The purpose of this research is to study access to general, vocational, and higher education levels for ethnic Azerbaijani and Armenian minorities in Georgia, drawing on comparisons between 2018 and 2024. It aims to identify barriers to participation and evaluate the effectiveness of policy interventions in addressing disparities promoting educational equity. In 2018, the research was conducted on a sample of 800 respondents from rural areas of Samtskhe-Javakheti and Kvemo Kartli. Data collection for 2024 was performed through secondary data, desk research and in-depth interviews with experts. In 2018, the survey showed that ethnic minorities had equal access to general and vocational education, but they perceived significant barriers in higher education. Key findings suggest that language proficiency remains the most significant barrier to educational attainment, especially higher education, despite government initiatives such as the "1+4" program and bilingual education efforts. Geographic isolation, restricted access to resources, and institutional barriers further lead to a lack of access for ethnic minorities and reinforce existing inequities. Although some progress has been observed, particularly in general and vocational education, ethnic minorities in Georgia continue to face pronounced disparities in higher education compared to their Georgian counterparts. This research points out the need to increase language support, develop targeted interventions in rural areas, and pursue inclusive educational policy to bridge the educational gap for ethnic minorities in Georgia.
Author (s) Details
Anastasia Kitiashvili
Tbilisi State University, 1 Chavchavadze ave, 0179 Tbilisi, Georgia.
Tamar Abashidze
Tbilisi State University, 1 Chavchavadze ave, 0179 Tbilisi, Georgia.
Irine Zhvania
Tbilisi State University, 1 Chavchavadze ave, 0179 Tbilisi, Georgia.
Please see the book here:- https://doi.org/10.9734/bpi/aoller/v9/3620
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