PARTICIPATION IN ANALYSIS ON FINANCING OF GENERAL EDUCATION
IN GEORGIA. MAIN IMPLEMENTING AGENCY EFA 2015, DONOR: EFA
The coalition Education for All –Georgia, the active member of which is the International Institute for
Education Policy, Planning and Management, initiated advocacy campaign “Choose
the Education”. The ultimate goal of the campaign is to support the recognition
of education as a priority from the side of government. In the frames of
campaign elaborated the analyses of many policy issues that are important for
system development. The brochure “The financing of General education in
Georgia” has been issued. (see attachment in Geo)
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PARTICIPATION
IN ANALYSIS ON POLICY OF DIFFERENTIAL APPROACHES IN EDUCATION. MAIN
IMPLEMENTING AGENCY EFA, 2015, DONOR: EFA
The coalition Education for All –Georgia, the active member of which is the International Institute for
Education Policy, Planning and Management, conducted analyses about
differentiation of policy approaches in education. (for detailed informationsee attachment in Geo).
RESEARCH
ON SCHOOL COUNCILS IN GEORGIA. IMPLEMENTING AGENCY EPPM, 2014, DONOR: EFA
The International Institute for
Education Policy, Planning and Management conducted research on school councils
in Georgia. Research was implemented in frames of coalition Education for All –
Georgia’s advocacy campaign. (Detailed information see in attachment in Geo).
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The project goal is to support the introduction of the mechanisms of mobilization and awareness-raising of public and local communities around sustainable use of natural resources in the environmental field and facilitate practical sustainability of the developed mechanisms. The project will be implemented in 10 regions of Georgia and envisages increasing the role of boards of trustees of 10 schools from the selected regions, as a unit for community connection in the mobilization of local communities, towards addressing important environmental issues. The project also envisages formation of the format of awareness-raising and advocacy campaigns around environmental issues. Project is financed by the Embassy of the Kingdome of the Netherlands. Project implementation period is November 2010 to November 2012.
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INTRODUCING THE MODEL OF COMMUNITY MOBILIZATION AROUND ENVIRONMENTAL ISSUES IN GEORGIA
The project goal is to support the introduction of the mechanisms of mobilization and awareness-raising of public and local communities around sustainable use of natural resources in the environmental field and facilitate practical sustainability of the developed mechanisms. The project will be implemented in 10 regions of Georgia and envisages increasing the role of boards of trustees of 10 schools from the selected regions, as a unit for community connection in the mobilization of local communities, towards addressing important environmental issues. The project also envisages formation of the format of awareness-raising and advocacy campaigns around environmental issues. Project is financed by the Embassy of the Kingdome of the Netherlands. Project implementation period is November 2010 to November 2012.
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COMPARATIVE ANALYSIS OF NATIONAL TESTING CENTERS IN FOUR COUNTRIES AND RECOMMENDATIONS FOR TAJIKISTAN
The objective of the project is to identify factors that constrain or obstruct the realization of the three objectives set for the National Testing Centres. These objectives are: (i) institutionalization of fair and transparent student assessments; (ii) use of those assessments for the improvement of quality of teaching; and (iii) achievement of equity. The project imply to draw on the experience of development of such institutions in the region, using case studies in four countries (Azerbaijan, Georgia, Ukraine, Kyrgyzstan), to gain information and insight into lessons learned that can guide OSI-Tajikistan’s engagement in the establishment of a national testing centre. Project is financed by the Open Society Institute Education Support Program. Project implementation period is April- September 2010.
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SYSTEMATIZING
ADVOCACY AND INFORMATION EXCHANGE CAMPAIGNS IN ORDER TO FACE NEW CHALLENGES IN
EDUCATION
The goals of the project are to: organize national forum – New challenges in education (to share results of the NEPC studies with different stakeholders of the education reform in Georgia); and systematize advocacy and information exchange campaigns and involve NGOs in the process of discussion of current state and intermediate results of the education reform in country. Project is financed by the Network of Education Policy Centers. Project implementation period is February- May 2011.
The goals of the project are to: organize national forum – New challenges in education (to share results of the NEPC studies with different stakeholders of the education reform in Georgia); and systematize advocacy and information exchange campaigns and involve NGOs in the process of discussion of current state and intermediate results of the education reform in country. Project is financed by the Network of Education Policy Centers. Project implementation period is February- May 2011.
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EDUCATION ACCESS AND EQUITY IN GEORGIA
The aim of the research project is to provide a look into
how education reform in Georgia affects access to educational services of IDP
children and children with disabilities on all levels of education, to what
extent policies address the reality on the ground, and what needs and shortages
remain to be dealt within short and mid-term perspective. Project is financed
by the Open Society Institute Education Support Program. Project implementation
period is July- December 2011.
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EXAMINING PRIVATE TUTORING PHENOMENON IN GEORGIA
The project aims to examine the scope and nature of private
tutoring in Georgia, assess its causes and effects, and propose policy
recommendations for regulatory practices of the phenomenon. Project is financed
by East-West Management Institute. Project implementation period is July-
December 2011.
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PRIVATE TUTORING PHENOMENON (II PHASE)
PRIVATE TUTORING PHENOMENON (II PHASE)
Financing agency: OSI/ESP
Narrative description of Project: The project took the
experience and results of the initial project ‘Monitoring of Private Tutoring’
as it’s starting point and offered further platform for understanding the
phenomenon, finding the possible policy options and advocating the policy
change regarding PT in the participating countries. Implementation period:
2009-2010
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Financing agency: OSI/ESP
Narrative description of Project: The task of the project
was to prepare a country report on parental informal payments to education. It
focused on schools as recipients of various financial donations and explored
the needs and forms of private contributions to schools; the share of private
funding in state financed education; the ways various financial donations are
administrated and registered. Implementation period: Nov. 2007- Oct 2009
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Financing agency: Ministry of Education and Science of
Georgia Narrative description of Project: Assessment of decentralisation
(school autonomy; administration and recourse centres) reform implementation
and elaboration of recommendations. Implementation period: Jun-Nov 2008
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Financing agency: Ministry of Education and Science of
Georgia Narrative description of Project: The main goal of the project was to
conduct survey about the Georgian high education system reform processes based
on Bologna Process Template for National Reports, 2008- Stocktaking Report.
Implementation period: Oct-Dec 2008
Attachment: Higher
Education Reform Outcomes
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Financing agency: Teacher Professional Development Center,
Ministry of Education and Science of Georgia Narrative description of Project:
The main goal of the project was to conduct survey about the teachers’ and
principals’ awareness about absolutely all aspects of the Teacher Professional
Development Center work, as well as about teachers’ attitude towards the
innovations of the TPDC. Implementation period: May-August 2009.
Attachment: TPDC
performance assessment by teachers
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A comprehensive training/consultation program targets staff
and management of HE institutions and includes 14 modules: Academic staff
(8modules):Curriculum development; Syllabus writing; ECTS (Europian Credit
Transfer System); Quality assurance; Main Principles of the Bologna Process;
International scientific cooperation with Europe ; Lifelong learning (LLL);
Project writing. Administration (6 modules): Main Principles of the Bologna
Process; Quality assurance ECTS; Institutional management; Academic staff
management; Project writing. During the report period EPPM established a pool
of experts, developed detailed description of courses, translated and adapted
materials and handouts for participants (The course is based mainly on the
materials of UNESCO). Our partner in the project is the Center for Social
Sciences, Georgia. INTRODUCING SELF-GOVERNANCE TOOLS IN SECONDARY SCHOOLS OF
GEORGIA (2006-2007) The goal of the project is to help schools meet the demands
of the reform that implies decentralization of schools through introducing
Boards of Trustees (BoT). For this reason EPPM and another Georgian non-profit
organization “Liberty Institute” conducted training in 1000 schools throughout
Georgia on strategic management, self-assessment issues, human resource
management, project management, financial management and fundraising. The
following activities had been implemented during the report period: The
management guide was prepared and submitted to the Ministry of Education and
Science for the final review. After the guide is revised according to the
feedback of MoE, we’ll publish and disseminate the guide in all Georgian
schools. About 60 trainers were trained during August through two cycle of a
special TOT program. Duration of each cycle was ten days and targeted 30
participants. From the end of August the training program for school boards started.
(1400 representatives from all Tbilisi Schools and most of the regional centers
have been trained). Partner: • Liberty Institute Donor: • OSI, OSGF
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(2006-2007) The goal of the project is to help schools meet
the demands of the reform that implies decentralization of schools through
introducing Boards of Trustees (BoT). For this reason EPPM and another Georgian
non-profit organization “Liberty Institute” conducted training in 1000 schools
throughout Georgia on strategic management, self-assessment issues, human
resource management, project management, financial management and fundraising.
The following activities had been implemented during the report period: The
management guide was prepared and submitted to the Ministry of Education and
Science for the final review. After the guide is revised according to the
feedback of MoE, we’ll publish and disseminate the guide in all Georgian
schools. About 60 trainers were trained during August through two cycle of a
special TOT program. Duration of each cycle was ten days and targeted 30 participants.
From the end of August the training program for school boards started. (1400
representatives from all Tbilisi Schools and most of the regional centers have
been trained). Partner: • Liberty Institute Donor: • OSI, OSGF
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EPPM starts a consultation program for schools in the processes
of strategic planning and budgeting to help them gain skills of participatory
planning through experience-based learning. In addition to this EPPM will
provide schools with a comprehensive reader as well as with various instruments
for school need assessment and performance monitoring.
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EPPM carried out a study examining the dynamics of private
tutoring (PT) in Georgia. Based on the study of factors influencing demand for
PT, and its effects on quality, equity, and ethics in education systems a set
of recommendations for improvement of the national policy was developed. The
case study was included in an international comparative report, which documents
and analyses private tutoring in nine countries of the post-social bloc. The
study report available from our website reviews situation before the
introduction of National Entrance Exams and provides baseline information for
subsequent studies of private tutoring patterns in Georgia. Donors: • Open
Society Institute/Education Support program (OSI ESP)
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The project aims to prepare country reports on parental
informal payments to education. The study will explore the needs and forms of
private contributions to schools. A list of services that are financed by
parents will systematize information about the needs according to urban and
rural schools in Georgia. Partners: • BCG –research company Donors: • OSI/ESP
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The project aims to contriute to integration of Internally
displaced persons through improved access to quality education. The network of
IDP organizations and individuals currently works on comments on the education
component of the state strategy on IDPs to ensure that: the state strategy
fully reflects the opinion of IDPs on various issues and strategies related to
education (segregated schools, teacher professional development, school
financing formula etc). The project also includes series of training for IDP
teachers, schools and NGOs as well as needs assessment and advocacy components.
The project is supported by the European Union. Partners: • School Family
Society Association. • The Center for Training and Consultancy Georgia • The
Abkhazian Ministry of Education in exile.
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From 2006 EPPM together with the National Curriculum and
Assessment Center implements a project aiming at piloting inclusive education
model in ten Georgian Schools. In the frames of the project EPPM initiated a
survey to identify public attitude towards inclusive education in ten pilot
schools – among teachers, administration, parents and children. The final
version of the report is available through our website. Results of the study
are used for planning relevant information campaign in the frames of the
project. Partners: • National Curriculum and Assessment Center Donors: •
Norwegian government • OSI/ESP
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PROJECT ON EVALUATION OF THE DEGREE OF
INTEGRATION AND HARMONIZATION OF THE SOUTH CAUCASUS STATES WITH 1997 LISBON
CONVENTION
The main objectives of the project were to carry out survey
to assess degree of the South Caucasus countries, integration and harmonization
with international standards in the field of higher education. The main element
of the Project activities was the cooperation with international organizations,
especially with Council of Europe and UNESCO. The Project included the
following activities: • Identification of factors hindering integration of
South Caucasus countries with Lisbon convention and harmonization with European
institutions and organisations. • Survey of organizations acting in the field
of higher education and their needs assessment. • Survey of regional
legislation in the field of higher education. • Identification of priorities
for integrating the South Caucasus countries with international educational
institutions and enforcement of Lisbon convention. • Survey of governmental
agencies involved in the policy development. • Analysis of public policy
setting process in the above field. • Advocacy for the adoption of
recommendations on public policy. • Creation of database of general information
and database on legal issues. Partners: . The association “Takhsil”
(Education), Republic of Azerbaijan. . The Armenian Center of Political Studies
and Education. Project implied consultations of an expert from the Central
European University. The consultant from outside the region provided mentorship
in developing the project. Donors: . South Caucasus Cooperation Program (SCCP)
. United States Agency for International Development (USAID) . Global Conflict
Prevention Fund . Foreign and Commonwealth office . Ministry of Defence .
Department for International Development of the British Government.
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The International Institute for Education Policy (IIEP)
initiated a research project to examine the private sector in higher education,
focussing mainly on transition economies. The IIEP organised a Policy Forum to
discuss and disseminate the findings of private education systems. The Policy
Forum was held in Tbilisi, Georgia on April 25 - 26, 2002 and was organised
jointly with the International Institute for Education Policy, Planning and
Management. Thirty-four policy-makers and researchers from Bangladesh, Georgia
and Kazakhstan participated in the Forum. The deliberations on the topic were
initiated by the presentation of the theme paper by the IIEP. This was followed
by the presentation of the findings of the individual country studies by the
authors and a discussion on each of the presentations. The discussions in the
Policy Forum indicated certain trends in the growth and expansion of the
sector. There is a need to redefine the role of the state. Even when the state
is unable to provide funding, it should provide a legal framework in which the
sector may operate; it must regulate both the expansion and operation of the
sector, promote research, and control quality. This was the first occasion for
the IIEP to organise a programme in Georgia and it was a rewarding experience.
The Policy Forum, which was launched by the opening speech of Mr. George
Tsereteli, Vice-Chairman of the Parliament of Georgia, received extensive media
coverage and public attention.
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EPPM developed the educational dictionary, which contains
education related terms and concepts. The task force included educators from
research institutes, schools and Higher Education Institutions,
non-governmental organizations, etc. Members of the TF were: George
Sharvashidze -team manager; Lika Glonti – Education Sector expert, Tbilisi
State University, project coordinator; Gia Murgulia – Education Sector expert,
City Council Member; Tamar Meipariqani – Director of Georgian Central Institute
for Teacher Training; Nana Prangishvili – Prof., Vice Rector, Tbilisi State
University of Language and Culture; Irine Gotsiridze – Prof., Georgian
Technical University; Mariam Mirianashvili – Prof., Tbilisi State University;
Ivane Kaladze – Prof., Center of Applied Pedagogy; Avtandil Arabuli – Prof.,
Institute for Linguistics, Academy of Sciences; Zurab Tsutskiridze – Prof.,
Center of Applied Pedagogy; Vachtang Amaglobeli – Prof., Vice-Rector, Kutaisi
State University; Michael Mindadze - Chief Advisor in Education at Tbilisi
Mayor's Office, City Council Member; Archil Samadashvili – Prof., Georgian
Technical University Our aim is to introduce a national source of reference in
the education field; Increase the knowledge of readers in education related
concept and terminology; and support the right understanding of the education
reform goals and objectives. The final editing was made by Lika Glonti and
Ivane Kaladze. The dictionary is available through EPPM website.
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education reform in the Caucasus, Central Asia, and
Mongolia, the book will describe a unique “post-socialist reform package” at
country-level, reflect on the outcomes of the implementation of the reform
package, and illustrate the various OSI responses to education change. The
volume will consist of nine country case studies, which are currently written
by project participants. The project is implemented with the financial support
of OSI Budapest.
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This project aims at developing relevant materials for
teaching and learning academic writing skills for students and teachers in
Georgia, as well as raising awareness and generating demand in academic writing
among important stakeholders and decision makers in the field of education. The
Project has the following objectives: To develop Academic Writing Course and
other relevant teaching materials; to prepare groups of subject teachers to
teach Academic Writing; to teach post-graduate students basic skills of
Academic Writing; to start and develop a discussion on the future status of an
Academic Writing among relevant stakeholders and decision makers. Preliminary
Results: The Project working group has developed Academic Writing Short Course
(duration: one month) for Post-graduate students (in Georgian); The Academic
Writing Center has been established at the Tbilisi State Pedagogical University
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DEMOCRATIZATION OF EDUCATIONAL
MANAGEMENT; INTRODUCTION OF THE PRINCIPLES OF TRANSPARENCY AND ACCOUNTABILITY
(2003-2004)
The main Objectives was the introduction of transparent,
accountable, equitable and efficient management of financial resources at all
levels (schools, local self-government bodies etc.). Increase of the
involvement of stakeholders in the processes of decision-making, implementing,
and monitoring; enhanced accountability of education officials to corresponding
communities. Target decision-making state body: Local self-government,
“Sakrebulo” Geographic areas covered: Tbilisi, Kutaisi, Rustavi, Telavi,
Akhaltsikhe, Akhalkalaki The progects leading member was IPPM The partners of
prigect were: NGO, Trade Union of Independent Teachers of Georgia,“Solidaroba”;
NGO, Trade Union of Education Sector Employees of Georgia; NGO, Business Center
of Akhalkalaki; Not registered association of Regional Education Center of
Samtskhe-Javakheti; NGO, “School, Family, Society”; NGO, Teachers and Parents
Association of Rustavi; NGO, Regional Center of Education Development of
Kakheti
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In March 2003, Tbilisi Sakrebulo (City Council) has
addressed the Institute with the request to develop Education Program for
Tbilisi. A group comprising representatives of various relevant agencies was
set up within Tbilisi Sakrebulo under the initiative of the Institute. On
January 27, 2004, Tbilisi City Council adopted the decree on the “Main
Directions for the Development of Tbilisi Education System”. The document was
elaborated by the International Institute for Education Policy, Planning and
Management (EPPM) and identifies key priorities to be undertaken by the local
government and self-government for further development of the education system
in the capital. EPPM take active participation in the implementation of the key
directions envisaged by the document.
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By the end of February 2003, The Institute has submitted to
Georgian Parliament ‘Amendments to the Education Law of Georgia’. The first
committee debates have been held on the 6th of March. These amendments mainly
aim to increase community (parent, teacher) involvement in the school
management and to make clear distinction between roles and responsibilities of
various players in the educational sector. The initiative is based on the outcomes
of a pilot project ‘Education Decentralization Management Development’
implemented in 31 schools of 4 regions of Georgia (Tbilisi, Adjara, Imereti,
Kvemo Kartli) in 2000-2002 years.
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During the period May 2002 – December 2002 EPPM developed an
advanced course for middle- and upper-managers and administrative staff of
Higher Education Institutions . The course was based on materials of
UNESCO/IIEP (International Institute for Education Planning). An agreement was
reached with UNESCO/IIEP on granting the right to EPPM on translating and using
the material of the IIEP training course, “Institutional Management of Higher
Education;” The IIEP training course was translated into Georgian; The course
was supplemented with study material and case studies from the Georgian context
(case studies on 3 main topics – Financial Management, Management of Academic
Staff, and Space Management – were worked out). Cases of other countries with
similar background and experience in the sector of higher education were also
covered in these materials (comparative case studies); University Rectors and
relevant high level decision makers were trained based on the IIEP course
(April, 2003); and The group of educators (26 persons) from State Pedagogical
University and Georgian Institute of public Affairs were trained.
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TRAINING OF TRAINERS AND EXPERTS IN
HAIGHER EDUCATION MANAGEMENT-AJOINT PROJECT OF EPPM AND GEORGIAN INSTITUTE OF
PUBLIC AFFAIRS (2002-2003)
The EPPM and GIPA(geogrian public effeirs institute) have
jointli develop the training program for education managers of higher education
institutions as well as ofprimary school system in Georgia. The need for this
type of training has been reflected in World Bank reports, situational analysis
of Georgian experts working on conceptual document on development of higher
education system in Georgia, recommendations and evaluations of various donors
concerning the issues of higher education system. Responding to this need EPPM
has carried out needs assessment and based on the findings has designed the
curriculum and training modules. The project was carried out in two stages:
selection and training of treners; training of experts in field of
Institutional management in higer education program. Donors: OSGF .EU
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CREATING DATABASE AND FASILITATING THE EMPLOYMENT OF EDUCATION PROFESIONALS (SEPTEMBER 2002 – FEBRUARY 2003)
Components/parameters and lay-out were worked out. A special
software to run the database has been installed. Information on the individuals
trained in various universities abroad as well as in leading Georgian
educational institutions in the field of education was obtained from donors and
relevant organizations, processed and entered in the database.
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The goal of the Center was to develop an interrelated system
allowing for inclusion of disabled children into various educational
institutions, educational processes and, ultimately, into the society The
Inclusive Education Support and Development Center (IESDC) has become an
associated member of the International Institute for Education Policy, Planning
and Management (EPPM). The mission of the Center is to promote principles of
inclusive education in Georgia. The Center aims at helping disabled children to
be effectively included in the process of general education, preparing them for
an independent life and later successfully integrating these children into
society The joint project of the IESDC and the EPPM was in a process of
development aiming at implementing changes in the Law on Education for the
development of special and inclusive education in Georgia.
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HIGHER EDUCATION LAW (2001-2003)
The overall objective of the project was to develop a Law on
Higher Education, which would serve as a basis for the reform of the higher
education system in Georgia. A team of Georgian experts started working on a
draft, the Law on Higher Education (HE). The process was supplemented by ten
Round Tables for all interested parties, as well as a special seminar for
journalists, and meetings with representatives of political parties and members
of the Parliament. The final draft was presented to the Parliament of Georgia
in February 2003. Donors: OSGF; COE.
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THE REFORM SUPPORT AGENCY (SEPTEMBER 2000
– JUNE 2002)
The Reform Support Agency (RSA) acted as an analytical
agency, assessing the current state of affairs in education, and elaborating
alternatives and trends of education reform. The RSA has also succeeded in
creating a number of policy-related papers: teacher demand and supply,
financing mechanisms of the educational system and fiscal transfers, and
scaling-up good practices in education. Through its reform support workshops
and model demonstrations, the RSA program contributed to creating need for
education reform in Georgia based on through policy analysis.
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The overall goal of the University Teacher Training Program
(UTTP) was to contribute to the development and restructuring of the current
system of teacher education. The Program operated on two levels: Capacity
building through institutional development (grants) and professional
development workshops; and affecting Policy through stakeholder discussions and
dissemination of information. The projects supported ranged from course development
and establishment of a pedagogical centre to introducing a new course credit
system in pre-service education. The project contributed to providing fair and
equal opportunities by specifically targeting pre-service institutions in the
regions. The UTTP supported two centers outside Tbilisi that promote
pedagogical change and link University teaching with secondary schools. .
Another benefit of targeting pre-service institutions was that it allowed
replication of the best practice of other OSI programs. The program introduced
the practice of Debate, Step by Step, and Reading and Writing for Critical
Thinking to a broader army of individuals who may initiate these practices in
their own institutions. The project also contributed to close student involvement
in the process of ongoing changes in pre-service teacher education.
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The core strategy of the Education Decentralization
Management Development (EDMD) project intended to develop management and
governance competence at various levels (regional, rayon, and municipal
education authorities) including the EDMD Core Team; and also to allow for the
implementation and adoption of the new management and governance model within
state schools. Based on the analysis of the piloting results the project team
has prepared recommendations regarding amendments to the Draft Decentralization
Decree and to the Law of Georgia on Education. A feasible model of a
decentralized-democratic educational management and governance was developed.
The main project outcomes were improved skills, knowledge, change in attitudes
and behaviours, as well as better status of the target groups. All the above
became possible due to the training component, mainly carried out by the EDMD
core team and project trainers.
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The Textbook Publishing Program (TPP) contributed directly
to policy support in Georgia by piloting an entirely new and transparent
process and open arrangements in regard to designing and selecting textbooks in
Georgia. As a direct result of the project’s activities legal for open
competition base was established - a decree was issued by the Ministry of
Education, approved by the Ministry of Justice, and passed by the Parliament.
This became the first attempt to shake the monopoly in the field of textbook selection
and production. The TPP has been successful in starting the debate on the place
of textbooks in the school system, and setting quality criteria regarding
content design, curriculum planning and pedagogy.
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The Parent-Teacher Associations (PTAs) program has been
developed to promote civic involvement and commitment to the education reform
efforts, and to change the culture and process of educational decision-making
into a more democratic one The program achieved the above aim by involving
parents in the school life and in the decision-making arrangements by making
schools more open to the community and stakeholders. Through its publications
(PTA presentation booklet, guidebook, and newsletter), conferences and contacts
with mass media (radio broadcasts, newspaper articles), the PTA program has
contributed to increasing public awareness on educational reform, to engaging
the community and parents in school life, and has promoted advanced methods of
teaching and parenting. While carrying out its various activities and primarily
while selecting PTA sites, the program has given special consideration to
involvement of schools from remote, economically underdeveloped, and ethnically
and culturally diverse rayons, communities, and neighbourhoods.
