Projects

THE STUDY ON IMPACT OF HIGH EDUCATION ON WORK FORCE FORMATION 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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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.
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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)
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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PARENTAL INFORMAL PAYMENT TO EDUCATION STUDY
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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MANAGEMENT DECENTRALIZATION REFORM RESULTS
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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RESEARCH ON HIGH EDUCATION REFORM RESULTS
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
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RESEARCH ON TEACHERS' AWARENESS AND ATTITUDES TOWARDS THE ACTIVITIES IMPLEMENTED BY TPDC
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.
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TRAINING AND CONSULTATION PROGRAM FOR HIGHER EDUCATION INSTITUTIONS IN INSTITUTIONAL MANAGEMENT
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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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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EDUCATION INSTITUTIONS QUALITY IMPROVEMENT PROGRAM FOR SCHOOLS(QIP)
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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MONITORING PRIVATE TUTORING: PUBLIC AWARENESS RAISING AND POLICY ADVOCACY CAMPAIGNS
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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PARENTAL INFORMAL PAYMENTS TO EDUCATION – STUDY (PIPES)
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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INTERNALLY DISPLACED PERSONS (IDP) INTEGRATION THROUGH EDUCATION
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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INCLUSIVE EDUCATION
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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IIEP POLICY FORUM ON PRIVATE HIGHER EDUCATION APRIL 25-26, 2002 TBILISI, GEORGIA
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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EDUCATION DICTIONARY
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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DEALING WITH THE POST-SOCIALIST EDUCATIONAL REFORM PACKAGE: FROM BAKU TO ULAANBAATAR
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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ACADEMIC WRITING COURSE (FOR PEDAGOGICAL UNIVERSITIES)
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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TBILISI EDUCATION PROGRAM (2003-2004)
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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AMENDMENTS TO THE LAW ON EDUCATION (2003)
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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TRAINING COURSE – “INSTITUTIONAL MANAGEMENT IN HIGHER EDUCATION” (2002-2003)
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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INCLUSIVE EDUCATION SUPPORT AND DEVELOPMENT CENTER (2002)
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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UNIVERSITY TEACHER TRAINING PROGRAM (APRIL 2000 – JUNE 2002)
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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EDUCATION DECENTRALIZATION MANAGEMENT DEVELOPMENT PROGRAM (DECEMBER 1999 – JUNE 2002)
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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TEXTBOOK PUBLISHING PROGRAM (AUGUST 1998 – SEPTEMBER 2002)
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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PARENT-TEACHER ASSOCIATIONS (FEBRUARY 1998 – DECEMBER 2001)
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.

 
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