Liberal‐democratic Values and Secondary School: The Case of Georgia

Abstract

The paper focuses on studying the liberal-democratic values in the general education of Georgia. Based on the social interaction approach of political socialization, the article assesses pupils’ and teachers’ positions towards the liberal and democratic principles and values that have been declared policy goals of Georgia since 2004. Using DAP (Democracy-Autocracy Preference), DPE (Democratic Performance Evolution), and initially tested Lib-Dem (Liberal-Democratic) scales, 297 students and 121 teachers were surveyed. Results show that teachers demonstrate more liberal-democratic positions than pupils. Also, girls tend to be less supportive of authoritarian governments and share more liberal approaches than boys. A similar trend is observed comparing students from private and public schools. The type of school correlates to teachers’ results in supporting liberal and democratic positions. However, the more liberal-democratic positions the respondents share, the more likely they believe that “Georgian” and “Liberal” are incompatible. Also, respondents who see Georgia as a democratic country and are more proud to be members of Georgian society share less liberal and democratic principles and vice versa. The study shows how liberal and democratic declared and policy ideas are supported among respondents and what it means to Georgia and its education system. Based on the results and discussion, new research questions are articulated dealing with gender, the generation gap, and the importance of the type of school that needs to be examined more carefully using the social interaction approach and qualitative methods and techniques, as well.

"What Makes Education Policy Transfer Successful? The Case of the National Assessment and Examination Center of Georgia "

“…It has the following current parameters: US$ 5.015 -GDP per capita, 0.8 -Human Development Index (HDI), 36 -GINI index, and a population of less than 4 million (World Bank, 2022;Geostat, 2022). After regaining independence in 1991, Georgia faced civil conflicts and still struggles with creeping occupation by Russia (Kuroptev, 2020;Tabatadze, 2022;Vermetten, 2020). However, it is still described as a hybrid regime (Freedom House, 2022; Machitidze and Temirov, 2020).…”

“…Firstly, after independence till the Rose Revolution, the education system was driven by Soviet inertia. At the same time, the post-revolutionary period can be described as a deep and fostered pro-Western development path that changed the whole policy image, including the education policy shifts and practices (Tabatadze, Dundua and Chkuaseli, 2022). Secondly, the role of international organizations while transforming the national education system is vividly clear while examining the Georgian case.…”