This article discusses the role of community-based day-care services in the lives of adults with intellectual disabilities in the Republic of Georgia. The study explores the impact of this service on users' social-adaptive skills, social life and sense of happiness, comparing service users and a matched comparison group. A mixed-methods approach was used to assess the influence of day-care-centre services on social adaptation and integration. Results indicated that the level of social-adaptive skills was higher for day-care-centre participants than for the comparison group along several key dimensions. Similarly, the level of social integration was higher for the day-care-centre group, although the two groups did not differ significantly on reported happiness. The findings from this study revealed that day-care-centre participants with intellectual disabilities enjoyed a greater degree of social interaction and socializing opportunities than their non-participant peers.
The aim of this article is to study teachers' attitudes toward assessment of students' learning and their assessment practices in Georgia's general educational institutions. Georgia is a country in the South Caucasus with a population of 4.5 million people, with 2300 general educational institutions and about 559,400 students. The research included 106 schools, 928 surveyed teachers, and 292 observed classes. Overall, teachers have positive attitudes toward using assessment methods that require cognitive complexity from students as well as asking questions that require higher level reasoning to answer. Although teachers' attitudes are related to their willingness toward using such assessment approaches in their classes to some extent, this research reveals the lack of correspondence between teachers' attitudes and their assessment practices. Cognitive complexity is not often emphasized in classroom practice.
The research aims to study the relationship between the status of unemployment and social identity and well-being of young people. We conducted a quantitative survey with 110 unemployed young people; In-depth interviews were conducted with 24 participants. Findings show that the experience of unemployment is negative. It causes financial problems, nurtures a feeling of dependence, negative social identity; it is also linked to reduced opportunities for social and cultural involvement. The attitude of society towards unemployed differs according to what unemployment is attributed to. It is more positive when it is assigned to the economic situation in the country and hence to a lack of jobs, but is more harmful when it is attributed to a lack of motivation or qualification of a person. To escape from the negative social identity unemployed young people trying social mobility. The long-term unemployed are more active than the shortterm unemployed. Unemployment effects well-being. Unemployed youth is less than the general population satisfied with their life although they have a similar level of self-esteem.
The aim of this research is to analyse the attitudes and perceptions by Georgian Azeri and Armenian ethnic minorities about the accessibility and barriers to acquire an education. The research includes three types of education: general, vocational education and training (VET), and higher education. The survey was carried out with 800 participants of both ethnic minorities in two regions of Georgia, Samtskhe-Javakheti and Kvemo Kartli . In-depth interviews were carried out with four experts working in the field of education for ethnic minorities. Respondents believe that they have more equal access to general education and VET while local Georgians have better access to higher education than ethnic minorities do. Attitudes of Ethnic Minorities correspond to their limited participation in Higher Education. The respondents identified poor knowledge of Georgian language (state language of Georgia) as the most significant barrier that excludes them from educational opportunities. This research provides evidence and a basis for formulating education policies for the Azeri and Armenian ethnic minorities living in Georgia. Key words: access to education, barriers to education, ethnic minorities.
The aim of this article is to study how environmental education is integrated into Vocational Education and Training (VET) in Georgia 1. The article covers analysis of the relevant documents, study of VET teachers' attitudes towards integrating environmental education into the VET and their teaching practices. The study was conducted using the qualitative and quantitative methods in 2014 in the capital city of Georgia, Tbilisi. Overall, teachers have positive attitudes towards integrating environmental education in VET. Although teachers' attitudes are related to their willingness toward implementing environmental topics in their classes to some extent, there is a lack of correspondence between teachers' attitudes and their assessment practices. The study identified barriers that teachers face in the teaching of environmental issues. Based on the findings the research provides recommendations at policy and delivery levels.
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