» մրցանակաբաշխության հաղթողները, http://www.mindiaspora.am/am/News?id=1131

7 Մեկնարկել է «Օրեր» եվրոպական ամսագրի 10-ամյակին նվիրված միջոցառումների շարքը, http://www.mindiaspora.am/am/News?id=1131

8 Սփյուռքի նախարարության պատվոգիրը Պրահայի շաբաթօրյա դպրոցի ուսուցչուհի Լարիսա Գրիգորյանին, http://www.nt.am/newsday.php?p=0&c=0&t=0&r=0&year=2010&month=02&day=19&shownews=1022677&LangID=4#1022677

9 See «Օրեր», 2011, N 1-2, http://www.orer.cz/

10 Ղազարյան Շ., նշվ. աշխ.։

11 Չեխիայի Բռնո քաղաքում բացվեց հայկական շաբաթօրյա դպրոց, «Ազգ», 12-10-2007, http://www.azg.am/AM/2007101215

12 Համաձայնագիր Հայաստանի Հանրապետության կառավարության և Չեխիայի Հանրապետության կառավարության միջև մշակույթի, կրթության, գիտության, երիտասարդության և սպորտի բնագավառներում համագործակցության մասին (Agreement between the Government of the Republic of Armenia and Government of the Czech Republic on Cooperation in the Areas of Culture, Education, Science, Youth and Sport), http://www.edu.am/DownloadFile/4149arm-hamadzaynagir.PDF

13 Ibid

14 Պրահայում տեղի է ունեցել հանդիպում Երվանդ Զորյանի հետ, http://www.nt.am/news.php?p=4&c=cz&t=0&r=0&year=2009&month=11&day=27&shownews=1020482&?p=4&c=cz&t =0&r=0&year=2010&month=05&day=26&shownews=1026685&LangID=4#1026685

15 Սփյուռքում հայ երիտասարդները հայերեն գրել-կարդալ դժվարանում են, http://www.report.am/news/society/spyurq-hayeren.html

16 Հայաստանի հեռուստատեսություններով հեռարձակվող հաղորդումները դուր չեն գալիս սփյուռքահայերին, http://www.virahayer.com/armenia-diaspora-news/487.html

17 Մարտինյան Ի., Տպագիր մամուլն այստեղ ավելի ազատ է, քան էլեկտրոնային լրատվամիջոցները, http://hetq.am/am/media/mamul-506/

«Globus National Security», Issue 5, 2011

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