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Study of the Higher Education Minority Quota System Policy in Georgia

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Study of the Higher Education Minority Quota System Policy in Georgia This research was conducted and the report was prepared by the Centre for Civil Integration and Inter-Ethnic Relations (CCIIR). The research was conducted in the framework of the Promotion of Integration, Tolerance and Awareness (PITA) Program funded by the United States Agency for International Development (USAID) and implemented by the United Nations Association of Georgia (UNAG). The views and opinions expressed herein are entirely those of the authors and should not be attributed in any manner to the USAID and the UNAG. 2 Study of the Higher Education Minority Quota System Policy in Georgia Study of the Higher Education Minority Quota System Policy in Georgia Research Report Authors: Shalva Tabatadze Natia Gorgadze Kakha Gabunia 3 Study of the Higher Education Minority Quota System Policy in Georgia ISBN: 978-9941-8-2238-4 ©Center for Civil Integration and Inter-Ethnic Relations Tbilisi 2020 4 Study of the Higher Education Minority Quota System Policy in Georgia CONTENT ACKNOWLEDGMENTS ............................................................................................................................................ 5 INTRODUCTION ..................................................................................................................................................... 6 CHAPTER I. OVERVIEW OF AFFIRMATIVE AVTION POLICY IN GEORGIA’S HIGHER EDUCATION .............................. 7 CHAPTER 2. RESEARCH METHODOLOGY .............................................................................................................. 10 RESEARCH OBJECTIVE AND QUESTIONS ............................................................................................................................ 10 RESEARCH METHODS ................................................................................................................................................... 10 1) SURVEY OF 12TH GRADERS IN NON-GEORGIAN SCHOOLS ………………………………………………………………………………………12 2) SURVEY OF THE STUDENTS IN THE ONE-YEAR GEORGIAN LANGUAGE PROGRAM ……………………………………………….………..16 3) FOCUS GROUPS WITH BACHELOR’S STUDENTS ENROLLED THROUGH THE QUOTA SYSTEM………………………………………………..16 4) FOCUS GROUPS WITH UNIVERSITY GRADUATES ENROLLED THROUGH THE QUOTA SYSTEM ……………………………………………….16 5) INTERVIEWS WITH PROGRAM HEADS AND TEACHERS ………………………………………………………………………………………..…..17 6) DESK RESEARCH…………………………………………………………….……………………………………………………………………………..17 DATA COLLECTION AND ANALYSIS …………………………….…………………………………………………………………………………..………..18 CHAPTER 3 ELABORATION AND TRANSFORMATION OF THE ONE-YEAR GEORGIAN LANGUAGE PROGRAM BETWEEN 2010-2019 ........................................................................................................................................... 19 CONCLUSION ........................................................................................................................................................... 24 CHAPTER 4 OVERVIEW OF THE SITUATION DURING THE IMPLEMENTATION OF THE QUOTA SYSTEM IN 2010-2019 ............................................................................................................................. 26 STUDENT DISTRIBUTION BY HEI. ………………………………………………………………………………………………………………………….. 27 STUDENT DISTRIBUTION ACROSS THE PROGRAMS ………………………………………………………………….………………………………..30 LOW GRADUATION RATES ……………………………………………………………………………………………….…………………………….…..34 GRANT ALLOCATION PATTERNS AND RELATED INEQUITIES ………………………………………………………………….………………….…..34 ANALYSIS OF THE RESULTS OF THE GENERAL SKILLS EXAM ………………………………………….………………………………………….…..35 CONCLUSION ........................................................................................................................................................... 37 CHAPTER 5. SURVEY OF 12TH GRADERS: FINDINGS AND CONCLUSIONS ………………………………………………………..… .38 5.1. STUDENTS’ PREPAREDNESS IN LANGUAGE AND SUBJECT COMPETENCIES AND SOCIAL SKILLS ................................................ 38 5.2. POST-GRADUATION PLANS...................................................................................................................................... 39 CONCLUSION ........................................................................................................................................................... 44 CHAPTER 6. EVALUATION OF THE ONE-YEAR GEORGIAN LANGUAGE PROGRAM’S EFFECTIVENESS: RESULTS AND CHALLENGES …………………………………………………………………………………………………… 45 6.1. SURVEY PARTICIPANTS’ DEMOGRAPHICS ................................................................................................................... 45 6.2. THE STUDENTS’ ASSESSMENT OF THE PROGRAM’S EFFECTIVENESS OVERALL..................................................................... 46 6.3. TEACHING METHODS ............................................................................................................................................. 48 6.4. EXTRACURRICULAR ACTIVITIES ................................................................................................................................. 56 6.5. USE OF TECHNOLOGY AND INTERNET PLATFORMS ........................................................................................................ 57 6.6. INFRASTRUCTURE FOR PROGRAM IMPLEMENTATION .................................................................................................... 59 6.7. STUDENTS’ ASSESSMENT OF THE PROGRAM BY HEI ..................................................................................................... 59 6.8. STUDENTS’ ATTITUDES/GENDER DIFFERENCES ............................................................................................................ 67 6.9. COMPARATIVE ANALYSIS OF STUDENTS’ PERCEPTIONS: COMPARISON OF CURRENT AND PREVIOUS SURVEY RESULTS ............... 67 6.10. COMPARISON OF RESULTS OF 2013 AND 2020 STUDIES ............................................................................................ 68 6.11. COMPARISON OF THE RESULTS FROM 2016 – 2020 ................................................................................................ 70 CONCLUSION ........................................................................................................................................................... 72 Study of the Higher Education Minority Quota System Policy in Georgia Study of the Higher Education Minority Quota System Policy in Georgia CHAPTER 7. STUDENTS’ PROBLEMS AND CHALLENGES IN UNDERGRADUATE STUDIES ........................................74 7.1. SPECIFIC REASONS FOR HIGH DROPOUT RATES OF STUDENTS ENROLLED THROUGH THE QUOTA SYSTEM .............................. 74 7.2. UNDERGRADUATE STUDENTS’ ACADEMIC, SOCIAL, AND CIVIC INTEGRATION ....................................................... 76 7.3. RESEARCH ON THE PROBLEMS THAT ETHNIC MINORITIES IN GEORGIAN HEI FACE................................................ 79. CHAPTER 8. THE EFFECTIVENESS OF THE QUOTA SYSTEM IN THE CONTEXT OF GRADUATES’ EMPOWERMENT AND INTEGRATION ……………………………….…………………………………………………………….………84 CHAPTER 9. RECOMMENDATIONS FOR METHODS TO IMPROVE POLICY …….…………….…………………………………90 REFERENCES ......................................................................................................................................................... 97 TABLES ................................................................................................................................................................. 99 FIGURES .............................................................................................................................................................. 100 Study of the Higher Education Minority Quota System Policy in Georgia Acknowledgements This research is the first attempt to summarize the higher education minority affirmative action policy introduced in 2009. The study explored 10 years' experience with the policy and its success stories and identified its problems and challenges as well. This document is an important resource for analysis, revision, and improvement of the policy on national minorities. This research is a result of the valuable input and efforts of its authors, as well as many other individuals involved. It would have been impossible to carry out the research without their commitment and motivation. Therefore, we would like to express our great appreciation to all of them. First, we would like to extend our thanks to The United Nations Association of Georgia, which gave us the opportunity to carry out this research as part of the USAID-funded project Promotion of Integration, Tolerance and Awareness (PITA) in Georgia. We would like as well to acknowledge the enormous support the staff members of our organization, Elene Jajanidze, and Tamar Antadze, provided at every stage of the study's implementation. We offer our thanks also to the students who conducted the fieldwork and collected all of the data. We extend our special thanks to the heads of the One Year Georgian Language Programs at each university involved. Together with them, we would like to thank the teachers and students of these universities for their time and collaboration, and for sharing their honest answers and interesting ideas. We are grateful as well to the non- Georgian school administrations for their support in conducting the survey research. We believe that the issues the research raised will be addressed appropriately by the policymakers, as well as the management of the university faculties and heads of the programs. Implementation of the recommendations provided in
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