po­l i­t i­k is do­k u­m en­t i - usaf­r­T xo sko­l a

1
bavSvze]
orientirebuli
skolis
gzamkvlevi

Tbilisi - 2012
4

proeqti – `bavSvze orientirebuli skolis advokatireba~ xorciel-

deba aRmosavleT-dasavleTis marTvis institutis (EWMI) progra-
mis – „saqarTveloSi sajaro politikis, advokatirebisa da samoqa-
laqo sazogadoebis ganviTarebis~ (G-PAC) farglebSi.
am programis ganxorcieleba SesaZlebeli gaxda amerikeli xalxis
gulisxmieri mxardaWeris Sedegad, amerikis SeerTebuli Statebis
saerTaSoriso ganviTarebis saagentos (USAID) dafinansebiT.
publikacia ar gamoxatavs USAID-is an amerikis SeerTebuli Statebis
mTavrobis Sexedulebebs.

Project `Advocacy for Child Friendly School~ is implemented through the Policy,
Advocacy, and Civil Society Development in Georgia (G-PAC) program of East-West
Management Institute (EWMI).
This program was made possible by the generous support of the American people
through the United States Agency for International Development (USAID).
The contents of this publication do not necessarily reflect the views of USAID or the
United States Government.

© samoqalaqo ganviTarebis instituti, 2012

ISBN 978-9941-0-4697-1
 5

`skola xom patara saxelmwifoa da am saxelmwifos

moqalaqeni misi aRsazrdelebi arian. dae, skola
demokratiulad iyos mowyobili, dae, misi marTva,
arsebiTad, moswavleTa xelSi gadavides. marTvis
cocxali praqtika gamoawrTobs mozardi Taobis
moqalaqeobriv xasiaTs… TviTmmarTvelobis Semo­
Reba aris moqalaqeobrivi grZnobebis aRzrdis
umniSvnelovanesi saSualeba. momavlis skola,
romlis mizani moqalaqeobrivad ganwyobili
xa­
sia­
Tis aRzrda iqneba, aucileblad bevrs
ifiqrebs sakolo cxovrebaSi mCqefare praq­
tikul saqmianobaze, romelic dReniadag
aRZravs bavSvebSi TviTmoqmedebas, iniciativas,
Seupovrobas~.

dimitri uznaZe, 1917 w.

 sarCevi

Se­sa­va­li...................................................................................5

so­fio gor­go­Ze, si­mon ja­na­Sia

usaf­r­Txo sko­lis po­li­ti­kis
al­ter­na­ti­u­li do­ku­men­ti, ..............................................7

na­Tia an­dRu­la­Ze,
Ta­mar mo­si­aS­vi­li, va­no ke­Way­ma­Ze
kvle­va-usaf­r­Txo sko­lis po­li­ti­ka
sa­qar­T­ve­lo­Si: wi­na­pi­ro­ba, Se­de­ge­bi da
da­mo­ki­de­bu­le­be­bi ...............................................................32

so­gio gor­go­Ze
kla­sis mar­T­va........................................................................81

si­mon ja­na­Sia
mos­wav­le­ze ori­en­ti­re­bu­li sas­ko­lo
fi­zi­ku­ri ga­re­mo...................................................................113

Sop­hia Gorgodze, Si­mon Ja­nas­hia

Scho­ol Sa­fety, Policy Paper, .......................................................156
 7

Se­sa­va­li

gzam­k­v­le­vi gan­kuT­v­ni­lia sajaro sko­lis ad­mi­nis­t­r­ci­i­sa da

mas­wav­leb­le­bis­T­vis, mos­wav­le­e­bis­T­vis, mSob­le­bis­T­vis, sa­me­
ur­veo sab­Wos wev­re­bis­T­vis, da­in­te­re­se­bu­li pi­re­bis­T­vis.

sa­xel­m­ZR­va­ne­lo ori na­wi­lis­gan Sed­ge­ba.

pir­vel na­wil­Si mo­ce­mu­lia usaf­r­Txo sko­lis po­li­ti­kis al­

ter­na­ti­u­li do­ku­men­ti da kvle­vis - `usaf­r­Txo sko­lis po­
li­ti­ka sa­qar­T­ve­lo­Si: wi­na­pi­ro­ba, Se­de­ge­bi da da­mo­ki­de­bu­
le­be­bi~ - an­ga­ri­Si.

usaf­r­Txo sko­lis po­li­ti­kis al­ter­na­ti­u­li do­ku­men­t­Si

mkiTx­ve­li ga­ec­no­ba sa­qar­T­ve­lo­Si ar­se­bul si­tu­a­ci­as, sa­er­
Ta­So­ri­so ga­moc­di­le­ba­sa da eq­s­per­te­bis mi­er mom­za­de­bul
re­ko­men­da­ci­ebs, rom­le­bic sko­lis war­mo­mad­gen­lebs da­ex­ma­
re­ba, sko­la­Si usaf­r­Txo­e­bis xa­ris­xi ga­zar­don; yu­radRe­ba
ga­a­max­vi­lon iseT sa­kiTxeb­ze, ro­go­re­bi­caa sko­lis usaf­r­
Txo­e­bis Se­fa­se­ba, pro­ces­ze ori­en­ti­re­bu­li mid­go­me­bis da­
ner­g­va, sxva­das­x­va prog­ra­mis gan­xor­ci­e­le­ba da sxva.

kvle­vis - `usaf­r­Txo sko­lis po­li­ti­ka sa­qar­T­ve­lo­Si: wi­na­pi­

ro­ba, Se­de­ge­bi da da­mo­ki­de­bu­le­be­bi~ - an­ga­ri­Si sko­lis war­
mo­mad­gen­leb­sa da ga­naT­le­bis spe­ci­a­lis­tebs stra­te­gi­u­li
geg­me­bis da­sax­va­Si da­ex­ma­re­ba. iden­ti­fi­ci­re­bu­li prob­le­me­
bis ana­li­zi ki sa­Su­a­le­bas mis­cems maT, ukeT ga­i­az­ron sa­qar­
T­ve­los sko­leb­Si ar­se­bu­li mdgo­ma­re­o­ba. ga­naT­le­bis po­li­
ti­kis gan­m­sazR­v­re­lebs kvle­va da­ex­ma­re­ba, ga­da­xe­don kon­t­
rol­ze ori­en­ti­re­bu­li sko­lis xist po­li­ti­kas, sa­xel­m­wi­fo
prog­ra­me­bi mo­ar­gon kvle­vis Se­de­gad iden­ti­fi­ci­re­bul sa­
Wi­ro­e­bebs, aRi­a­ron sko­leb­Si ar­se­bu­li si­tu­a­ci­is mra­val­fe­
rov­ne­ba da sko­lis ro­li - Ta­vad da­geg­mos da ga­daW­ras usaf­
r­Txo­e­bis mxriv ar­se­bu­li prob­le­me­bi.
wig­nis me­o­re na­wil­Si mo­ce­mu­lia praq­ti­ku­li re­ko­men­da­ci­e­
bis Sem­c­ve­li sta­ti­e­bi sko­lis ga­re­mo­sa da kla­sis mar­T­va­ze.
sko­lis ga­re­mo­sa da kla­sis efeq­tu­ri mar­T­vis ga­re­Se Se­uZ­le­
be­lia, sko­la usaf­r­Txod Ca­iT­va­los.
8

ro­go­ri un­da iyos sko­lis fi­zi­ku­ri ga­re­mo? ra re­sur­sebs

flobs sko­la, rom usaf­r­Txo ga­re­mo Ta­vad Seq­m­nas? ra cod­
na­sa da unar-Cve­vebs un­da flob­des mas­wav­le­be­li kla­sis
efeq­tu­ri mar­T­vis­T­vis? ro­gor mo­va­xer­xoT qce­vi­Ti prob­le­
me­bis mqo­ne bav­S­ve­bis sas­wav­lo pro­ces­Si Car­T­va? ro­gor vi­
Ta­nam­S­rom­loT maT mSob­leb­Tan? am da sxva kiTx­veb­ze pa­suxs
mkiTx­ve­li gzam­k­v­le­vis me­o­re na­wil­Si ipov­nis.
 9

po­l i­t i­k is do­k u­m en­t i - usaf­r­T xo sko­l a

9 ian­va­ri 2012w.

so­fio gor­go­Ze
si­mon ja­na­Sia

re­zi­u­me

po­li­ti­kis am do­ku­men­tis mi­za­nia, ga­dawy­ve­ti­le­bis mim­Reb

pi­rebs usaf­r­Txo sko­lis kon­cef­ci­is ga­um­jo­be­se­bis gze­bi
Ses­Ta­va­zos. do­ku­men­ti efuZ­ne­ba sa­qar­T­ve­los zo­gad­sa­gan­
ma­naT­leb­lo sis­te­ma­Si ar­se­bu­li vi­Ta­re­bis, po­li­ti­kis, sa­
mar­T­leb­ri­vi do­ku­men­te­bi­sa da sko­lis do­ne­ze vi­Ta­re­bis
Ses­wav­las. al­ter­na­ti­ve­bis Se­mu­Sa­ve­bi­sas gaT­va­lis­wi­ne­bu­lia
sas­ko­lo Za­la­do­bis Sem­ci­re­bis sfe­ro­Si sa­er­Ta­So­ri­so ga­
moc­di­le­ba da sa­mec­ni­e­ro cod­na.

usaf­r­Txo sko­lis kon­cef­cia un­da gu­lis­x­mob­des mos­wav­le­

e­bi­sa da per­so­na­lis usaf­r­Txo­e­bis far­To ga­ge­bas - ro­gorc
fi­zi­kur, ase­ve emo­ci­ur usaf­r­Txo­e­bas. mniS­v­ne­lo­va­nia mos­
wav­le­e­bis fi­zi­ku­ri usaf­r­Txo­e­ba. sko­lis ar­qi­teq­tu­ra, in­
ven­ta­ri, jan­sa­Ri kve­ba, ucxo pi­re­bis sas­ko­lo te­ri­to­ri­a­ze
SeS­ve­ba, ka­tak­liz­meb­Tan da sa­o­mar moq­me­de­beb­Tan da­kav­Si­re­
bu­li ru­ti­ne­bi da sxva wi­nas­wa­ri zo­me­bi mos­wav­le­e­bis fi­zi­
kur jan­m­r­Te­lo­bas­Tan da­kav­Si­re­bu­li ris­ke­bis Sem­ci­re­bas
ex­ma­re­ba.

am do­ku­men­tis mi­za­nia usaf­r­Txo sko­lis kon­cef­ci­is mxo­lod

er­Ti mi­mar­Tu­le­bis - Za­la­do­bis Sem­ci­re­bis - Tval­saz­ri­siT
re­ko­men­da­ci­e­bis Se­mu­Sa­ve­ba. Za­la­do­ba, ise­ve, ro­gorc sko­
lis usaf­r­Txo­e­ba, far­To Te­maa da mo­i­cavs ro­gorc mos­wav­
le­ebs So­ris ar­se­bul Za­la­do­bas, ise - zrdas­ru­leb­sa da bav­
S­vebs So­ris ar­se­bul prob­le­mebs.

do­ku­men­t­Si Zi­ri­Ta­di aq­cen­ti mos­wav­le­e­bis mi­er uer­Ti­er­

T­Cag­v­ris Sem­ci­re­ba­ze keT­de­ba. Cag­v­ras mra­va­li ga­mov­li­ne­ba
10 so­f io gor­g o­Z e, si­m on ja­n a­S ia

aqvs. is mo­i­cavs fi­zi­kur Se­u­racx­yo­fas, mu­qa­ras, da­Si­ne­bas,

Wo­re­bis gav­r­ce­le­bas, da­cin­vas, ga­riy­vas, ra­i­mes da­Za­le­bas,
ga­mo­Zal­vas, iar­li­ye­bis mi­we­be­bas da sxv.

Za­la­do­bis mo­cu­lo­bis Sem­ci­re­ba­ze zrun­va mniS­v­ne­lo­va­nia

imis­T­vis, rom ne­bis­mi­er mos­wav­les hqon­des pi­ro­be­bi, ra­Ta
Ta­vi maq­si­ma­lu­rad usaf­r­Txod ig­r­Z­nos da TviT­re­a­li­ze­ba
SeZ­los. Za­la­do­bis Sem­ci­re­ba mniS­v­ne­lo­va­nia usaf­r­Txo sa­
zo­ga­do­e­bis Ca­mo­ya­li­be­bis­T­vi­sac, rad­gan sko­la­Si Se­Ze­ni­li
cod­na, unar-Cve­ve­bi da Ri­re­bu­le­be­bi mniS­v­ne­lov­nad gan­
sazR­v­ravs zrdas­ru­lo­ba­Si mo­qa­la­qe­e­bis qce­vas. ase­ve cno­bi­
lia, rom Za­la­do­bis Sem­ci­re­ba sko­leb­Si da­de­bi­Tad aisa­xe­ba
ga­naT­le­bis xa­ris­x­ze.

sa­qar­T­ve­los zo­gad­sa­gan­ma­naT­leb­lo sis­te­ma­Si Cag­v­ras­Tan

da­kav­Si­re­bu­li prob­le­me­bis mi­ze­ze­bia is, rom:

• zo­gad­sa­gan­ma­naT­leb­lo sis­te­ma­Si sak­ma­ri­sad ar aris

da­ner­gi­li prog­ra­me­bi, rom­le­bic da­ex­ma­re­bo­da sko­
lebs maT sa­Wi­ro­e­beb­ze mor­ge­bu­li kon­k­re­tu­li mid­
go­me­bis sis­te­mu­rad da­ner­g­va­Si.
• usaf­r­Txo­e­bis uz­run­vel­yo­fis dRe­van­de­li sis­te­ma
sak­ma­ri­sad ar iye­nebs sko­la­sa da sa­zo­ga­do­e­ba­Si ar­se­
bul re­sur­sebs.
• zo­gad­sa­gan­ma­naT­leb­lo sis­te­mis mar­T­vis sxva­das­x­va
ele­men­ti, Se­saZ­loa, xels uwyob­des mos­wav­le­e­bis mi­
marT ise­Ti mid­go­me­bis Ca­mo­ya­li­be­bas, rac maT ga­riy­
vas uwyobs xels.
• usaf­r­Txo­e­bis dRe­van­de­li sis­te­ma uf­ro me­tad ori­
en­ti­re­bu­lia in­f­ras­t­ruq­tu­ra­ze, vid­re sa­Ta­na­do
pro­ce­se­bis Ca­mo­ya­li­be­ba/gan­vi­Ta­re­ba­ze da mos­wav­le­
eb­Si Ri­re­bu­le­be­bis dam­k­vid­re­ba­ze.
po­li­ti­kis do­ku­men­ti gvTa­va­zobs re­ko­men­da­ci­ebs Ti­To­e­u­
li prob­le­mu­ri mi­mar­Tu­le­bis­T­vis. Zi­ri­Ta­di re­ko­men­da­ci­e­
bia, rom:

• me­ti yu­radRe­ba mi­eq­ces sas­ko­lo per­so­na­lis­T­vis

mos­wav­le­Ta qce­ve­bis mar­T­vis stra­te­gi­e­bis Ses­wav­
po­l i­t i­k is do­k u­m en­t i - usaf­r­T xo sko­l a
11

las. sko­le­bis ad­mi­nis­t­ra­ci­as, man­da­tu­rebs, mas­wav­

leb­lebs, mSob­lebs, mos­wav­le­ebs un­da mi­e­wo­de­bo­deT
sa­Wi­ro li­te­ra­tu­ra, sa­kon­sul­ta­cio da sat­re­nin­go
ser­vi­se­bi.
• sko­lis da/an uf­ro far­To do­ne­ze un­da Ca­mo­ya­lib­
des ser­vi­se­bi, rom­le­bic mu­Sa­obs Za­la­do­bis pro­ces­
Si Car­Tul yve­la mxa­res­Tan (msxver­p­l­Tan, mo­Za­la­des­
Tan, Sem­s­w­re­eb­Tan).
• sko­leb­Si wa­xa­li­se­bu­li un­da iyos Za­la­do­bis faq­te­
bis ga­mov­le­na, ris­kis jguf­Si myo­fi mos­wav­le­e­bis mi­
marT in­k­lu­zi­u­ri mid­go­me­bis da­ner­g­va da sas­ko­lo sa­
zo­ga­do­e­bi­sa da sa­xel­m­wi­fos re­sur­se­bis maq­si­ma­lu­ri
mo­bi­li­za­cia.
• Ca­mo­ya­lib­des mka­fio sis­te­ma, rom­lis mi­xed­vi­Tac pa­
su­xis­m­geb­lo­ba da an­ga­riS­val­de­bu­le­be­bi efeq­tu­rad
ga­da­na­wil­de­ba sa­xel­m­wi­fos, sko­la­sa da sa­zo­ga­do­e­
bas So­ris.
12 so­f io gor­g o­Z e, si­m on ja­n a­S ia

1. sa­qar­T­ve­los ga­naT­le­bis sis­te­mis mdgo­ma­re­o­bis

mi­mo­xil­va usaf­r­Txo­e­bis Tval­saz­ri­siT

Za­la­do­bis prob­le­mis mo­cu­lo­ba sko­leb­Si

Za­la­do­ba, ker­Zod ki, Cag­v­ra (bul­l­ying) ise­ve, ro­gorc msof­

li­os mra­val qve­ya­na­Si, sa­qar­T­ve­los sko­leb­Sic gav­r­ce­le­
bu­lia. mi­u­xe­da­vad imi­sa, rom kvle­va am mi­mar­Tu­le­biT sak­ma­
od co­taa, bo­lo 5 wlis gan­mav­lo­ba­Si dag­ro­vi­li mo­na­ce­me­bi
cxad­yofs, rom mos­wav­le­e­bis sak­ma­od di­di ra­o­de­no­bis­T­vis
Za­la­do­ba sas­ko­lo cxov­re­bis na­wi­lia.

ga­e­ros bav­S­v­Ta fon­dis mi­er Ca­ta­re­bu­li kvle­vis mi­xed­viT,

mos­wav­le­e­bis ume­te­so­ba (77.5%) sko­la­Si Tavs yo­vel­T­vis
usaf­r­Txod Tvlis (UNICEF 2008). Tum­ca, ga­mo­kiTxul mos­wav­
le­Ta da­ax­lo­e­biT na­xe­var­ma ga­nacxa­da, rom bo­lo er­Ti wlis
gan­mav­lo­ba­Si sko­la­Si Za­la­do­bas­Tan hqon­da Se­xe­ba. kvle­vis
mi­xed­viT, Za­la­do­bis Se­sa­xeb uf­ro mets um­c­ro­si asa­kis (10-11
wlis) mos­wav­le­e­bi sa­ub­ro­ben. Za­la­do­ba sko­la­Si uf­ro nak­
le­bad aris gav­r­ce­le­bu­li Tbi­lis­Si, vid­re Tbi­li­sis ga­reT.
es kvle­va sak­ma­od de­ta­lur in­for­ma­ci­as gvaw­v­dis imis Se­sa­
xeb Tu ram­de­nad aris kav­Sir­Si sa­qar­T­ve­lo­Si Za­la­do­ba so­
ci­a­lur sta­tus­Tan. ama­ve kvle­va­ze day­r­d­no­biT, Cven gvaqvs
in­for­ma­cia imis Se­sa­xeb, Tu sad da ra pe­ri­od­Si xde­ba xol­me
Za­la­do­ba. kvle­va ase­ve gvaw­v­dis mniS­v­ne­lo­van in­for­ma­ci­as
Za­la­do­bis ga­mov­li­ne­be­bi­sa da ma­Ti gan­s­x­va­ve­bu­li gav­r­ce­le­
bis Se­sa­xeb go­go­nebs So­ris da bi­Webs So­ris.

ma­Te­ma­
ti­ kisa da sabunebismetyvelo sagnebis swavlisa da
swavlebis sa­er­Ta­So­ri­so kvle­vis Se­de­ge­bis TIMSS 2007 wlis
mo­na­ce­me­biT, ga­mo­kiTxul mos­wav­le­Ta da­ax­lo­e­biT 88%-is mas­
wav­leb­le­bis Se­fa­se­biT, sa­qar­T­ve­lo­Si sko­le­bi usaf­r­Txoa da
iq ar­se­bu­li usaf­r­Txo­e­bis zo­me­bi sak­ma­ri­sia. Ta­vad mos­wav­le­
e­bi am kvle­vis mi­xed­viT sxvag­va­rad xe­da­ven vi­Ta­re­bas. mer­vek­
la­sel­Ta 73%-ma aR­niS­na, rom is Za­la­do­bis msxver­p­li ar yo­fi­
la. es erT-er­Ti yve­la­ze da­de­bi­Ti Se­fa­se­baa im qvey­nebs So­ris,
rom­le­bic 2007 wels ik­v­li­es. sam­wu­xa­rod, im bav­S­ve­bis wi­li,
rom­le­bic am­bo­ben, rom Za­la­do­bis msxver­p­li ar yo­fi­lan, me­
oTxek­la­se­leb­Si ga­ci­le­biT da­ba­lia - 48% (Mullis 2008). ana­lo­
gi­u­ri mo­na­ce­me­bi gvaqvs ima­ve wels Ca­ta­re­bu­li sa­bu­ne­bis­mety­
ve­lo mec­ni­e­re­be­bis kvle­va­Sic (Martin 2008).
po­l i­t i­k is do­k u­m en­t i - usaf­r­T xo sko­l a
13

aras­rul­w­lo­van­Ta mi­er da­na­Sa­u­lis mo­cu­lo­ba, Si­na­gan saq­me­

Ta sa­mi­nis­t­ros in­for­ma­ci­iT, 2009 wels 595, xo­lo 2010 wels
- 543 Sem­Tx­ve­vas mo­i­cavs (Sss sta­tis­ti­ka). sta­tis­ti­kis sim­ci­
ri­dan ga­mom­di­na­re, Zne­lia imis Tqma, am Sem­Tx­ve­ve­bi­dan ram­
de­ni ukav­Sir­de­ba sas­ko­lo Za­la­do­bas. Cag­v­ris mra­va­li for­ma
Tu Sem­Tx­ve­va sa­mar­Tal­dam­ca­ve­bam­de ar mi­dis da, Se­sa­ba­mi­sad,
isi­ni sta­tis­ti­kis miR­ma rCe­ba.

ga­naT­le­bi­sa da mec­ni­e­re­bis sa­mi­nis­t­ros in­for­ma­ci­iT, man­

da­tu­re­bis sis­te­mis pi­lo­ti­re­bis dawye­bi­dan uk­ve ori kvi­ris
Tav­ze mniS­v­ne­lov­nad Sem­cir­da Za­la­do­ba sko­leb­Si (ba­ra­ba­Ze
2010). am sis­te­mis da­ner­g­vi­dan sam Tve­Si ki, sa­mi­nis­t­ros gan­
cxa­de­biT, praq­ti­ku­lad aR­mo­ifx­v­ra fu­lis ga­mo­Zal­vi­sa da
mos­wav­le­Ta da­pi­ris­pi­re­bis faq­te­bi im sko­leb­Si, rom­leb­sac
man­da­tu­re­bi hyav­da (ga­naT­le­bi­sa da mec­ni­e­re­bis sa­mi­nis­t­ro
12.11.2010). rTu­lia am mo­na­ce­meb­ze day­r­d­no­ba, rad­gan, er­Ti
mxriv, kvle­vis an­ga­ri­Si ar ga­moq­vey­ne­bu­la da, me­o­re mxriv,
Zne­li war­mo­sad­ge­nia, Tu ra me­To­do­lo­gi­iT aris Se­saZ­le­be­
li san­do kvle­vis Ca­ta­re­ba am va­deb­Si.

ius­ti­ci­is sa­mi­nis­t­ros mi­er Ca­ta­re­bu­li kvle­vis an­ga­ri­Sis

mi­xed­viT, 2011 wels, 2010 wel­Tan Se­da­re­biT, sa­zo­ga­do­e­ba­Si
gar­k­ve­u­li cvli­le­be­bi mox­da sko­lis usaf­r­Txo­e­bis aR­q­mis
Tval­saz­ri­siT (GORBI 2011). kvle­vis mi­xed­viT, mniS­v­ne­lov­nad
ga­i­zar­da (16%-dan 34%-mde) im ga­mo­kiTxul­Ta ricx­vi, ro­me­
lic mi­iC­nevs, rom bav­S­vi sko­la­Si Za­la­do­bis­gan sru­li­ad da­
cu­lia. da­ax­lo­e­biT ama­ve pro­cen­tiT Sem­cir­da ma­Ti ricx­vi,
vinc Tvlis, rom bav­S­vi sko­la­Si Za­la­do­bis­gan sru­li­ad an
ume­te­sad da­uc­ve­lia.

Za­la­do­bis prob­le­mis mar­T­va sis­te­mis

do­ne­ze - ar­se­bu­li po­li­ti­ka

sko­lis usaf­r­Txo­e­ba sa­qar­T­ve­los sa­xel­m­wi­fos mi­er erT-

erT pri­o­ri­te­tul mi­mar­Tu­le­bad aris miC­ne­u­li. am mi­mar­Tu­
le­bis pri­o­ri­te­tu­lo­ba Cans, ro­gorc sa­qar­T­ve­los mTav­ro­
bis gan­cxa­de­beb­Si, ise - ga­naT­le­bi­sa da mec­ni­e­re­bis sa­mi­nis­t­
ros bi­u­jet­Si.

usaf­r­Txo sko­lis kon­cef­ci­a­ze sa­u­ba­ria, ro­gorc ga­naT­le­

bi­sa da mec­ni­e­re­bis sa­mi­nis­t­ros pri­o­ri­te­te­bis am­sax­vel
14 so­f io gor­g o­Z e, si­m on ja­n a­S ia

do­ku­men­teb­Si, ise sa­qar­T­ve­los mTav­ro­bis stra­te­gi­ul do­

ku­men­t­Si 2011-2015 wle­bis­T­vis (sa­qar­T­ve­los mTav­ro­ba 2011).

do­ku­men­te­bis mi­xed­viT, ga­naT­le­bi­sa da mec­ni­e­re­bis sa­mi­nis­

t­ro sko­leb­Si usaf­r­Txo­e­bis zrdas ram­de­ni­me gziT cdi­lobs:
man­da­tu­re­bis sis­te­mis da­ner­g­va, sko­leb­Si fu­lis mi­moq­ce­vis
Sem­ci­re­ba, sko­leb­Si swavlebis sxva­das­x­va sa­fe­xu­ris da­na­wev­
re­ba, sko­leb­Si saT­val­T­va­lo ka­me­re­bis da­ye­ne­ba.

man­da­tu­re­bis sam­sa­xu­ri

man­da­tu­re­bis sis­te­ma qa­la­qe­bis sa­ja­ro sko­leb­Si da­i­ner­ga.

sa­xel­m­wi­fo aq­ti­u­rad cdi­lobs, es sis­te­ma ker­Zo sko­leb­Sic
ga­av­r­ce­los. man­da­tu­re­bis sis­te­mis da­ner­g­vis­T­vis, sa­xel­m­
wi­fom Seq­m­na spe­ci­a­lu­ri sa­a­gen­to ` sa­gan­ma­naT­leb­lo da­we­
se­bu­le­bis man­da­tu­ris sam­sa­xu­ri~. 2011 wlis sa­xel­m­wi­fo bi­u­
je­tis mi­xed­viT, am sam­sa­xur­Si saS­ta­to gan­ri­giT 934 ada­mi­a­ni
msa­xu­rob­da da sam­sa­xu­ris bi­u­je­ti da­ax­lo­e­biT 7.7 mi­li­on
lars Se­ad­gen­da (fi­nan­s­Ta sa­mi­nis­t­ro 2011).

man­da­tu­re­bis sam­sa­xu­ri ofi­ci­a­lu­rad sa­ja­ro Tu ker­Zo sko­

leb­Tan afor­mebs xel­Sek­ru­le­bas, rom­lis sa­fuZ­vel­zec sko­
lebs em­sa­xu­re­ba. man­da­tu­ris sam­sa­xu­ri, „zo­ga­di ga­naT­le­bis
Se­sa­xeb~ ka­no­ni­sa da mi­si de­bu­le­bis Ta­nax­mad, sxva miz­neb­Tan
er­Tad, zru­navs sko­leb­Si Za­la­do­bis Sem­ci­re­ba­ze (sa­gan­ma­
naT­leb­lo da­we­se­bu­le­bis man­da­tu­ris sam­sa­xu­ri 2010).

sa­xel­m­wi­fo mniS­v­ne­lo­van dro­sa da re­sur­sebs uT­mobs man­da­

tu­re­bis sam­sa­xu­ris efeq­tu­ro­ba­ze sa­u­bars sxva­das­x­va me­di­a­
sa­Su­a­le­bis ga­mo­ye­ne­biT, ag­reT­ve, so­ci­a­lur rek­la­mas. man­da­
tu­ris sam­sa­xu­ris da­ner­g­vas em­Tx­ve­va sa­zo­ga­do­e­bis mi­er sko­
le­bis uf­ro usaf­r­Txod aR­q­mis gaZ­li­e­re­ba. es, cxa­dia, sa­xel­
m­wi­fos mxri­dan mid­go­mis da­de­bi­Ti da mniS­v­ne­lo­va­ni Se­de­gia.

Tum­ca, man­da­tu­ris sam­sa­xu­ris da­ner­g­vas axa­li prob­le­me­bic

moh­y­va: Sem­cir­da sko­le­bis av­to­no­mia; Se­sus­t­da sko­lis ad­
mi­nis­t­ra­ci­is Za­la­uf­le­ba da mas­wav­leb­le­bis ro­li dak­nin­da.

mi­u­xe­da­vad imi­sa, rom, ka­non­m­deb­lo­bis mi­xed­viT, man­da­tu­ris

sam­sa­xu­ri sko­las­Tan xel­Sek­ru­le­bis sa­fuZ­vel­ze ur­Ti­er­
Tobs, re­a­lu­rad, sa­ja­ro sko­leb­Si man­da­tu­re­bis Sey­va­nas sa­
po­l i­t i­k is do­k u­m en­t i - usaf­r­T xo sko­l a
15

mi­nis­t­ro wyvets. Se­sa­ba­mi­sad, sa­ja­ro sko­las ar­Ce­va­ni ar ga­

aC­nia - hyav­des Tu ara man­da­tu­ris sam­sa­xu­ri. ase­ve, sko­la ver
ir­Cevs, Tu vin iq­ne­ba is kon­k­re­tu­li man­da­tu­ri, ro­me­lic mis
te­ri­to­ri­a­ze im­sa­xu­rebs. gav­r­ce­le­bu­li praq­ti­ka aC­ve­nebs,
rom man­da­tu­rebs di­di gav­le­na aqvT sko­lis ad­mi­nis­t­ra­ci­a­
ze.

arc ka­non­m­deb­lo­biT da arc praq­ti­ka­Si dam­k­vid­re­bu­li qce­

ve­bis sa­fuZ­vel­ze, sa­xel­m­wi­fo, ga­naT­le­bi­sa da mec­ni­e­re­bis
sa­mi­nis­t­ro, an mis daq­vem­de­ba­re­ba­Si ar­se­bu­li man­da­tu­ris
sam­sa­xu­ri ar Tvlis Tavs val­de­bu­lad, an­ga­ri­Si Ca­a­ba­ros kon­
k­re­tu­li sko­lis - an uf­ro far­To - sa­zo­ga­do­e­bas. do­ku­men­
ta­cia imis Se­sa­xeb Tu ra stra­te­gia an ra in­s­t­ruq­ci­e­bi aqvT
man­da­tu­rebs, sa­ja­rod xel­mi­saw­v­do­mi ar aris. sa­mi­nis­t­ro
ar aq­vey­nebs srul an­ga­riSs kvle­vi­sa, rom­lis sa­fuZ­vel­zec,
TiT­qos, gvaqvs ga­um­jo­be­se­ba usaf­r­Txo­e­bis Tval­saz­ri­siT.
sa­mi­nis­t­ros mi­er dam­k­vid­re­bu­li praq­ti­kis sa­fuZ­vel­ze, Se­
uZ­le­be­li xde­ba da­mo­u­ki­de­be­li kvle­ve­bis war­mo­e­ba sko­leb­
Si.

ar­se­bu­li vi­Ta­re­bis Se­sa­xeb sa­xel­m­wi­fos in­for­ma­cia efuZ­ne­

ba sko­la­Si man­da­tu­re­bis mi­er Seg­ro­ve­bu­l in­for­ma­ci­as. man­
da­tu­re­bi dar­R­ve­veb­Tan da­kav­Si­re­biT we­ren oq­mebs da an­ga­
ri­Sebs, rom­leb­sac ug­zav­ni­an Ta­vi­anT sam­sa­xurs (sa­mo­qa­la­qo
gan­vi­Ta­re­bis in­s­ti­tu­ti 2011). aqvs Tu ara sa­xel­m­wi­fos sxva
me­To­di in­for­ma­ci­is mo­po­ve­bis­T­vis, arc er­Ti ofi­ci­a­lu­ri
wya­ro­Ti ar das­tur­de­ba.

in­for­ma­ci­is mo­po­ve­bis es me­To­di prob­le­ma­tu­ria, rad­gan

man­da­tu­re­bis efeq­tu­ro­bis Se­fa­se­bis sis­te­mas ukav­Sir­de­ba.
man­da­tu­re­bi Se­saZ­loa da­in­te­re­se­bul­ni iy­v­nen dar­R­ve­ve­bis
ra­o­de­no­bis Se­sa­xeb in­for­ma­ci­iT ma­ni­pu­li­re­biT imis­T­vis,
rom ma­Ti sam­sa­xu­ris xel­m­ZR­va­ne­lo­bis mi­marT ar­se­bu­li mo­
lo­di­ne­bi ga­a­mar­T­lon. sa­ja­rod xel­mi­saw­v­do­mi in­for­ma­ci­is
sa­fuZ­vel­ze Zne­lia im me­qa­niz­mis da­nax­va, rom­li­Tac sa­xel­
m­wi­fos in­for­ma­ci­is ga­da­mow­me­ba Se­uZ­lia. kon­k­re­tul sko­
leb­Si ar xde­ba im ada­mi­a­ne­bis (mos­wav­le­e­bi, mSob­le­bi) ga­mo­
kiTx­va, rom­le­bic sa­xel­m­wi­fo struq­tu­rebs uSu­a­lod ar eq­
vem­de­ba­re­bi­an.
16 so­f io gor­g o­Z e, si­m on ja­n a­S ia

zo­gad­sa­gan­ma­naT­leb­lo sis­te­ma­Si xa­ris­xis

uz­run­vel­yo­fis me­qa­niz­me­bi

sa­xel­m­wi­fos mxri­dan zo­gad­sa­gan­ma­naT­leb­lo sko­le­bis xa­

ris­xis mar­T­vis mTa­va­ri me­qa­niz­me­bi sa­qar­T­ve­lo­Si av­to­ri­
za­ci­is, ak­re­di­ta­ci­is, bren­di­re­bi­sa da sas­ko­lo ga­mo­saS­ve­
bi ga­moc­de­bis sis­te­me­bia. amis gar­da, sa­xel­m­wi­fo erov­nu­li
sas­wav­lo geg­mis meS­ve­o­biT sas­wav­lo pro­ce­sebs, gri­fi­re­bis
pro­ce­du­riT - sas­wav­lo ma­sa­lebs, ser­ti­fi­ci­re­bis sis­te­miT
- mas­wav­leb­le­bis kva­li­fi­ka­ci­as are­gu­li­rebs. sa­xel­m­wi­fo,
ase­ve, ga­naT­le­bis mar­T­vis sa­in­for­ma­cio sis­te­mas ner­gavs.

arc er­Ti es me­qa­niz­mi ar ga­nawyobs sko­las Za­la­do­bis Sem­ci­

re­bis efeq­tu­ri me­qa­niz­me­bis amoq­me­de­bis­T­vis. zo­gi­er­Ti am
me­qa­niz­m­Ta­ga­ni, Se­saZ­loa, Za­la­do­bis prob­le­ma­ze adek­va­tu­
rad re­a­gi­re­bas xel­sac ki uS­li­des.

sko­le­bis bren­di­re­ba, ga­naT­le­bi­sa da mec­ni­e­re­bis sa­mi­nis­t­

ros gan­cxa­de­biT, imis­T­vis Se­iq­m­na, rom mSob­leb­ma icod­nen,
Tu ra xa­ris­xis ga­naT­le­bas aZ­levs sko­la maT Svi­lebs. ase­ve,
bren­di­re­bam xe­li un­da Se­uwyos sko­le­bis gan­vi­Ta­re­bas - kon­
ku­ren­ci­is gziT (sa­qar­T­ve­los ga­naT­le­bi­sa da mec­ni­e­re­bis
sa­mi­nis­t­ro 2010). sa­va­ra­u­dod, bren­di­re­bis kri­te­ri­u­me­bi Se­
mu­Sa­ve­bu­lia im gaT­v­liT, Tu ra mi­mar­Tu­le­biT un­da sa­xel­m­
wi­fos, rom gav­le­na iqo­ni­os sko­le­bis gan­vi­Ta­re­ba­ze.

sko­le­bis bren­di­re­bis kri­te­ri­u­mebs So­ris aris usaf­r­Txo­

e­bis mi­mar­Tu­le­bac. mow­m­de­ba, aris Tu ara sko­la­Si da­ra­ji,
dac­vis po­li­cia, man­da­tu­ri, eva­ku­a­ci­is geg­ma, vi­de­oT­va­li da
Ro­be. ar aris kri­te­ri­u­me­bi, rom­lis sa­fuZ­vel­zec sko­la ec­
de­bo­da, sa­ku­Ta­ri usaf­r­Txo­e­bis po­li­ti­ka, Za­la­do­bis Sem­ci­
re­ba­ze ori­en­ti­re­bu­li mid­go­me­bi hqo­no­da. ase­ve ar ar­se­bobs
kri­te­ri­u­me­bi, rom­le­bic aR­ricxav­da sko­la­Si Za­la­do­bis
ga­mov­li­ne­bebs an Za­la­do­bis aR­q­mas sas­ko­lo sa­zo­ga­do­e­bis
mxri­dan.

Se­sa­ba­mi­sad, bren­di­re­bis sa­fuZ­vel­ze xde­ba mxo­lod in­f­ras­

t­ruq­tu­riT (ada­mi­a­nu­ri, fi­zi­ku­ri da teq­no­lo­gi­u­ri) uz­
run­vel­yo­fis da ara usaf­r­Txo­e­bis mar­T­vis pro­ce­se­bis da­
ner­g­vis wa­xa­li­se­ba.
po­l i­t i­k is do­k u­m en­t i - usaf­r­T xo sko­l a
17

av­to­ri­za­ci­i­sa da ak­re­di­ta­ci­is pro­ce­sis far­g­leb­Si, sko­le­

bi val­de­bu­le­bi ari­an, sa­ku­Ta­ri Ta­vi sxva­das­x­va mniS­v­ne­lo­va­
ni mi­mar­Tu­le­biT Se­a­fa­son. ak­re­di­ta­ci­is in­s­t­ru­men­teb­Si ar
aris asa­xu­li sko­leb­Si usaf­r­Txo­e­bas­Tan da, aqe­dan ga­mom­di­
na­re, Za­la­do­bas­Tan da­kav­Si­re­bu­li sa­kiTxe­bi. av­to­ri­za­ci­is
stan­dar­t­sa da, Se­sa­ba­mi­sad, kiTx­var­Sic aris usaf­r­Txo­e­bas­
Tan da­kav­Si­re­bu­li sa­kiTxe­bi (ga­naT­le­bis xa­ris­xis gan­vi­Ta­
re­bis erov­nu­li cen­t­ri). Za­la­do­bas­Tan da­kav­Si­re­biT av­to­
ri­za­ci­i­sas, sko­lam un­da Se­a­fa­sos, Tu ram­de­nad aqvs mas sko­
la­Si wes­ri­gis dac­vis me­qa­niz­me­bi. gar­da ami­sa, ker­Zo sko­lebs
mo­eTxo­ve­baT vi­de­oT­va­lis meS­ve­o­biT sas­ko­lo pe­ri­met­ris
kon­t­ro­lic. av­to­ri­za­ci­is pro­ces­Tan da­kav­Si­re­bul re­ko­
men­da­ci­e­bis do­ku­men­teb­Si ar aris naT­q­va­mi, Tu ra Se­iZ­le­ba
igu­lis­x­me­bo­des wes­ri­gis dac­va­Si.

ise­ve, ro­gorc bren­di­re­bis Sem­Tx­ve­va­Si, sa­xel­m­wi­fo sko­le­

bis­gan ar elis ra­i­me kon­k­re­tu­li pro­ce­se­bi­sa da pro­ce­du­re­
bis ar­se­bo­bas Za­la­do­bis Sem­ci­re­bis kuTxiT. Tu bren­di­re­bis
sis­te­miT vi­de­o­kon­t­ro­lis wa­xa­li­se­ba xde­ba, av­to­ri­za­ci­is
da ak­re­di­ta­ci­is sis­te­miT es kon­t­ro­li sa­val­de­bu­loa mxo­
lod ker­Zo sko­le­bis­T­vis. arc bren­di­re­bis da arc av­to­ri­za­
cia/ak­re­di­ta­ci­is sis­te­ma­Si ar Cans kri­te­ri­u­me­bi, rom­le­bic
xels Se­uwyob­da sa­mi­nis­t­ros ori pri­o­ri­te­tis da­ner­g­vas:
sko­leb­Si fu­lis mi­moq­ce­vis Sem­ci­re­bas da sxva­das­x­va sa­fe­
xu­ris mos­wav­le­e­bis er­T­ma­ne­Tis­gan gan­cal­ke­ve­biT swav­le­bas.

erov­nu­li sas­wav­lo geg­mis far­g­leb­Si sas­ko­lo kul­tu­ras­

Tan da­kav­Si­re­biT naT­q­va­mia, rom sa­sur­ve­lia sko­lam ur­Ti­
er­T­pa­ti­vis­ce­mis at­mos­fe­ro da­ner­gos (erov­nu­li sas­wav­lo
geg­me­bi­sa da Se­fa­se­bis cen­t­ri 2011). mos­wav­lis qce­vis Se­sa­xeb
in­for­ma­ci­is mTav­ri mflo­be­lia dam­ri­ge­be­li. erov­nu­li sas­
wav­lo geg­mis mi­xed­viT, dam­ri­ge­be­li ata­rebs mos­wav­le­eb­Tan
re­gu­la­rul Sex­ved­rebs dawye­biT da sa­ba­zo sa­fe­xur­ze. dam­
ri­ge­be­li ase­ve xvde­ba mSob­lebs da ac­nobs maT mos­wav­lis qce­
veb­Tan da­kav­Si­re­bul in­for­ma­ci­as. mar­Ta­lia, erov­nu­li sas­
wav­lo geg­ma dam­ri­ge­bels ar uwe­sebs ra­i­me mka­fio pro­ce­du­rebs
imas­Tan da­kav­Si­re­biT, Tu ro­gor un­da da­ner­gos mos­wav­le­eb­Si
po­zi­ti­u­ri at­mos­fe­ro, mag­ram erov­nu­li sas­wav­lo geg­me­bi­sa da
Se­fa­se­bis cen­t­ris mi­er ga­moS­ve­bu­li sa­dam­ri­geb­lo sa­a­Tis gaz­
m­k­v­le­vi sa­sar­geb­lo rCe­vebs iZ­le­va amis Ta­o­ba­ze.
18 so­f io gor­g o­Z e, si­m on ja­n a­S ia

erov­nu­li sas­wav­lo geg­ma ase­ve are­gu­li­rebs mos­wav­le­e­bis

gac­de­nebs. Tu mos­wav­le sag­nis­T­vis gan­kuT­v­ni­li wli­u­ri sa­
a­Te­bis ra­o­de­no­bis ¼-ze nak­lebs ac­dens, mas, am geg­mis mi­xed­
viT, san­q­ci­e­bi ar emuq­re­ba. es Se­saZ­loa prob­le­mu­ri iyos im
mos­wav­le­eb­Tan mi­mar­Te­ba­Si, rom­le­bic Za­la­do­bis mi­mar­Tu­
le­biT ris­kis jgu­fis wev­re­bad ari­an miC­ne­ul­ni. aseT mos­wav­
le­ebs Ta­ma­mad Se­uZ­li­aT, ga­ac­di­non sko­la. sko­lis ad­mi­nis­
t­ra­cia val­de­bu­lia, da­in­te­res­des ase­Ti mos­wav­le­e­biT, Tu
isi­ni erT kvi­ra­ze mets ac­de­nen wi­nas­wa­ri gaf­r­Txi­le­bis ga­
re­Se.

erov­nu­li sas­wav­lo geg­ma sko­lebs aval­de­bu­lebs, rom sas­ko­

lo Si­na­ga­na­wes­Si iyos gaT­va­lis­wi­ne­bu­li ` so­ci­a­lu­ri qce­vis
spe­ci­fi­ku­ri in­s­t­ruq­ci­e­bi~, rom­le­bic emo­ci­u­ri da qce­vi­
Ti prob­le­me­bis mqo­ne mos­wav­le­e­bis­T­vis iq­ne­ba gan­kuT­v­ni­li.
sas­wav­lo geg­miT ase­ve gan­sazR­v­ru­lia, rom dis­cip­li­nu­ri
sas­je­le­bi mos­wav­lis Rir­se­bas ar un­da la­xav­des.

erov­nu­li sas­wav­lo geg­ma ga­mo­yofs e.w. gam­Wol kom­pe­ten­ci­

ebs, ro­mel­Ta gan­vi­Ta­re­ba­sac ne­bis­mi­e­ri sa­ga­ni un­da uwyob­
des xels. maT So­ri­saa e.w. ` so­ci­a­lu­ri da sa­mo­qa­la­qo kom­pe­
ten­cia~. Za­la­do­bis Sem­ci­re­bas­Tan kav­Sir­Si aq nax­se­ne­bia ise­
Ti mniS­v­ne­lo­va­ni kom­pe­ten­ci­e­bi, ro­go­re­bi­caa Ta­nam­S­rom­lo­
ba, sxvi­si uf­le­be­bis pa­ti­vis­ce­ma, Sem­wy­na­reb­lo­ba.

sa­mo­qa­la­qo ga­naT­le­bis kur­sis far­g­leb­Si mos­wav­le­e­bi swav­

lo­ben sxva­das­x­va gziT kon­f­liq­te­bis Ta­vi­dan aci­le­ba­sa da
ga­daW­ras. am kur­sis far­g­leb­Si isi­ni iRe­ben in­for­ma­ci­as ka­
non­m­deb­lo­bis, Ta­vi­suf­le­be­bi­sa da uf­le­be­bis Se­sa­xeb.

rom Se­va­ja­moT, erov­nu­li sas­wav­lo geg­ma, er­Ti mxriv, mo­u­

wo­debs sko­lebs, rom mos­wav­le­ebs as­wav­lon qce­va da Seq­m­nan
pi­ro­be­bi Ri­re­bu­le­be­bis gan­vi­Ta­re­bis­T­vis, me­o­re mxriv ki,
cdi­lobs ,zo­gi­er­Ti sag­nis far­g­leb­Si da dam­ri­geb­lis sa­a­Tis
meS­ve­o­biT da­a­val­de­bu­los sko­le­bi, rom aR­z­r­da for­ma­li­ze­
bul ga­re­mo­Si mox­des. erov­nu­li sas­wav­lo geg­mis sus­ti mxa­
rea is, rom ar iT­va­lis­wi­nebs kon­k­re­tul sko­la­Si ar­se­bu­li
kon­k­re­tu­li prob­le­me­bi­dan ga­mom­di­na­re swav­le­bas da uf­ro
me­tad stan­dar­tul mid­go­mebs gu­lis­x­mobs. mag. sa­dam­ri­geb­
lo sa­a­Tis gzam­k­v­le­vi, Zi­ri­Ta­dad, ur­Cevs sko­lebs, di­daq­ti­
ku­ri Si­na­ar­sis moTx­ro­beb­ze ref­leq­si­is meS­ve­o­biT as­wav­los
po­l i­t i­k is do­k u­m en­t i - usaf­r­T xo sko­l a
19

qce­va mos­wav­le­ebs. amav­d­ro­u­lad, ar aris Se­Ta­va­ze­bu­li, rom

sko­la­Si ar­se­bu­li kon­f­liq­te­bi­sa da Za­la­do­bis ga­mov­li­ne­
beb­ze struq­tu­ri­re­bul ga­re­mo­Si mox­des ref­leq­sia.

mas­wav­leb­le­bis ser­ti­fi­ci­re­ba xde­ba mas­wav­leb­lis pro­fe­si­

u­li stan­dar­tis mi­xed­viT (mas­wav­le­bel­Ta pro­fe­si­u­li gan­
vi­Ta­re­bis erov­nu­li cen­t­ri, 2008). stan­dar­tis na­wi­li exe­ba
mas­wav­leb­lis im kom­pe­ten­ci­ebs, rom­le­bic mos­wav­le­e­bis qce­
ve­bis re­gu­li­re­ba­sa da aR­z­r­das ukav­Sir­de­ba. imis ga­mo, rom
mas­wav­leb­le­bis stan­dar­ti sak­ma­od vrce­lia, am kom­pe­ten­ci­
e­bis Se­mow­me­ba sa­ser­ti­fi­ka­cio ga­moc­da­ze mxo­lod epi­zo­du­
rad xde­ba. Se­sa­ba­mi­sad, ser­ti­fi­ci­re­bis­T­vis mo­sam­za­de­be­li
kur­se­bic mxo­lod na­wi­lob­riv exe­ba dis­cip­li­nas­Tan da­kav­Si­
re­bul Te­mebs. gar­da ami­sa, am sa­kiTxeb­ze sa­qar­T­ve­lo­Si Za­li­
an co­ta ma­sa­laa ga­mo­ce­mu­li. Se­sa­ba­mi­sad, mas­wav­leb­lebs mo­
ti­va­cia da Se­saZ­leb­lo­be­bic nak­le­bad aqvT dis­cip­li­nas­Tan
da­kav­Si­re­bul ma­sa­lebs ser­ti­fi­ci­re­bis miz­ne­bi­dan ga­mom­di­
na­re dro da­uT­mon.

sa­a­tes­ta­to ga­moc­de­bi, rom­le­bic 2010 wli­dan Se­mo­vi­da, cxa­

dia, pir­da­pir ver imoq­me­debs sko­leb­Si Za­la­do­bis Sem­ci­re­
ba­ze. Tum­ca, sa­a­tes­ta­to ga­moc­de­bis Se­de­ge­bis sa­fuZ­vel­ze
xde­ba sko­lis di­req­to­re­bis efeq­tu­ro­bis Se­fa­se­ba (sa­qar­
T­ve­los mTav­ro­ba 2011). iner­ge­ba di­req­to­re­bis wa­xa­li­se­bi­
sa da das­jis for­me­bi. am­g­va­ri mid­go­ma mra­val qve­ya­na­Si da,
sa­va­ra­u­dod, sa­qar­T­ve­lo­Sic iw­vevs ris­kis jguf­Si myo­fi
mos­wav­le­e­bis ad­re­ul etap­ze ga­riy­vas. sko­lis ad­mi­nis­t­ra­
cia xSi­rad da­in­te­re­se­bu­li xde­ba, rom prob­le­mu­ri swav­lis
Se­de­ge­bis mqo­ne mos­wav­le ad­re­ul sa­fe­xur­ze­ve Ca­mo­a­So­ros
sko­las. swav­lis prob­le­me­bi xSi­rad qce­vis prob­le­meb­Ta­nac
aris ga­da­jaW­vu­li. Se­sa­ba­mi­sad, Se­saZ­loa sa­a­tes­ta­to ga­moc­
de­bis sis­te­mis am­g­var­ma ga­mo­ye­ne­bam Sec­va­los sko­lis ad­mi­
nis­t­ra­ci­is da­mo­ki­de­bu­le­ba sko­la­Si prob­le­me­bis Sem­q­ne­li
mos­wav­le­e­bis mi­marT da Se­saZ­loa, ad­mi­nis­t­ra­cia Se­e­ca­dos,
rom ase­Ti bav­S­ve­bi sko­li­dan mo­i­So­ron, maT­Tan mi­zan­mi­mar­
Tu­li da in­ten­si­u­ri mu­Sa­o­bis nac­v­lad. es ki, sa­va­ra­u­dod,
uar­yo­fi­Tad aisa­xe­ba sas­ko­lo kli­mat­ze.

ga­naT­le­bis mar­T­vis sa­in­for­ma­cio sis­te­mis na­wi­li, sa­mi­nis­

t­ros gan­cxa­de­biT, ma­le man­da­tu­re­bis sa­in­for­ma­cio sis­te­ma
20 so­f io gor­g o­Z e, si­m on ja­n a­S ia

iq­ne­ba. emis.ge-ze gan­Tav­se­bu­li in­for­ma­ci­is sa­fuZ­vel­ze vi­

gebT, rom am sis­te­miT man­da­tu­re­bi oq­me­bis eleq­t­ro­nul war­
mo­e­bas SeZ­le­ben. sam­wu­xa­rod, ga­naT­le­bi­sa da mec­ni­e­re­bis sa­
mi­nis­t­rom 2010 wlis dawye­bis Sem­deg SezRu­da xel­mi­saw­v­do­
mo­ba Zi­ri­Tad sta­tis­ti­kur mo­na­ce­meb­ze. am fon­ze, rTu­lia
prog­no­zi­re­ba, Tu ram­de­nad iar­se­bebs Se­saZ­leb­lo­ba, rom Za­
la­do­bas­Tan da­kav­Si­re­bu­li sta­tis­ti­ka xel­mi­saw­v­do­mi iyos
qvey­nis, re­gi­o­nis, ra­i­o­nis an da­sax­le­bu­li pun­q­tis do­ne­ze
imis­T­vis, rom sko­leb­ma gan­sazR­v­ron, Tu ra do­nis prob­le­ma
aqvT maT da es cod­na Ta­vi­anT sa­moq­me­do geg­me­bis Sed­ge­ni­sas
ga­mo­i­ye­non.

Tu sa­xel­m­wi­fo do­ne­ze zo­ga­di ga­naT­le­bis xa­ris­xis uz­run­

vel­yo­fis me­qa­niz­mebs Se­va­ja­mebT, Za­la­do­bis Sem­ci­re­bis
priz­ma­Si, er­Ti mxriv, Cans nak­le­bi aq­cen­ti sa­xel­m­wi­fos mxri­
dan sko­lis mi­er pro­aq­ti­u­li mid­go­me­bis da­ner­g­vis Tval­
saz­ri­siT. me­o­re mxriv, Cans aq­cen­ti, Zi­ri­Ta­dad, in­f­ras­t­
ruq­tu­ra­ze. ada­mi­a­nu­ri re­sur­se­bis gan­vi­Ta­re­ba­ze zrun­va am
mi­mar­Tu­le­biT ar aris wa­xa­li­se­bu­li. sas­wav­lo pro­ce­seb­Si
Za­la­do­bas­Tan da­kav­Si­re­bu­li mi­zan­mi­mar­Tu­li swav­le­ba, mar­
Ta­lia, Cans dawye­biT etap­ze sa­dam­ri­geb­lo sa­a­Ti­sa da sa­ba­zo
sa­Su­a­lo sa­fe­xur­ze, Zi­ri­Ta­dad, sa­mo­qa­la­qo ga­naT­le­bis kur­
sis far­g­leb­Si, mag­ram kon­k­re­tu­li qce­ve­bi­sa da ru­ti­ne­bis
swav­le­ba sas­ko­lo usaf­r­Txo­e­bis ra­i­me sis­te­mu­ri mid­go­mis
far­g­leb­Si ar das­tur­de­ba.

Za­la­do­bis prob­le­mis mar­T­va sas­ko­lo do­ne­ze

pa­su­xis­m­geb­lo­be­bis ar­se­bu­li ga­na­wi­le­ba

`zo­ga­di ga­naT­le­bis Se­sa­xeb~ sa­qar­T­ve­los ka­no­nis mi­xed­viT,

sa­xel­m­wi­fo zo­ga­di ga­naT­le­bis po­li­ti­kis Zi­ri­Ta­di miz­ne­bis
mi­saR­we­vad uz­run­vel­yofs zo­gad­sa­gan­ma­naT­leb­lo da­we­se­
bu­le­beb­Si Za­la­do­bis aR­mofx­v­ras (mux­li 3, pun­q­ti-z).

ama­ve ka­non­Si 2010 wels Se­ta­ni­li cvli­le­be­bis mi­xed­viT, sa­

gan­ma­naT­leb­lo da­we­se­bu­le­bis man­da­tu­ris sam­sa­xu­ri aris
is in­s­ti­tu­ti, ro­mel­sac sa­gan­ma­naT­leb­lo da­we­se­bu­le­ba­Si
mos­wav­le­Ta da stu­den­t­Ta jan­m­r­Te­lo­bi­sa da si­cocx­li­saT­
vis usaf­r­Txo ga­re­mos Seq­m­na eva­le­ba. man­da­tu­ris sam­sa­xu­ris
po­l i­t i­k is do­k u­m en­t i - usaf­r­T xo sko­l a
21

de­bu­le­bis Ta­nax­mad, es sam­sa­xu­ri sa­gan­ma­naT­leb­lo da­we­se­

bu­le­beb­Si sa­zo­ga­do­eb­ri­vi wes­ri­gis dac­vas ga­naT­le­bi­sa da
mec­ni­e­re­bis sa­mi­nis­t­ros sis­te­ma­Si Se­ma­val sa­ja­ro sa­mar­T­
lis iuri­di­ul pi­reb­Tan ga­for­me­bu­li xel­Sek­ru­le­be­bis sa­
fuZ­vel­ze axor­ci­e­lebs (mux­li1, pun­q­ti 1).

me­o­re mxriv, sa­ja­ro sko­lis di­req­to­ris stan­dar­t­Si, ro­

me­lic sko­lis di­req­to­ris cod­na­sa da una­rebs, pro­fe­si­ul
Ri­re­bu­le­beb­sa da val­de­bu­le­bebs mo­i­cavs, aR­niS­nu­lia, rom
` sa­ja­ro sko­lis di­req­to­ri uz­run­vel­yofs usaf­r­Txo da wa­
ma­xa­li­se­be­li sas­wav­lo ga­re­mos Seq­m­nas~.

aqe­dan ga­mom­di­na­re, er­Ti Se­xed­viT, lo­gi­ku­ria, rom di­req­

to­ri man­da­tu­ris sam­sa­xu­ris sa­Su­a­le­biT uz­run­vel­yof­des
mas­ze da­kis­re­bul mo­va­le­o­bas usaf­r­Txo ga­re­mos Seq­m­nis
Tval­saz­ri­siT, Tum­ca­Ra, am sam­sa­xu­ris war­mo­mad­ge­ne­li - man­
da­tu­ri - an­ga­riS­val­de­bu­lia ara sko­lis di­req­to­ris, ara­
med ga­naT­le­bi­sa da mec­ni­e­re­bis sa­mi­nis­t­ros mi­er da­fuZ­ne­
bu­li man­da­tu­ris sam­sa­xu­ris wi­na­Se, ro­me­lic, Ta­vis mxriv,
ga­naT­le­bi­sa da mec­ni­e­re­bis sa­mi­nis­t­ros wi­na­Sea pa­su­xis­m­ge­
be­li. ase­Ti praq­ti­ka Ta­vis­Ta­vad Se­saZ­le­be­lia, ro­de­sac er­
Ti sa­ja­ro sa­mar­T­lis iuri­di­u­li pi­ri kon­k­re­tul ser­viss
iRebs me­o­re sa­ja­ro sa­mar­T­lis iuri­di­u­li pi­ri­sa­gan xel­Sek­
ru­le­bis sa­fuZ­vel­ze da ser­vi­sis gan­ma­xor­ci­e­le­be­li pi­ri
pa­su­xis­m­ge­be­lia or­ga­ni­za­ci­as­Tan, ro­mel­sac is war­mo­ad­gens.
Tum­ca, xel­Sek­ru­le­ba­Si kon­k­re­tu­lad un­da iyos gan­sazR­v­
ru­li am ori ssip-is ur­Ti­er­To­ba. kon­k­re­tu­lad, man­da­tu­ris
sam­sa­xur­ma un­da aiRos gar­k­ve­u­li val­de­bu­le­be­bi sko­lis mi­
marT, rom­le­bic cal­sa­xad iq­ne­ba ga­we­ri­li xel­Sek­ru­le­ba­Si
da man­da­tu­ris sam­sa­xu­ri an­ga­riS­val­de­bu­li un­da iyos di­
req­to­ris wi­na­Se.

usaf­r­Txo ga­re­mos Seq­m­na ase­ve gvxvde­ba mas­wav­leb­lis auci­

le­be­li cod­ni­sa da una­re­bis Ca­mo­naT­val­Si - mas­wav­leb­lis
pro­fe­si­u­li stan­dar­tis mi­xed­viT. stan­dar­tis Ta­nax­mad,
mas­wav­le­bel­ma un­da ico­des, ro­gor Seq­m­nas mos­wav­le­e­bi­saT­
vis usaf­r­Txo da mzrun­ve­li ga­re­mo, ro­gor Ca­mo­a­ya­li­bos
mos­wav­le­ebs So­ris po­zi­ti­u­ri ur­Ti­er­To­be­bi da mo­ag­va­ros
kon­f­liq­te­bi mSvi­do­bi­a­ni gziT.

pa­su­xis­m­geb­lo­be­bis ar­se­bul ga­da­na­wi­le­ba­Si, moq­me­di ka­no­

22 so­f io gor­g o­Z e, si­m on ja­n a­S ia

ni­sa da stan­dar­te­bis mi­xed­viT, usaf­r­Txo­e­ba­ze pa­su­xis­m­ge­

be­lia ro­gorc mas­wav­le­be­li, ase­ve di­req­to­ri da man­da­tu­ri.
Tum­ca, iqe­dan ga­mom­di­na­re, rom mas­wav­leb­lis stan­dar­ti gan­
sazR­v­ravs mas­wav­leb­lis im mo­va­le­o­bebs, rom­le­bic ase­ve man­
da­tu­ris mo­va­le­o­be­bis nus­xa­Si Se­dis ka­no­nis mi­xed­viT (mag.
kon­f­liq­te­bis mog­va­re­ba, mos­wav­le­Ta So­ris da­pi­ris­pi­re­bis
aR­mofx­v­ra, d.a.S.), bun­do­va­nia, kon­k­re­tu­lad ra­zea mas­wav­le­
be­li, di­req­to­ri da man­da­tu­ri pa­su­xis­m­ge­be­li usaf­r­Txo­e­
bis Tval­saz­ri­siT da sad ik­ve­Te­ba ma­Ti uf­le­ba-mo­va­le­o­be­bi.

pa­su­xis­m­geb­lo­be­bis ga­na­wi­le­ba sko­la­Si usaf­r­Txo

ga­re­mos uz­run­vel­yo­fis Tval­saz­ri­siT

saxelmwifo
(Zaladobis aRmofxvra)

mandaturis samsaxuri
(usafrTxo garemos Seqmna)

direqtori
(usafrTxo garemos Seqmna)

maswavlebeli
(usafrTxo garemos Seqmna)

ase­Ti bun­do­va­ne­ba ar­Tu­lebs ur­Ti­er­To­bebs am sam pa­su­xis­m­

ge­bel su­bi­eqts So­ris da maT So­ris am kuTxiT da­Za­bu­lo­bis
war­moq­m­nis sa­fuZ­vels iZ­le­va, rac, Ta­vis mxriv, ma­Ti sa­er­To
miz­nis miR­we­vas ga­ar­Tu­lebs.

man­da­tu­ris sam­sa­xu­ris veb­g­ver­dis xSi­rad das­mu­li Se­kiTx­

ve­bis gver­d­ze mo­ce­mul gan­mar­te­beb­Si mox­se­ni­e­bu­lia man­
da­tu­ri­sa da pe­da­go­gis ur­Ti­er­T­Ta­nam­S­rom­lo­bis erT-er­Ti
for­ma: `pe­da­gogs uf­le­ba aqvs, mo­ix­mos man­da­tu­ri, ro­de­sac
ad­gi­li aqvs mos­wav­le­Ta So­ris kon­f­liq­tu­ri si­tu­a­ci­is ar­
se­bo­bas, an saf­r­Txe eq­m­ne­ba mos­wav­lis, mas­wav­leb­lis an sxva
pi­ris si­cocx­les an jan­m­r­Te­lo­bas. am Sem­Tx­ve­va­Si, pe­da­gogs
po­l i­t i­k is do­k u­m en­t i - usaf­r­T xo sko­l a
23

uf­le­ba aqvs mi­mar­Tos man­da­turs. Tum­ca, aq ar aris gan­mar­

te­bu­li, Se­uZ­lia Tu ara mas­wav­le­bels, Ta­vad ga­na­xor­ci­e­los
in­ter­ven­cia. ka­no­nis Ta­nax­mad, ara­vis aqvs uf­le­ba, Ca­e­ri­
os man­da­tu­ris saq­mi­a­no­ba­Si mi­si sam­sa­xu­reb­ri­vi mo­va­le­o­
bis gan­xor­ci­e­le­bi­sas. Se­sa­ba­mi­sad, isic ga­ur­k­ve­ve­lia, un­da
imoq­me­dos Tu ara mas­wav­le­bel­ma, ro­de­sac is da man­da­tu­ri
er­Tad aR­moC­n­de­bi­an kon­f­liq­tur si­tu­a­ci­a­Si.

aR­sa­niS­na­via is faq­tic, rom, ka­no­nis mi­xed­viT, mos­wav­le­Ta

da Ta­nam­S­ro­mel­Ta Sro­mis da dis­cip­li­nu­ri ga­dac­do­mis gan­
xil­vis miz­niT, sko­la­Si dis­cip­li­nu­ri ko­mi­te­ti ar­se­bobs.
man­da­tu­ri uf­le­ba­mo­si­lia, da­es­w­ros aR­niS­nu­li ko­mi­te­tis
sxdo­mebs da maT wi­na­Se da­a­ye­nos mi­si uf­le­ba­mo­si­le­bis­T­vis
mi­kuT­v­ne­bu­li sa­kiTxe­bi. Tum­ca­Ra, ar­sad aris ga­mij­nu­li da
gan­mar­te­bu­li ko­mi­te­tis wev­re­bi­sa da man­da­tu­ris Ta­nam­S­
rom­lo­bi­sa da an­ga­riS­val­de­bu­le­bis de­ta­le­bi.

praq­ti­ku­li Tval­saz­ri­siT, ka­non­m­deb­lo­ba­Si mo­ce­mu­li pa­su­

xis­m­geb­lo­be­bis ga­da­na­wi­le­bis sqe­mis mi­xed­viT, Se­uZ­le­be­lia
pa­su­xi ga­e­ces iseT praq­ti­kul kiTx­vebs, ro­go­rebi­caa: 1. ras
ake­Tebs mas­wav­le­be­li, ro­de­sac Se­es­w­re­ba mos­wav­le­Ta So­ris
da­pi­ris­pi­re­bas: Ta­vad moq­me­debs mas­wav­leb­lis stan­dar­tiT
gan­sazR­v­ru­li cod­nis far­g­leb­Si, Tu mxo­lod man­da­tu­ris an
di­req­to­ri­sad­mi in­for­ma­ci­is ga­da­ce­miT Se­mo­i­far­g­le­ba da
Ta­vi­dan ici­lebs kon­f­liq­tis mSvi­do­bi­a­ni gziT mog­va­re­bis
pa­su­xis­m­geb­lo­bas? 2. vin gan­sazR­v­ravs man­da­tu­ris mi­er kon­
f­liq­tis mSvi­do­bi­a­ni aR­mofx­v­ris stra­te­gi­is efeq­tu­ro­bas?
3. vis mi­mar­Tavs mas­wav­le­be­li mas­ze mos­wav­lis an sxva per­so­
na­lis mxri­dan mu­qa­ris Sem­Tx­ve­va­Si? 4. ra me­qa­niz­me­bi­Taa uz­
run­vel­yo­fi­li mos­wav­le­Ta da sxva per­so­na­lis emo­ci­u­ri da
fsi­qo­lo­gi­u­ri usaf­r­Txo­e­ba? 5. ram­de­nad Se­ic­va­la/mo­di­fi­
cir­da sko­lis dis­cip­li­nu­ri ko­mi­te­tis ro­li sko­la­Si man­da­
tu­ris Se­mos­v­lis Sem­deg d.a.S.

pre­ven­ci­is, in­ter­ven­ci­is da re­a­gi­re­bis for­me­bi

2010-2011 wlis ga­mow­ve­ve­bis do­ku­men­tis mi­xed­viT, sko­lis

usaf­r­Txo­e­ba da, Se­sa­ba­mi­sad, Za­la­do­bis prob­le­mis mar­T­va
sas­ko­lo do­ne­ze Sem­deg Zi­ri­Tad Ro­nis­Zi­e­bebs mo­i­cavs:
24 so­f io gor­g o­Z e, si­m on ja­n a­S ia

• sas­ko­lo man­da­tu­re­bis in­s­ti­tu­tis Seq­m­na

• sko­le­bis sam sa­fe­xu­rad da­yo­fa
• sak­re­di­to ba­ra­Te­bis Se­mo­Re­ba da fu­lis ak­r­Zal­va
sko­leb­Si
am Ro­nis­Zi­e­be­bi­dan - man­da­tu­re­bis saq­mi­a­no­bis da uf­le­ba-
mo­va­le­o­be­bis aR­we­ri­dan ga­mom­di­na­re - Se­iZ­le­ba vi­va­ra­u­doT,
rom maT aqvT ro­gorc pre­ven­ci­is, ase­ve in­ter­ven­ci­i­sa da re­
a­gi­re­bis mo­va­le­o­ba.

prevencia intervencia reagireba

soc. qcevis
problemebis
mqone
perimetris moswavlesTan samarTaldarRvevis
kontroli urTierToba, aRkveTa
qcevaze
dakvirveba da
kontroli

mSoblis,
moswavleebi­
Sesabamisi piris
saTvis
informireba
danaSaulTan Sinaganawesis Sesrulebis
socialuri qcevis
dakavSirebuli kontroli
problemebis
informaciis
mqone moswavleTa
miwodeba
qcevis Sesaxeb

sagangebo situaciebSi
moswavleTa /personalis
dacva

mediatoris rolis
Sesruleba, konfliqtis
mogvareba

Cxrekis Catareba

kanonmdeblobiT
gansazRvrul
SemTxvevebSi specialuri
saSualebebis gamoyeneba
po­l i­t i­k is do­k u­m en­t i - usaf­r­T xo sko­l a
25

ro­gorc vxe­davT, man­da­tu­ris mo­va­le­o­be­bis udi­de­si na­wi­li

gaT­v­li­lia re­gi­re­ba­ze da Se­da­re­biT nak­le­bi ad­gi­li eT­mo­ba
Za­la­do­bis pre­ven­ci­as.

rac Se­e­xe­ba sko­le­bis da­yo­fas sa­fe­xu­re­bis mi­xed­viT da sak­

re­di­to ba­ra­Te­bis Se­mo­Re­bas, isi­ni pre­ven­ci­ul zo­me­bad ga­
ni­xi­le­ba. Tum­ca­Ra, sak­re­di­to ba­ra­Te­bis da sko­le­bis sa­fe­
xu­re­bad da­yo­fa, jer­je­ro­biT, ma­sob­ri­vad ver mo­xer­x­da da
maT war­ma­te­ba­zec rTu­lia sa­u­ba­ri.

ga­da­saW­re­li prob­le­me­bi

dRe­i­saT­vis moq­me­di ka­non­m­deb­lo­biT, yve­la sko­las er­T­na­i­ri

usaf­r­Txo­e­bis me­qa­niz­me­bis da­ner­g­va mo­eTxo­ve­ba, ma­Sin, ro­
ca sko­lis mde­ba­re­o­bis mi­xed­viT, usaf­r­Txo­e­bi­saT­vis sa­Wi­ro
zo­me­be­bi gan­s­x­va­ve­bu­lia. ma­ga­li­Ti­saT­vis, zo­gi­erT sko­la­Si
Se­saZ­loa sa­er­Tod ar iyos sa­Wi­ro kon­k­re­tu­li per­so­na­li,
ro­me­lic sko­lis pe­ri­met­ris kon­t­rols ga­na­xor­ci­e­lebs.

ase­ve, ze­moT aR­niS­nu­li­dan ga­mom­di­na­re, imi­saT­vis, rom sko­

lis usaf­r­Txo­e­ba efeq­tu­rad iq­nas uz­run­vel­yo­fi­li, mniS­
v­ne­lo­va­nia uf­le­ba-mo­va­le­o­be­bis da an­ga­riS­val­de­bu­le­bis
mka­fio ga­na­wi­le­ba mas­wav­le­bels, man­da­turs, dis­cip­li­nur
ko­mi­tets Tu di­req­tors So­ris. mTli­a­nad sko­las da Tems un­
da hqon­des Ta­vi­si fun­q­cia da ro­li Za­la­do­bis aR­mofx­v­ris
uz­run­vel­sa­yo­fad.

gar­da ami­sa, mniS­v­ne­lo­va­nia, sko­la­Si uf­ro me­ti pre­ven­ci­u­li

Ro­nis­Zi­e­ba ga­tar­des, rac Se­am­ci­rebs mud­mi­vad prob­le­ma­ze
re­a­gi­re­bis sa­Wi­ro­e­bas (mag. aseT pre­ven­ci­ul Ro­nis­Zi­e­bebs
mi­e­kuT­v­ne­ba so­ci­a­lu­ri una­re­bis swav­le­ba, ku­ri­ku­lu­mis Se­
sa­ba­mi­si res­t­ruq­tu­ri­za­cia, an­ti­so­ci­a­lu­ri qce­vis ad­re­u­
li iden­ti­fi­ka­cia, po­zi­ti­u­ri sas­ko­lo dis­cip­li­nis sis­te­mis
Ca­mo­ya­li­be­ba d.a.S.)

Tu­ki man­da­tu­ris mo­va­le­o­bebs pro­ces­ze da pro­duq­t­ze ori­

en­ti­re­bu­li Ro­nis­Zi­e­be­bis Wril­Si gan­vi­xi­lavT (ix. Ta­vi sa­
er­Ta­So­ri­so ga­moc­di­le­bis Se­sa­xeb), aR­sa­niS­na­via, rom ma­Ti
mo­va­le­o­be­bis ume­te­so­ba pro­duq­t­zea ori­en­ti­re­bu­li, rac
ase­ve kiTx­vis niS­nis qveS aye­nebs am Ro­nis­Zi­e­be­bis efeq­tu­ro­
bas grZel­va­di­an per­s­peq­ti­va­Si.
26 so­f io gor­g o­Z e, si­m on ja­n a­S ia

sa­er­Ta­So­ri­so ga­moc­di­le­ba

sa­er­Ta­So­ri­so ga­moc­di­le­bas Tu ga­dav­xe­davT, Zi­riT­dad,

ga­mo­i­yo­fa usaf­r­Txo­e­bis a) pro­ces­ze da­fuZ­ne­bu­li mid­go­
ma, ro­me­lic Zi­ri­Ta­dad sas­ko­lo kli­ma­tis ga­um­jo­be­se­ba­zea
ori­en­ti­re­bu­li da pre­ven­ci­u­li efeq­ti aqvs da b) pro­duq­t­ze
da­fuZ­ne­bu­li mid­go­ma, rac prob­le­mis mok­le­va­di­an ga­daW­ra­
zea ori­en­ti­re­bu­li da nak­le­bad uwyobs xels Za­la­do­bis pre­
ven­ci­as.

pro­duq­t­ze da­fuZ­ne­bu­li mid­go­ma dac­vas, ka­me­rebs, de­teq­

to­rebs, mos­wav­le­Ta pi­ra­di saq­me­e­bis kom­pi­u­te­rul uz­run­
vel­yo­fas mo­i­cavs; xo­lo pro­ces­ze da­fuZ­ne­bu­li mid­go­ma ki
po­zi­ti­ur sas­ko­lo kli­mats, mos­wav­le­Ta da sko­lis Ta­nam­S­
ro­mel­Ta mxar­da­We­ris sis­te­mas da kon­sul­ta­ci­e­bis Se­saZ­leb­
lo­bebs gu­lis­x­mobs (bu­Ce­ri da me­nin­gi, 2005).

pro­ces­ze da­fuZ­ne­bu­li mid­go­ma mo­iTxovs, rom mox­des sa­ris­

ko qce­vis adreul stadiaze iden­ti­fi­ci­re­ba da mi­si mar­T­va;
sa­me­di­ci­no fsi­qo­lo­gi­u­ri da so­ci­a­lu­ri mxar­da­We­ris sis­te­
mis amoq­me­de­ba; so­ci­a­lu­ri nor­me­bis da­we­se­ba/mo­de­li­re­ba;

gTa­va­zobT pro­ces­ze da pro­duq­t­ze da­fuZ­ne­bul gav­r­ce­le­

bul mid­go­mebs:

kvle­ve­bis mi­xed­viT, usaf­r­Txo­e­bis uz­run­vel­sa­yo­fad efeq­

tu­ria po­zi­ti­u­ri da Ta­nam­S­rom­lo­bi­Ti dis­cip­li­na, rac mo­i­
cavs sas­ko­lo we­se­bis dac­vas, kla­sis mar­T­vis ga­um­jo­be­se­bas,
mos­wav­le­Ta kar­gi saq­ci­e­lis gan­m­t­ki­ce­bas da xSir sa­ub­rebs
mSob­leb­Tan mos­wav­le­Ta qce­vis Se­sa­xeb, mos­wav­le­Ta Car­
Tu­lo­bas da maT­T­vis li­de­ro­bis Se­saZ­leb­lo­be­bis mi­ce­mas,
TviT­dis­cip­li­nis swav­le­bas.

da­na­Sa­u­lis pre­ven­cia sko­lis di­za­i­ni­Ta­caa Se­saZ­le­be­li,

rac ar­qi­teq­tu­rul di­za­in­sa da siv­r­cis sa­Ta­na­do mowyo­bas
gu­lis­x­mobs (mag. nak­le­bia bne­li da ` mo­yu­Ce­bu­li~ ad­gi­le­bi,
sa­dac Se­iZ­le­ba Za­la­do­ba gan­xor­ci­el­des). msgav­s­ma Ro­nis­Zi­
e­beb­ma erT-erT sko­la­Si kri­mi­na­li 86 pro­cen­tiT Se­am­ci­ra 4
wlis man­Zil­ze (McKay, 1992).

zo­gi­erT sko­la­Si ar­se­bobs ano­ni­mu­ri za­re­bis da Setyo­bi­ne­

be­bis sis­te­ma, ra­Ta mos­wav­le­ebs an, Tun­dac, mas­wav­leb­lebs
po­l i­t i­k is do­k u­m en­t i - usaf­r­T xo sko­l a
27

ar hqon­deT Su­ris­Zi­e­bis Si­Si, Tu­ki aris in­for­ma­cia mag. sko­

la­Si ci­vi iara­Ris ar­se­bo­bis Se­sa­xeb (Spra­gue, 2007).

ase­ve, ad­mi­nis­t­ra­ci­is mniS­v­ne­lo­va­ni saz­ru­na­via uf­ro­se­bis

mxri­dan Za­la­do­bis aR­mofx­v­ra - ro­gorc fi­zi­ku­ri, ase­ve emo­
ci­u­ri/fsi­qo­lo­gi­u­ri: iq­ne­ba es kla­sis mar­T­vis av­to­ri­ta­ru­
li sti­li, baS­vis­T­vis yu­ris awe­va Tu da­mam­ci­reb­lad moq­ce­
va; ne­bis­mi­e­ri sity­va an saq­ci­e­li, ra­Sic uar­yo­fi­Ti gav­le­na
vlin­de­ba; ne­bis­mi­e­ri usa­mar­T­lo da mi­ker­Zo­e­bu­li moq­ce­va,
Za­la­uf­le­bis bo­ro­tad ga­mo­ye­ne­ba.

bu­Ce­ri da me­nin­gi (2005), kvle­veb­ze day­r­d­no­biT, sko­la­Si

usaf­r­Txo­e­bis uz­run­vel­sa­yo­fad yve­la­ze efeq­tur stra­te­
gi­ebs gvTa­va­zo­ben:

• sko­lis usaf­r­Txo­e­bi­saT­vis mud­mi­vi pre­ven­ci­u­li

prog­ra­me­bis da­fuZ­ne­ba (ma­ga­li­Tad, Ta­na­tol­Ta me­di­
a­cia);
• yu­radRe­ba da­ba­li do­nis Za­la­do­bis aR­mofx­v­ri­sad­mi
(Za­li­an cu­dia, Tu sko­la­Si da­ba­li do­nis Za­la­do­bas
yu­radRe­ba ar eq­ce­va. ma­ga­li­Ti­saT­vis, Cag­v­ra an mas­
wav­leb­le­bis mxri­dan fsi­qo­lo­gi­u­ri ze­wo­la mos­wav­
le­ebs swav­la­Si mniS­v­ne­lov­nad uS­lis xels);
• ise­Ti sas­ko­lo kli­ma­tis Seq­m­na, ro­me­lic yve­la bav­S­
vis mzrun­ve­lo­bas gu­lis­x­mobs; sko­la, sa­dac Ta­vi­su­
fa­li da Ria ko­mu­ni­ka­ciaa ad­mi­nis­t­ra­ci­as, mos­wav­le­
eb­sa da mas­wav­leb­lebs So­ris.
sko­la­Si usaf­r­Txo kli­ma­tis Seq­m­nis kon­teq­s­t­Si, sko­lis ad­
mi­nis­t­ra­ci­as­Tan er­Tad, xSi­rad gan­sa­kuT­re­bi­Taa ga­mok­ve­Ti­
li mas­wav­leb­le­bis ro­li. mas­wav­leb­lebs gan­sa­kuT­re­bu­li
pa­su­xis­m­geb­lo­ba ekis­re­baT da isi­ni pir­da­pir un­da iy­v­nen
Car­Tul­ni ne­bis­mi­e­ri ti­pis usaf­r­Txo sko­lis prog­ra­mis da­
geg­m­va­Si. yve­la­ze ax­los maT ux­de­baT mos­wav­le­eb­Tan yof­na da
xSi­rad prob­le­me­bis yve­la­ze re­a­lis­tu­ri ga­daW­ris gza­sac
isi­ni ag­ne­ben. mas­wav­leb­le­bis mxri­dan kla­sis mar­T­vis sti­li
ase­ve xSi­rad gan­sazR­v­ravs sak­la­so kli­mats da, Se­sa­ba­mi­sad,
saf­r­Txis Sem­c­vel an usaf­r­Txo ga­re­mos.

sis­te­mis do­ne­ze sko­leb­Si Za­la­do­bis Sem­ci­re­bis prog­ra­me­

28 so­f io gor­g o­Z e, si­m on ja­n a­S ia

bis war­ma­te­bul ma­ga­liTs fi­ne­Tis prog­ra­ma KiVa gvTa­va­zobs.

am prog­ra­mis far­g­leb­Si sko­la­Si ra­mo­de­ni­me do­ne­ze mim­di­
na­robs mu­Sa­o­ba. pir­ve­li do­ne gu­lis­x­mobs yve­la mos­wav­les.
me­o­re do­ne gu­lis­x­mobs im mos­wav­le­ebs, rom­le­bic mo­na­wi­le­
ob­d­nen Za­la­do­ba­Si, ro­gorc msxver­p­li an ro­gorc mo­Za­la­de.
me­sa­me do­ne ki gu­lis­x­mobs Za­la­do­bis Sem­s­w­re­eb­Tan mu­Sa­o­bas.
am prog­ra­ma­Si gan­sa­kuT­re­bu­li aq­cen­ti keT­de­ba ma­sa­le­bis
sim­rav­le­ze mos­wav­le­e­bis, mSob­le­bi­sa da mas­wav­leb­le­bis­
T­vis, vir­tu­a­lu­ri Ta­ma­Se­bis ga­mo­ye­ne­ba­ze, teq­no­lo­gi­e­bis
ga­mo­ye­ne­biT Cag­v­ris pre­ven­ci­a­sa da mas­ze re­a­gi­re­ba­ze, praq­
ti­ku­li Cve­ve­bi­sa da Ri­re­bu­le­be­bis mud­miv ga­um­jo­be­se­ba­ze
(KiVa an­ti­bul­l­ying prog­ram).

rik fi­lip­si da sxve­bi (2008) yve­la­ze met yu­radRe­bas ma­inc

mos­wav­le­e­bis po­ten­ci­als da maT rols uT­mo­ben. ma­Ti az­riT,
mos­wav­lis ro­li Se­uc­v­le­lia Cag­v­ri­sa da Za­la­do­bis Se­sa­Ce­
reb­lad. isi­ni we­ren, rom praq­ti­ki­sa da li­te­ra­tu­ris Zi­ri­Ta­
di na­wi­lis Ta­nax­mad, usaf­r­Txo­e­ba, um­Tav­re­sad di­de­bis saz­
ru­na­via. ro­gorc we­si, aseT dros Ta­vad mos­wav­le­Ta po­ten­
ci­a­li ugu­le­bel­yo­fi­lia. isi­ni aR­niS­na­ven, rom mos­wav­le­eb­
ma ici­an is, rac ar ici­an di­deb­ma. mos­wav­le­e­bi ad­ge­nen qce­vis
nor­mebs, swo­red isi­ni ari­an ume­tes Sem­Tx­ve­va­Si in­ci­den­tis
ad­gi­las. aqe­dan ga­mom­di­na­re, es av­to­re­bi usaf­r­Txo sko­lis
uz­run­vel­sa­yo­fad gvTa­va­zo­ben stra­te­gi­ebs, sa­dac mTa­va­ri
ro­li swo­red mos­wav­le­ebs ekis­re­baT.

,,mSvi­do­bi­a­ni sko­lis~ prog­ra­mis far­g­leb­Si Ca­ta­re­bu­li

kvle­vis Se­de­geb­ze day­r­d­no­biT, Tvel­mou da sxve­bi (2002) aR­
niS­na­ven, rom ra mid­go­mac un­da avir­Ci­oT sko­lis usaf­r­Txo­
e­bis uz­run­vel­sa­yo­fad, mi­si war­ma­te­bi­saT­vis auci­le­be­lia:

• mas­wav­leb­lebs da ad­mi­nis­t­ra­ci­as am in­ter­ven­ci­i­sad­

mi ma­Ra­li ndo­ba hqon­deT;
• in­ter­ven­cia ori­en­ti­re­bu­li iyos ara prob­le­mur bav­
S­v­ze, ara­med sa­er­To sas­ko­lo kli­ma­tis ga­um­jo­be­se­ba­
ze;
• xels ar uS­li­des sas­wav­lo pro­cess da ar war­mo­ad­gen­
des gar­k­ve­ul da­na­mats ise­dac dat­vir­Tul ku­ri­ku­
lum­ze;
po­l i­t i­k is do­k u­m en­t i - usaf­r­T xo sko­l a
29

• ar iyos Zvi­ri. Ta­vi­dan um­jo­be­sia mci­rex­ni­a­ni tre­nin­

ge­bi da Sem­deg - mud­mi­vi su­per­vi­zi­re­ba;
• hqon­des re­a­lis­tu­ri miz­ne­bi.
sko­lis do­ne­ze Za­la­do­bas­Tan da­kav­Si­re­bu­li mo­na­ce­me­bis
mud­mi­vad Seg­ro­ve­ba usaf­r­Txo sko­lis kon­cef­ci­is mniS­n­ve­
lo­va­ni na­wi­lia. mag. fi­neT­Si Ti­To­e­u­li sko­la re­gu­la­ru­lad
ata­rebs mos­wav­le­e­bis ga­mo­kiTx­vebs Za­la­do­bas­Tan da­kav­Si­re­
biT. es mo­na­ce­me­bi sxva­das­x­va prog­ra­mis efeq­tu­ro­bis sa­zo­mi
xde­ba.

po­li­ti­kis al­ter­na­ti­ve­bi da re­ko­men­da­ci­e­bi

• da­ix­ve­wos sa­ka­non­m­deb­lo ba­za, da­kon­k­ret­des man­da­

tu­ris sam­sa­xu­ris an­ga­riS­val­de­bu­le­ba sko­lis wi­
na­Se.
• Se­iq­m­nas sko­lis usaf­r­Txo­e­bis er­Ti­a­ni kon­cef­cia.
• sa­sur­ve­lia mox­des sko­le­bis Se­fa­se­ba an ka­te­go­ri­e­
bad da­yo­fa saf­r­Txis Sem­c­ve­lo­bis mi­xed­viT da amis
Se­sa­ba­mi­sad gan­xor­ci­el­des sko­la­Si usaf­r­Txo­e­bis
prog­ra­me­bi.
• sko­lis usaf­r­Txo­e­ba­ze pa­su­xis­m­geb­lo­ba aiRos
mTel­ma sko­lam da Tem­ma ga­mok­ve­Ti­li ro­li­Ta da
pa­su­xis­m­geb­lo­be­biT. dad­gin­des, vin ax­dens mos­wav­
lis qce­vis Se­fa­se­bas.
• sko­lam Zi­ri­Ta­dad ori­en­ta­cia aiRos pro­ces­ze ori­
en­ti­re­bul mid­go­ma­ze da da­ner­gos pro­duq­t­ze ori­
en­ti­re­bu­li mid­go­me­bi sa­Wi­ro­e­bi­dan ga­mom­di­na­re.
• sko­las hqon­des imis cod­na da sa­Su­a­le­ba, da­ner­gos
me­ti pre­ven­ci­u­li Ro­nis­Zi­e­ba.
• da­kon­k­ret­des, ra sa­xiT ur­Ti­er­Tobs man­da­tu­ri an­
ti­so­ci­a­lu­ri qce­vis mos­wav­le­eb­Tan, mas­wav­leb­leb­
Tan, sko­lis per­so­nal­Tan da Za­la­do­ba­Si Car­Tul
sa­mi­ve mxa­res­Tan (msxver­p­li, mo­Za­la­de, Sem­s­w­re).
• praq­ti­ku­lad da­i­ner­gos mos­wav­le­Ta eTi­kis ko­deq­si
30 so­f io gor­g o­Z e, si­m on ja­n a­S ia

da mos­wav­le­eb­ma zus­tad icod­nen, ra ti­pis qce­vaa

mi­u­Re­be­li da ras ga­mo­iw­vevs esa Tu is qme­de­ba.
• gan­xor­ci­el­des sko­lis Ta­nam­S­rom­le­bis tre­nin­gi,
ra­Ta Ti­To­e­u­lma maT­gan­ma ico­des, ro­gor ga­nam­t­ki­
cos sa­sur­ve­li qce­ve­bi da Ta­vi­dan aici­los/mSvi­do­
bi­a­nad mo­ag­va­ron kon­f­liq­te­bi.
• axa­li sko­le­bis aSenebisas gaT­va­lis­wi­ne­bul iq­nas
usaf­r­Txo di­za­i­nis Ser­Ce­va (ix. sa­er­Ta­So­ri­so ga­
moc­di­le­ba).
• sko­lis usaf­r­Txo­e­bis prog­ra­me­bis Ser­Ce­vi­sas gaT­
va­lis­wi­ne­bul iq­nas Ta­nam­S­rom­le­bis ma­Ra­li ndo­
baprogramebis mimarT (mag. Se­saZ­loa ar da­ner­gon
kon­k­re­tu­li prog­ra­ma, Tu mi­si mom­x­re ar aris per­
so­na­lis 70% ma­inc.)
• re­gu­la­ru­lad Ca­tar­des sko­le­bis mi­er usaf­r­Txo­e­
bis audi­te­bi an mos­wav­le­e­bis ga­mo­kiTx­ve­bi Za­la­do­
bas­Tan da­kav­Si­re­biT;
• sko­la un­da awar­mo­eb­des sta­tis­ti­kas mas­Si ar­se­bu­
li mdgo­ma­re­o­bis Se­sa­xeb, rac ase­ve xel­mi­saw­v­do­mi
iq­ne­ba sas­ko­lo Te­mis­T­vis.
• mox­des ano­ni­mu­ri sa­kon­sul­ta­cio ser­vi­se­bis gan­
vi­Ta­re­ba. Se­saZ­loa es iyos in­ter­net sa­i­ti, sa­dac
mos­wav­les Se­eZ­le­ba sa­ku­Tar prob­le­meb­Tan da­kav­
Si­re­biT mo­saz­re­be­bis ga­zi­a­re­ba da rCe­ve­bis mi­Re­ba.
• zo­gad­sa­gan­ma­naT­leb­lo sis­te­mis xa­ris­xis uz­run­
vel­yo­fis me­qa­niz­meb­Si aisa­xos Za­la­do­bis Sem­ci­re­
bas­Tan da­kav­Si­re­bu­li ru­ti­ne­bi da prog­ra­me­bi.
• sko­le­bi wa­xa­lis­den, ra­Ta iTa­nam­S­rom­lon sa­zo­ga­
do­e­ba­sa da sa­xel­m­wi­fos­Tan Za­la­do­bis prob­le­mis
ga­da­saW­re­lad.
• sa­xel­m­wi­fom xe­li Se­uwyos sxva­das­x­va prog­ra­mis
gan­xor­ci­e­le­ba­sa da mi­si Se­de­ge­bis kvle­vas sa­mec­ni­
e­ro jgu­fe­bis wa­xa­li­se­bi­sa da sko­leb­Si ma­Ti mu­Sa­
o­bis gze­bis ga­mar­ti­ve­biT.
po­l i­t i­k is do­k u­m en­t i - usaf­r­T xo sko­l a
31

ga­mo­ye­ne­bu­li li­te­ra­tu­ra

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The Cle­a­ring House. 79, No. 1 (2005): 55-60.
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32 so­f io gor­g o­Z e, si­m on ja­n a­S ia

http://mes.gov.ge/print.php?id=816&lang=geo (na­na­xia 9 ian­vars

2012w.)
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gad­sa­gan­ma­naT­leb­lo da­we­se­bu­le­bis av­to­ri­za­ci­is stan­
dar­ti, http://new.eqe.ge/up­lo­ads/zss.pdf
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id=GEO&sec_id=702 (na­na­xia 9 ian­vars, 2012)
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le&id=36&Itemid=97&lang=ka
16. mas­wav­le­bel­Ta pro­fe­si­u­li gan­vi­Ta­re­bis erov­nu­li
cen­t­ri. ` di­req­to­ris pro­fe­si­u­li stan­dar­ti.~ http://
www.tpdc.ge/in­dex.php?op­ti­on=com_con­tent&vi­ew=ar­tic­
le&id=8249&Itemid=99&lang=ka
17. sa­gan­ma­naT­leb­lo da­we­se­bu­le­bis man­da­tu­ris sam­sa­xu­ri.
` sa­ja­ro sa­mar­T­lis iuri­di­u­li pi­ris sa­gan­ma­naT­leb­lo
da­we­se­bu­le­bis man­da­tu­ris sam­sa­xu­ris de­bu­le­ba~ . 2010.
http://man­da­tu­ri.gov.ge/in­dex.php?pa­ge=9&lang=geo
18. sa­mo­qa­la­qo gan­vi­Ta­re­bis in­s­ti­tu­ti, 2011. usaf­r­Txo
sko­la sa­zo­ga­do­e­bis Ta­na­mo­na­wi­le­o­bis ga­re­Se. Tbi­li­si:
ga­mom­cem­lo­ba us­ta­ri
19. sa­qar­T­ve­los ga­naT­le­bi­sa da mec­ni­e­re­bis sa­mi­nis­t­ro
,,ga­mow­ve­ve­bi 2010-2011 wleb­Si~ . 2010. http://www.mes.gov.ge/
con­tent.php?t=srch&se­arch=man­da­tu­re­bi&id=61&lang=geo
20. sa­qar­T­ve­los ga­naT­le­bi­sa da mec­ni­e­re­bis sa­mi­nis­t­
ro, 2010. sko­le­bis bren­di­re­ba, http://mes.gov.ge/print.
php?id=942&lang=geo
21. sa­qar­T­ve­los mTav­ro­ba, 2011, sa­qar­T­ve­los stra­te­gi­u­
li gan­vi­Ta­re­bis ` aT­pun­q­ti­a­ni geg­ma~ mo­der­ni­za­ci­i­sa da
da­saq­me­bis­T­vis 2011-2015, http://10pointplan.gov.ge/PM-10P-
Plan-short-fi­nal.pdf (na­na­xia 9 ian­vars, 2012)
po­l i­t i­k is do­k u­m en­t i - usaf­r­T xo sko­l a
33

22. sa­qar­T­ve­los par­la­men­ti. cvli­le­be­bi ka­non­Si ,,zo­ga­

di ga­naT­le­bis Se­sa­xeb~ . 2010. http://www.par­li­a­ment.ge/in­dex.
php?lang_id=GEO&sec_id=69&kan_det=det&kan_id=368
23. sa­qar­T­ve­los ga­naT­le­bi­sa da mec­ni­e­re­bis sa­mi­nis­t­ro,
12.11.2010, sko­leb­Si Za­la­do­bis faq­te­bi Sem­cir­da http://
mes.gov.ge/print.php?id=1636&lang=geo (na­na­xia 9 ian­vars,
2012)
24. fi­nan­s­Ta sa­mi­nis­t­ro, 2011, 2011 wlis sa­xel­m­wi­fo bi­u­je­
ti, http://www.mof.ge/4625#
25. Si­na­gan saq­me­Ta sa­mi­nis­t­ro, 2010 wlis 12 Tve­Si sul sa­
qar­T­ve­lo­Si re­gis­t­ri­re­bu­li da­na­Sa­u­lis sta­tis­ti­ka,
http://po­li­ce.ge/up­lo­ads/ima­ges/tbdan200708/saq_12_tve_2010.
jpg (na­na­xia 9 ian­vars 2012)
26. UNICEF, erov­nu­li kvle­va sa­qar­T­ve­los sko­leb­Si Za­
la­do­bis Se­sa­xeb, 2008, http://www.uni­cef.org/ge­or­gia/Scho­
ol_Violence_geo_new_tit­le.pdf (na­na­xia 9 ian­vars, 2012)
34

usaf­r­T xo sko­l is po­l i­t i­k a sa­q ar­T­v e­l o­S i:

wi­n a­p i­r o­b a, Se­d e­g e­b i da da­m o­k i­d e­b u­l e­b e­b i
iv­li­si, 2012

sa­mo­qa­la­qo gan­vi­Ta­re­bis in­s­ti­tu­ti

kvle­vis av­to­ri: na­Tia an­dRu­la­Ze

ga­naT­le­bis spe­ci­a­lis­ti: Ta­mar mo­si­aS­vi­li
sta­tis­ti­ku­ri Ser­Ce­va: va­no ke­Way­ma­Ze

kvle­va­Si mo­na­wi­le­o­bis­T­vis sa­mo­qa­la­qo gan­vi­Ta­re­bis in­

s­ti­tu­ti gaweuli konsultaciisaTvis mad­lo­bas ux­dis
gevin sleids - torontos universitetis kriminologiis,
socialur da sakanonmdeblo centris mkvlevars. aseve, ili­as
sa­xel­m­wi­fo uni­ver­si­te­tis stu­den­tebs: ma­ri­ka kir­va­li­Zes,
ni­no blu­aS­vils, ni­no raW­ve­liS­vils, ni­no le­mon­ja­vas, Ta­
mu­na wa­qa­Zes, ma­na­na ma­xa­ra­Zes, Ta­mu­na bi­wa­Zes, le­la ga­Ce­
Ci­la­Zes, ni­no Tva­urs, na­Tia ka­pa­na­Zes, Ta­mar fir­cxa­la­vas,
lu­i­za la­ba­Zes da ma­ri­na xo­ra­vas da sa­mo­qa­la­qo gan­vi­Ta­re­
bis in­s­ti­tu­tis staJiors - ana cxov­re­bo­vas.
usaf­r­T xo sko­l is po­l i­t i­k a sa­q ar­T­v e­l o­S i:
wi­n a­p i­r o­b a, Se­d e­g e­b i da da­m o­k i­d e­b u­l e­b e­b i 35

Se­sa­va­li

2010 wli­dan mo­yo­le­bu­li, ga­naT­le­bi­sa da mec­ni­e­re­bis sa­mi­

nis­t­rom sko­leb­Si usaf­r­Txo­e­bis axa­li po­li­ti­kis ga­ta­re­ba
da­iwyo. am po­li­ti­kis far­g­leb­Si gan­sa­kuT­re­bu­li aq­cen­ti
keT­de­ba man­da­tu­ris sam­sa­xur­ze da, zo­ga­dad, kon­t­rol­ze
ori­en­ti­re­bu­li po­li­ti­kis­T­vis da­ma­xa­si­a­Te­bel iseT at­ri­
bu­teb­ze, ro­go­re­bi­caa vi­deo Tval­T­va­li da Cxre­ka. sa­gu­
lis­x­moa mos­wav­lis mi­er dis­cip­li­nis dar­R­ve­va­ze re­a­gi­re­bis
for­me­bis gam­kac­re­ba - mos­wav­lis sko­li­dan dro­e­biT daTxov­
na, mos­wav­lis sko­li­dan ga­ricx­va, mos­wav­lis sis­te­mi­dan ga­
ricx­va da mos­wav­lis spe­ci­a­lur sa­gan­ma­naT­leb­lo da­we­se­bu­
le­ba­Si ga­da­mi­sa­mar­Te­ba. aR­sa­niS­na­via, rom sko­la­Si usaf­r­
Txo­e­bis dac­vis es zo­me­bi, gan­sa­kuT­re­biT ki - mos­wav­lis qce­
va­ze re­a­gi­re­bis sim­kac­re - da­ma­xa­si­a­Te­be­lia e.w. nu­lo­va­ni
to­le­ran­to­bis po­li­ti­kis­T­vis.

sa­qar­T­ve­lo­Si sko­la­Si usaf­r­Txo­e­bi­sa da dis­cip­li­nis gaZ­

li­e­re­bis dek­la­ri­re­bu­li miz­niT dawye­bu­li po­li­ti­ka nu­
lo­va­ni to­le­ran­to­bis ma­xa­si­a­Teb­lebs ata­rebs. ase­Ti po­li­
ti­kis mTa­va­ri la­it­mo­ti­vi kon­t­ro­li da das­jaa, gan­s­x­va­ve­
biT im stra­te­gi­e­bis­gan, rom­le­bic zrun­va­ze da pre­ven­ci­a­zea
ori­en­ti­re­bu­li. nu­lo­va­ni to­le­ran­to­bis po­li­ti­kis mTa­va­
ri ni­Sa­ni bav­S­vis qce­va­ze re­a­gi­re­bis for­me­bis ra­di­ka­lu­ro­
baa. aSS-Si nu­lo­va­ni to­le­ran­to­ba ga­mo­i­xa­te­ba dis­cip­li­nur
ga­dac­do­meb­ze re­a­gi­re­bis ise­Ti for­me­biT, ro­go­re­bi­caa sko­
li­dan daTxov­na, sko­li­dan ga­ricx­va, spe­ci­a­li­ze­bul sas­wav­
lo da­we­se­bu­le­ba­Si ga­da­mi­sa­mar­Te­ba.

nu­lo­va­ni to­le­ran­to­bis po­li­ti­kis Sem­Tx­ve­vebs ame­ri­kul

da ka­na­dur sis­te­meb­Si vxvde­biT. nu­lo­va­ni to­le­ran­to­bis
po­li­ti­kis sko­la­Si gan­xor­ci­e­le­ba 1989 wels ka­li­for­ni­is
Stat­Si da­iwyo, sa­dac sko­las eva­le­bo­da, ga­e­ricxa is mos­wav­
le­e­bi, rom­leb­sac nar­ko­ti­ku­li niv­Ti­e­re­be­bi aR­mo­aC­n­de­bo­
daT, an rom­le­bic kri­mi­na­lu­ri daj­gu­fe­be­bis wev­re­bi iy­v­nen.
1993 wlis­T­vis nu­lo­va­ni to­le­ran­to­ba na­ci­o­na­lur po­li­
ti­kad iq­ca da, rig Sem­Tx­ve­veb­Si, ga­ricx­vas eq­vem­de­ba­re­bo­da
si­ga­re­tis mo­we­va­sa da sas­wav­lo pro­ce­sis­T­vis xelis­SeS­la­
Si Sem­C­ne­u­li mos­wav­lec. 1996-1997 wels Ca­ta­re­bu­li kvle­vis
mi­xed­viT, sko­le­bis 96% nu­lo­van to­le­ran­to­bas ucxa­deb­da
36 na­Tia an­dRu­la­Ze, Ta­mar mo­si­aS­vi­li, va­no ke­Way­ma­Ze

ci­vi da cecx­l­sas­ro­li iara­Ris ta­re­bas, 87% - al­ko­hols,

sko­le­bis 79% ki dro­e­biT daTxov­niT an ga­ricx­viT re­a­gi­reb­
da Za­la­do­ba­sa da Tam­ba­qos mox­ma­re­ba­ze (Ski­ba, 2000). 2001 wels
ka­na­da­Si on­ta­ri­os pro­vin­ci­am da­iwyo nu­lo­va­ni to­le­ran­to­
bis po­li­ti­kis ga­ta­re­ba sko­leb­Si. mag­ram 2007 wels ter­mi­ni
`nu­lo­va­ni to­le­ran­to­ba~ mTli­a­nad amo­i­Res ka­non­m­deb­lo­bi­
dan da po­li­ti­kis do­ku­men­te­bi­dan.

pat­rik euin­gi aRi­a­rebs, rom nu­lo­va­ni to­le­ran­to­bis po­

li­ti­kis gam­ta­re­bel sis­te­meb­Si, sko­lis ad­mi­nis­t­ra­cia, ro­
gorc nu­lo­va­ni to­le­ran­to­bis po­li­ti­kis erT-er­Ti mxar­
dam­We­ri, xSi­rad bav­S­vis an mo­zar­dis qce­va­ze, `uki­du­re­sad
ga­da­War­be­bul zo­mebs~ iRebs. sa­in­te­re­soa, rom usaf­r­Txo
sko­lis po­li­ti­kis ga­ta­re­bis mok­le is­to­ri­is gan­mav­lo­ba­Si
sa­qar­T­ve­lo­Si uk­ve da­fiq­sir­da Sem­Tx­ve­va, ro­me­lic, bev­ri
spe­ci­a­lis­tis az­riT, sko­lis mxri­dan mo­zar­dis qce­va­ze usa­
mar­T­lo da ga­da­War­be­bul re­a­gi­re­bad Se­iZ­le­ba iyos kla­si­
fi­ci­re­bu­li. mi­xe­il aleq­si­Ze 2011 wlis 13 oq­tom­bers 53-e
sko­li­dan di­req­to­ris Se­u­racx­yo­fis ga­mo garicxes. aleq­si­
Zis mSob­lis in­for­ma­ci­iT, mi­si Svi­lis mi­Re­ba­ze uari xuT­ma
sko­lam ga­nacxa­da. Ta­vad mos­wav­le bral­de­bas dRem­de uar­
yofs da acxa­debs, rom dam­na­Sa­ve araa. sa­qar­T­ve­los sa­xal­xo
dam­c­vel­ma da­a­das­tu­ra, rom ad­gi­li hqon­da sa­mar­T­leb­ri­vi
nor­me­bis dar­R­ve­viT dis­cip­li­nur dev­nas.

ro­gorc ori aT­w­le­u­lis gan­mav­lo­ba­Si Ca­ta­re­bu­li kvle­ve­bi

aC­ve­nebs, nu­lo­va­ni to­le­ran­to­bis po­li­ti­kam ver Se­am­ci­ra
Za­la­do­ba sko­leb­Si da ram­de­ni­me gver­di­Ti ne­ga­ti­u­ri Se­de­gi
ga­mo­i­Ro. 2000 wels har­var­dis uni­ver­si­te­tis sa­mo­qa­la­qo uf­
le­be­bis pro­eq­tis mi­er Ca­ta­re­bu­li kvle­vis an­ga­riS­Si aR­niS­
nu­lia, rom nu­lo­va­ni to­le­ran­to­bis po­li­ti­ka ar ex­ma­re­ba
mos­wav­les qce­vis ga­mos­wo­re­ba­Si. igi iw­vevs un­dob­lo­bas uf­
ro­se­bis mi­marT da ax­dens mtru­li da­mo­ki­de­bu­le­be­bis pro­
vo­ci­re­bas (Harvrd University, Ci­vic Rights Project, 2000). ame­ri­kis
fsi­qo­log­Ta aso­ci­a­ci­is an­ga­riS­Si vkiTxu­lobT (2006), rom `
nu­lo­va­ni to­le­ran­to­bis po­li­ti­ka ver zrdis sko­lis usaf­r­
Txo­e­bas da ar aum­jo­be­sebs sko­lis kli­mats~. igi ax­dens mos­
wav­lis ga­ucxo­e­bas da izo­li­re­bas, aZ­li­e­rebs mos­wav­le­eb­Si
SfoT­vis do­nes da ar­R­vevs uf­ro­seb­Tan jan­saR kav­Si­rebs.
amiT gan­sa­kuT­re­bul saf­r­Txes uq­m­nis men­ta­lur jan­m­r­Te­lo­
usaf­r­T xo sko­l is po­l i­t i­k a sa­q ar­T­v e­l o­S i:
wi­n a­p i­r o­b a, Se­d e­g e­b i da da­m o­k i­d e­b u­l e­b e­b i 37

bas, aZ­li­e­rebs an aC­qa­rebs mis­T­vis da­ma­xa­si­a­Te­bel ne­ga­ti­ur

Se­de­gebs~ (APA, 2006).

sa­qar­T­ve­lo­Si sko­le­bis usaf­r­Txo­e­bis po­li­ti­ka­Si ter­min

`nu­lo­va­ni to­le­ran­to­bis~ afi­Si­re­ba ar xde­ba. es ter­mi­ni
sa­mar­T­leb­riv Tu po­li­ti­kis do­ku­men­teb­Si ar fi­gu­ri­rebs.
mag­ram, sxva mxriv, msgav­se­ba nu­lo­va­ni to­le­ran­to­bis po­li­
ti­kas­Tan Tval­sa­Ci­noa. bav­S­vis an mo­zar­dis mxri­dan dis­cip­
li­nur ga­dac­do­meb­ze mkac­ri re­a­gi­re­bis sa­xiT, 2012 wlis 6
ian­vars, ga­naT­le­bi­sa da mec­ni­e­re­bis mi­nis­t­r­ma mi­i­Ro brZa­
ne­ba, rom­lis Ta­nax­mad `sko­la uf­le­ba­mo­si­lia dawye­biT da
sa­ba­zo sa­fe­xu­ris mos­wav­les Se­u­Ce­ros mos­wav­lis sta­tu­si im
Sem­Tx­ve­va­Si, Tu … mos­wav­le ara­er­T­g­zis, uxe­Sad ar­R­vevs sko­
lis Si­na­ga­na­wess~ (mux­li 4.1.v). amas­Tan, mos­wav­lis sta­tu­sis
aR­d­ge­na Se­saZ­le­be­lia mxo­lod Sem­de­gi pi­ro­biT: `mos­wav­lis
mSo­bel­ma/ka­no­ni­er­ma war­mo­mad­ge­nel­ma, ro­mel­sac surs mos­
wav­lis sta­tu­sis aR­d­ge­na, un­da mi­mar­Tos im sko­las, ro­mel­
mac Se­u­Ce­ra sta­tu­si an mis uf­le­ba­mo­nac­v­les .~ (mux­li 4.3)1.

me­o­re si­ax­le mos­wav­lis `an­ti­so­ci­a­luri qce­vis~ ga­mo mis

sko­la-pan­si­o­na­teb­Si gag­zav­nas ukav­Sir­de­ba. 2012 wlis 26
iv­niss ga­naT­le­bis sa­mi­nis­t­rom da­am­t­ki­ca `sa­mi­nis­t­ros­Tan
ar­se­bu­li eq­s­per­t­Ta jgu­fis de­bu­le­ba~ . eq­s­per­t­Ta jgu­fi
aris ~sa­qar­T­ve­los ga­naT­le­bi­sa da mec­ni­e­re­bis sa­mi­nis­t­ros­
Tan ar­se­bu­li  jgu­fi,  ro­me­lic „zo­ga­di ga­naT­le­bis Se­sa­xeb~
sa­qar­T­ve­los ka­no­nis Se­sa­ba­mi­sad  iRebs  ga­dawy­ve­ti­le­bas
aras­rul­w­lov­nis mi­marT ga­da­mi­sa­mar­Te­bis (re­fe­ra­lis) Ro­
nis­Zi­e­bis ga­mo­ye­ne­bis Se­sa­xeb da – an­ga­riS­val­de­bu­lia sa­qar­
T­ve­los ga­naT­le­bi­sa da mec­ni­e­re­bis mi­nis­t­ris (Sem­d­gom­Si –
mi­nis­t­ri) wi­na­Se~ (mux­li 2.1). ga­da­mi­sa­mar­Te­ba brZa­ne­ba­Si ax­
s­ni­lia, ro­gorc `aras­rul­w­lov­nis sko­la-pan­si­on­Si gag­zav­na
an sxva­das­x­va kul­tu­rul-sa­gan­ma­naT­leb­lo prog­ra­meb­Si Car­
T­va an ise­Ti Ro­nis­Zi­e­be­bis ga­mo­ye­ne­ba, rom­le­bic xels uwyobs
aras­rul­w­lov­nis ga­naT­le­bis amaR­le­bas, kul­tu­rul/spor­
tul aq­ti­vo­beb­Si Car­T­vas, sxva­das­x­va unar-Cve­ve­bis ga­mo­mu­
Sa­ve­bas~ . ga­da­mi­sa­mar­Te­ba­ze mi­mar­T­vas ake­Tebs `sko­la, man­da­
tu­ri, aras­rul­w­lov­nis mSo­be­li/ka­no­ni­e­ri war­mo­mad­ge­ne­li,
pro­ku­ro­ri, ub­nis in­s­peq­to­ri, so­ci­a­lu­ri mu­Sa­ki~ (mux­li 9.1)

1. ganaTlebisa da mecnierebis ministris brZaneba #05/n. wyaro: www.matsne.

gov.ge
38 na­Tia an­dRu­la­Ze, Ta­mar mo­si­aS­vi­li, va­no ke­Way­ma­Ze

- mos­wav­lis an­ti­so­ci­a­lu­ri qce­vis da­ma­das­tu­re­be­li in­for­

ma­ci­iT. an­ti­so­ci­a­lu­ri qce­va brZa­ne­ba­Si aR­we­ri­lia, ro­gorc
`qce­va, ro­me­lic aS­ka­ra saf­r­Txes uq­m­nis aras­rul­w­lov­nis
fsi­qo­so­ci­a­lur gan­vi­Ta­re­bas, mis an sxva ada­mi­a­ne­bis usaf­
r­Txo­e­bas, ke­Til­dRe­o­bas an mar­T­l­wes­rigs da sis­te­ma­tu­rad
vlin­de­ba ara­nak­leb 6 Tvis gan­mav­lo­ba­Si, gar­da aras­rul­w­
lov­nis mi­er mZi­me an gan­sa­kuT­re­biT mZi­me da­na­Sa­u­lis Ca­de­nis
Sem­Tx­ve­vi­sa (mux­li 2.4)2.

sa­qar­T­ve­los usaf­r­Txo sko­lis po­li­ti­ka­sa da nu­lo­va­ni

to­le­ran­to­bis po­li­ti­kas So­ris msgav­se­ba Cans, ase­ve, usaf­
r­Txo­e­bis dac­vis sxva me­qa­niz­meb­Sic. aSS sko­le­bi xSi­rad mi­
mar­Ta­ven usaf­r­Txo­e­bis e.w. kon­t­rol­ze ori­en­ti­re­bul sa­Su­
a­le­bebs, ro­go­re­bi­caa vi­deo Tval­T­va­li, mos­wav­lis sa­Tav­sos
Cxre­ka, me­ta­lis de­teq­to­re­bi da e.w. re­surs ofic­re­bi. ro­
gorc Cve­ni ga­mo­kiTx­vi­dan vxe­davT, Tbi­li­sis sko­le­bis udi­
de­si na­wi­li iye­nebs vi­deo Tval­T­vals, hyavs da­ra­ji da man­da­
tu­ri. sko­le­bis me­a­Ted­ze me­ti, mos­wav­le­e­bis in­for­ma­ci­iT,
iye­nebs me­ta­lis de­teq­tors.

Se­saZ­loa, ase­ve, ame­ri­ku­li praq­ti­kis imi­ta­ci­as war­mo­ad­gen­

des man­da­tu­ris in­s­ti­tu­ti. 2010 wlis mo­na­ce­me­biT, ame­ri­ka­Si
sa­ja­ro sko­le­bis na­xe­var­ze met­Si sko­lis re­surs ofic­rebs
vxvde­biT. 2010 wlis 21 iv­liss, ka­non­Si `zo­ga­di ga­naT­le­bis
Se­sa­xeb~ Se­vi­da cvli­le­ba, ro­me­lic iT­va­lis­wi­neb­da man­da­tu­
ris sam­sa­xu­ris Seq­m­nas. 48-e mux­lis pir­vel pun­q­t­Si vkiTxu­
lobT: `sa­qar­T­ve­los ga­naT­le­bi­sa da mec­ni­e­re­bis sa­mi­nis­t­ro
sa­qar­T­ve­los ga­naT­le­bi­sa da mec­ni­e­re­bis sa­mi­nis­t­ros sis­te­
ma­Si qmnis sa­ja­ro sa­mar­T­lis iuri­di­ul pirs – sko­lis man­da­
tu­ris sam­sa­xurs (Sem­d­gom­Si – sko­lis man­da­tu­ris sam­sa­xu­ri),
rom­lis amo­ca­naa sko­la­Si sa­zo­ga­do­eb­ri­vi wes­ri­gis dac­vis
uz­run­vel­yo­fa~ 3.

nu­lo­va­ni po­li­ti­kis ga­ta­re­ba xSi­rad sam daS­ve­bas em­ya­re­ba.

2. saqarTvelos ganaTlebisa da mecnirebis ministris brZaneba №122/n

2012 wlis 26 ivnisi.https://matsne.gov.ge/index.php?option=com_ldmssearch&view=do
cView&id=1685370
3. `zogadi ganaTlebis Sesaxeb~ saqarTvelos kanonSi damatebebisa da cvli-
lebebis Setanis Taobaze~https://matsne.gov.ge/index.php?option=com_ldmssearch&v
iew=docView&id=93022
usaf­r­T xo sko­l is po­l i­t i­k a sa­q ar­T­v e­l o­S i:
wi­n a­p i­r o­b a, Se­d e­g e­b i da da­m o­k i­d e­b u­l e­b e­b i 39

wi­nam­de­ba­re an­ga­ri­Si war­mo­ad­gens am sa­mi va­ra­u­dis ir­g­v­liv

msje­lo­bis mcde­lo­bas.

va­ra­u­di 1: sko­la­Si Za­la­do­bis gav­r­ce­le­bis mas­S­ta­bi da

sim­w­va­ve ga­da­u­de­bel Ca­re­vas mo­iTxovs. ro­gorc aSS-Si Ca­
ta­re­bu­li kvle­ve­bi aC­ve­nebs, mo­zar­debs So­ris Za­la­do­bis
mxo­lod 1% fiq­sir­de­ba sko­leb­Si da im­g­va­ri war­mod­ge­na, rom
sko­le­bi mo­zar­debs So­ris Za­la­do­bis Zi­ri­Ta­di ke­raa, gaz­vi­a­
de­bu­lia. me­tic, 1985 wli­dan mo­yo­le­bu­li (anu nu­lo­va­ni to­
le­ran­to­bis po­li­ti­kis Se­mo­Re­bam­de), Za­la­do­bis Sem­Tx­ve­ve­bi
sko­la­Si mcir­de­bo­da an sta­bi­lu­ri rCe­bo­da.sa­qar­T­ve­lo­Si
2006-2007 wleb­Si Ca­ta­re­bu­li kvle­ve­bis mo­na­ce­me­bi am va­ra­
u­dis ga­da­mow­me­bis sa­Su­a­le­bas gvaZ­levs. im pe­ri­od­Si Ca­ta­re­
bu­li sa­mi kvle­va sa­Su­a­le­bas gvaZ­levs, sko­leb­Si Za­la­do­ba
Se­va­da­roT ojax­Si Za­la­do­bas, xo­lo sa­qar­T­ve­los sko­leb­
Si usaf­r­Txo­e­bis in­deq­si - gan­vi­Ta­re­bu­li da gan­vi­Ta­re­ba­di
eko­no­mi­kis qvey­ne­bis sko­le­bis usaf­r­Txo­e­bis in­deqss. Zi­ri­
Ta­di mig­ne­ba am va­ra­u­dis ga­da­mow­me­bi­sas iyo Sem­de­gi:

a) 2006 - 2007 wleb­Si qvey­nis mas­S­ta­biT 13-17 wlis bav­S­ve­bi­sa

da mo­zar­de­bis ga­mo­kiTx­vis Se­de­ge­bi gviC­ve­nebs, rom bav­S­veb­
ze Za­la­do­bis Sem­Tx­ve­ve­bi ga­ci­le­biT ma­Ra­lia ojax­Si.

b) 2006 - 2007 wleb­Si me­oTxe da mer­ve kla­sis mos­wav­le­e­bis,

ase­ve ma­Ti mas­wav­leb­le­bi­sa da di­req­to­re­bis ga­mo­kiTx­vis Se­
de­gad ir­k­ve­va, rom sko­lis usaf­r­Txo­e­bis xa­ris­xis mi­xed­viT,
sa­qar­T­ve­lo yve­la­ze ma­Ra­li maC­ve­neb­le­bis mqo­ne qvey­ne­bis si­
a­Sia.

va­ra­u­di 2: ara­sas­rul­ve­li qce­vis mqo­ne mos­wav­le­e­bis das­

ja da ma­Ti sas­wav­lo pro­ce­si­dan Ca­mo­So­re­ba zrdis sko­lis
usaf­r­Txo­e­bas da qmnis usaf­r­Txo ga­re­mos da­nar­Ce­ni mos­
w­v­le­e­bis­T­vis. am va­ra­u­dis ga­da­sa­mow­meb­lad wi­nam­de­ba­re an­
ga­riS­Si ga­mo­ye­ne­bu­lia nu­lo­va­ni to­le­ran­to­bis po­li­ti­kis
aSS-sa da ka­na­da­Si ar­se­bu­li ga­moc­di­le­bis ir­g­v­liv ar­se­bu­li
kvle­ve­bi. es kvle­ve­bi sa­Su­a­le­bas gvaZ­levs, vam­t­ki­coT, rom
nu­lo­va­ni to­le­ran­to­bis po­li­ti­kam ver Se­am­ci­ra Za­la­do­
ba sko­leb­Si da ram­de­ni­me gver­di­Ti ne­ga­ti­u­ri Se­de­gi ga­mo­i­
Ro. ro­gorc har­var­dis uni­ver­si­te­tis sa­mo­qa­la­qo uf­le­be­
bis pro­eq­tis mi­er Ca­ta­re­bu­li kvle­vis an­ga­riS­Sia aR­niS­nu­li
(2000), nu­lo­va­ni to­le­ran­to­bis po­li­ti­ka ar ex­ma­re­ba mos­wav­
40 na­Tia an­dRu­la­Ze, Ta­mar mo­si­aS­vi­li, va­no ke­Way­ma­Ze

les qce­vis ga­mos­wo­re­ba­Si. igi iw­vevs un­dob­lo­bas uf­ro­se­bis

mi­marT da ax­dens mtru­li da­mo­ki­de­bu­le­be­bis pro­vo­ci­re­bas
(Harvard Ci­vic Rights Project, 2000). 2006 wels ame­ri­kis fsi­qo­log­
Ta aso­ci­a­ci­is an­ga­riS­Si vkiTxu­lobT, rom `nu­lo­va­ni to­le­
ran­to­bis po­li­ti­ka ver zrdis sko­lis usaf­r­Txo­e­bas da ar
aum­jo­be­sebs sko­lis kli­mats~ . igi ax­dens mos­wav­lis ga­ucxo­
e­bas da izo­li­re­bas, aZ­li­e­rebs mos­wav­le­eb­Si SfoT­vis do­nes
da aR­r­vevs uf­ro­seb­Tan jan­m­r­Tel kav­Si­rebs. amiT gan­sa­kuT­
re­bul saf­r­Txes uq­m­nis men­ta­lur jan­m­r­Te­lo­bas, aZ­li­e­rebs
an aC­qa­rebs mis­T­vis da­ma­xa­si­a­Te­bel ne­ga­ti­ur Se­de­gebs (APA,
2006).

va­ra­u­di 3: kon­t­rol­ze ori­en­ti­re­bu­li rep­re­si­u­li mid­

go­ma sa­zo­ga­do­e­ba­Si `mtki­ce~ qme­de­beb­ze moTxov­nis sa­pa­
su­xod xor­ci­el­de­ba. aSS-Si Ca­ta­re­bu­li erT-er­Ti kvle­vis
mi­xed­viT, mSob­le­bi po­zi­ti­u­rad ari­an gan­wyo­bil­ni mkac­ri
dis­cip­li­nu­ri sas­je­le­bis mi­marT, Tu fiq­ro­ben, rom ma­Ti
Svi­li saf­r­Txe­Sia (Blankstein, 1999). mag­ram Za­li­an ne­ga­ti­u­rad
re­a­gi­re­ben, ro­ca mi­iC­ne­ven, rom sis­te­ma bavSvs usa­mar­T­lod
sjis (A. Davis, 1999; D. Joh­n­son, 1999). mos­wav­le­e­bis udi­de­si na­
wi­li sko­li­dan daTxov­na­sa da ga­ricx­vas ara­e­feq­tu­rad da
usa­mar­T­lod Tvlis (APA, 2006).

sa­qar­T­ve­lo­Si am va­ra­u­dis sa­fuZ­v­li­a­no­bis Se­sa­mow­meb­lad

sko­la­Si usaf­r­Txo­e­bis po­li­ti­ki­sad­mi sko­lis Te­mis - mos­
wav­le­e­bi­sa da mSob­le­bis - da­mo­ki­de­bu­le­be­bis Ses­wav­lis pir­
ve­li mcde­lo­bis Se­de­gebs vi­ye­nebT. am na­wil­Si vim­s­je­lebT
mos­wav­le­e­bi­sa da mSob­le­bis da­mo­ki­de­bu­le­ba­ze Tbi­li­sis
mas­S­ta­biT ga­mo­kiTxu­li 310 mSob­lis da 310 mos­wav­lis, ag­reT­
ve, ba­Tum­sa da Tbi­lis­Si Ca­ta­re­bu­li fo­kus jgu­fe­bis Se­de­gad
mi­Re­bu­li mo­na­ce­me­bis sa­fuZ­vel­ze.

Zi­ri­Ta­di mig­ne­be­bi am na­wil­Si Sem­de­gia:

- man­da­tu­ris Se­mos­v­lis Sem­deg ga­i­zar­da sko­la­Si usaf­r­

Txo­e­ba. Tum­ca, bo­lo wlis gan­mav­lo­ba­Si mos­wav­le­Ta 52%
yo­fi­la sko­la­Si mos­wav­le­ebs So­ris fi­zi­ku­ri da­pi­ris­pi­
re­bis, 17% - mas­wav­leb­lis mi­er mos­wav­lis fi­zi­ku­ri Se­u­
racx­yo­fis mom­s­w­re, 33% ki- mos­wav­le­e­bis mi­er si­ga­re­tis
mox­ma­re­bis mom­s­w­re.
 usaf­r­T xo sko­l is po­l i­t i­k a sa­q ar­T­v e­l o­S i:
wi­n a­p i­r o­b a, Se­d e­g e­b i da da­m o­k i­d e­b u­l e­b e­b i 41

- mos­wav­le­e­bi da mSob­le­bi, man­da­tu­ris sa­Wi­ro­e­bas sko­

la­Si, sa­Su­a­lo­ze ma­Ral Se­fa­se­bas ani­We­ben. Tum­ca, uf­ro
ma­Ral Se­fa­se­bas aZ­le­ven da­ra­ji­sa da vi­deo Tval­T­va­lis
sa­Wi­ro­e­bas.

- ro­ca saq­me mos­wav­le­ebs So­ris an mos­wav­le­sa da mas­wav­le­

bels So­ris kon­f­liq­tis mog­va­re­bas exe­ba, mos­wav­le­e­bi­sa
da mSob­le­bis Se­da­re­biT mci­re na­wi­li an­dobs man­da­turs
me­di­a­to­ris rols. ase­ve, nak­le­bad en­do­bi­an man­da­turs im
Sem­Tx­ve­va­Si, ro­ca mos­wav­lis de­vi­an­tu­ri qce­va­ze re­a­gi­
re­baa sa­Wi­ro.

- mos­wav­le­e­bi da mSob­le­bi zo­ga­dad nak­le­bad em­x­ro­bi­

an das­jis mkacr zo­mebs (ga­ricx­va, fu­la­di ja­ri­ma, spec.
sko­la). de­vi­an­tu­ri qce­vis mqo­ne mos­wav­lis Sem­Tx­ve­va­Si
re­a­gi­re­bis yve­la­ze mo­sa­wo­ni for­ma mos­wav­le­sa da mSo­
bel­Tan di­req­to­ris, mas­wav­leb­lis da fsi­qo­lo­gis ga­sa­
ub­re­ba aR­moC­n­da.

- sko­la­Si usaf­r­Txo ga­re­mos Seq­m­na­Si yve­la­ze ma­Ral rols

mos­wav­le­Ta da mSo­bel­Ta udi­de­si na­wi­li kla­sis dam­ri­ge­
bels da di­req­tors ani­Webs.

Za­la­do­ba da usaf­r­Txo­e­ba qar­Tul sko­leb­Si:

2006-2007 wle­bis kvle­ve­bis mi­mo­xil­va

yve­la Tan­x­m­de­ba ima­ze, rom sko­la­Si mos­wav­lis­T­vis usaf­r­

Txo ga­re­mo sas­wav­lo pro­ce­sis war­ma­te­biT war­mar­T­vis auci­
le­be­li wi­na­pi­ro­baa. Tum­ca, mniS­v­ne­lo­va­nia, swo­ri in­for­ma­
cia gvqon­des ima­ze, Tu ram­de­nad mwva­ved dgas usaf­r­Txo­e­bis
prob­le­ma, rom re­a­gi­re­bac Se­sa­ba­mi­si iyos. sam­wu­xa­rod, ro­
gorc we­si, sa­zo­ga­do­e­bis war­mod­ge­na sko­leb­Si Za­la­do­bis
prob­le­mis siR­r­me­sa da mas­S­ta­bu­ro­ba­ze ara­em­pi­ri­ul cod­
na­zea dam­ya­re­bu­li da, Se­saZ­loa, me­dia sa­Su­a­le­be­biT gav­r­ce­
le­bu­li in­for­ma­ci­iT iyos for­mu­li­re­bu­li. ro­gorc aSS-Si
Ca­ta­re­bu­li kvle­ve­bi aC­ve­nebs, mo­zar­debs So­ris Za­la­do­bis
mxo­lod 1% fiq­sir­de­ba sko­leb­Si da war­mo­d­ge­na ima­ze, rom
sko­le­bi mo­zar­debs So­ris Za­la­do­bis Zi­ri­Ta­di ke­raa, gaz­vi­
a­de­bu­lia. me­tic, 1985 wli­dan mo­yo­le­bu­li (anu nu­lo­va­ni to­
le­ran­to­bis po­li­ti­kis Se­mo­Re­bam­de ram­de­ni­me wliT ad­re),
42 na­Tia an­dRu­la­Ze, Ta­mar mo­si­aS­vi­li, va­no ke­Way­ma­Ze

Za­la­do­bis Sem­Tx­ve­ve­bi sko­la­Si mcir­de­bo­da an sta­bi­lu­ri

rCe­bo­da (APA, 2006).
sko­leb­Si Za­la­do­bis sa­kiTxebs 2006-2007 wleb­Si Ca­ta­re­bu­li
sa­mi kvle­va exe­ba. am kvle­ve­bi­dan Cans, rom usaf­r­Txo po­li­
ti­kis Se­mo­Re­bis wi­na pe­ri­od­Si sa­qar­T­ve­lo­Si ro­gorc fi­zi­
ku­ri, ase­ve fsi­qo­lo­gi­u­ri Za­la­do­bis Sem­Tx­ve­ve­bi uf­ro xSi­
ria ojax­Si da sa­qar­T­ve­lo sko­le­bis usaf­r­Txo­e­bis in­deq­siT
(mos­wav­le­e­bis, mas­wav­leb­le­bi­sa da di­req­to­re­bis Se­fa­se­biT)
gan­vi­Ta­re­bu­li da gan­vi­Ta­re­ba­di qvey­ne­bis si­a­Si yve­la­ze
usaf­r­Txo sis­te­me­bis ka­te­go­ri­a­Si xvde­ba. Se­saZ­loa, am kvle­
veb­Si ga­mo­ye­ne­bu­li sa­zo­me­bi ar iZ­le­o­des zust su­raTs, Tum­
ca uda­voa, rom gan­sa­kuT­re­bu­li gan­ga­Sis sa­fuZ­ve­li am pe­ri­
od­Si ar ar­se­bob­da.

sko­leb­Si Za­la­do­bis erov­nu­li kvle­va

sko­leb­Si Za­la­do­bis erov­nu­li kvle­va ga­naT­le­bi­sa da mec­

ni­e­re­bis sa­mi­nis­t­ros da ga­e­ros bav­S­v­Ta fon­dis er­Tob­li­vi
pro­eq­ti iyo da igi 2007 wels gan­xor­ci­el­da. kvle­vis mi­za­
ni zo­gad­sa­gan­ma­naT­leb­lo sko­leb­Si Za­la­do­bis for­me­bis
da gav­r­ce­le­bis dad­ge­na da, Se­sa­ba­mi­sad, sko­la­Si Za­la­do­bis
prob­le­mis mas­S­ta­bis gan­sazR­v­ra iyo. kvle­vis far­g­leb­Si ga­
mo­i­kiTxa sa­qar­T­ve­los 93 sko­lis (Tbi­li­sis 33 da re­gi­o­ne­bis
60) 1300 mos­wav­le. ga­mo­kiTxul mos­wav­le­Ta 77% am­bobs, rom
sko­la­Si Tavs usaf­r­Txod grZnobs. sko­lis mos­wav­le­Ta udi­
des na­wils sko­lis mi­marT po­zi­ti­u­ri da­mo­ki­de­bu­le­ba aqvs
(67%). sko­lis mos­w­v­le­Ta na­wi­li aR­niS­navs, rom ga­su­li wlis
gan­mav­lo­ba­Si yo­fi­la sko­lis da mis mim­de­ba­re te­ri­to­ri­a­ze
gan­xor­ci­e­le­bu­li Za­la­do­bis msxver­p­li. Tum­ca, ro­gorc fi­
zi­ku­ri, ase­ve fsi­qo­lo­gi­u­ri Za­la­do­bis udi­de­si na­wi­li msu­
buq for­meb­ze mo­dis. ker­Zod, Tu mos­wav­le­Ta 47,1 % acxa­debs,
rom yo­fi­la fi­zi­ku­ri Za­la­do­bis msxver­p­li, aqe­dan, Zi­ri­
Ta­dad, fiq­sir­de­ba Za­la­do­bis ise­Ti for­me­bi, ro­go­re­bi­caa
xel­ze an mklav­ze dar­ty­ma (20,5%), yu­ris awe­va (17,4%), Tmis
mo­qaC­va (17,2%), ra­i­mes tke­ni­ne­ba (13.2%), Tav­ze an sa­xe­Si gar­
ty­ma: (10.3%), xe­lis kvra (9.5%). Za­li­an mci­rea Za­la­do­bis mZi­me
for­me­bis Sem­Tx­ve­ve­bi (bas­ri sag­niT daW­ra (0.5%), ra­i­me sa­Si­
Sis da­Za­le­ba (2.0%), dab­ma (0.4%). mos­wav­le­Ta 47,5% acxa­debs,
rom yo­fi­la fsi­qo­lo­gi­u­ri Za­la­do­bis msxver­p­li - day­vi­re­ba:
20.2%; Se­Si­ne­ba: 18.2%; cu­di niS­ne­biT da­muq­re­ba: 17.8%; uxam­si
an sawye­ni sa­xe­le­bis da­Za­xe­ba: 15.2%.
 usaf­r­T xo sko­l is po­l i­t i­k a sa­q ar­T­v e­l o­S i:
wi­n a­p i­r o­b a, Se­d e­g e­b i da da­m o­k i­d e­b u­l e­b e­b i 43

aR­sa­niS­na­via, rom ama­ve pe­ri­od­Si ga­e­ros bav­S­v­Ta fon­d­ma Ca­

a­ta­ra bav­S­veb­sa da mo­zar­deb­ze Za­la­do­bis erov­nu­li kvle­va
oja­xeb­Si. Se­da­re­bi­sas ir­k­ve­va, rom bav­S­veb­sa da mo­zar­deb­ze
Za­la­do­bis Sem­Tx­ve­ve­bi sko­la­ze uf­ro me­ti - ojax­Sia. qve­moT
mo­ce­mul cxril­Si Cans, rom - ro­gorc `bo­lo wlis gan­mav­lo­
ba­Si~ , ase­ve, `sa­er­Tod~ - fi­zi­ku­ri Za­la­do­bis Sem­Tx­ve­ve­bi
uf­ro ma­Ra­lia ojax­Si, vid­re sko­la­Si (cxri­li 1).

cxri­li 1: Za­la­do­bis Sem­Tx­ve­ve­bi sko­la­sa da ojax­Si Za­la­

do­bis ti­pi­sa da Za­la­do­bis ad­gi­lis (oja­xi da sko­la) mi­
xed­viT.

fizikuri Zaladoba fsiqologiuri

Zaladoba
(%) (%)
Za­la­do­bis
adgili
bolo wlis bolo wlis
ganmavlo­ saerTod ganmavlo­ saerTod
baSi baSi

ojaxSi 54.0 72.1 59.1 70.9

skolaSi 47.1 61.7 47.5 56.4

wya­ro: ga­e­ros bav­S­v­Ta fon­di, 20074.

4. http://www.unicef.org/georgia/Violence_Study_ENG_final(1).pdf
44 na­Tia an­dRu­la­Ze, Ta­mar mo­si­aS­vi­li, va­no ke­Way­ma­Ze

sa­er­Ta­So­ri­so kvle­ve­bi

sko­leb­Si kli­ma­ti­sa da Za­la­do­bis sa­kiTxebs fa­ravs, ase­ve,

wig­ni­e­re­bis sa­er­Ta­So­ri­so kvle­va (PIRLS, 2006) da sa­er­Ta­So­
ri­so Se­fa­se­ba ma­Te­ma­ti­ka­sa da mec­ni­e­re­beb­Si (TIMSS 2007).
ori­ve kvle­va mos­wav­le­e­bis mi­er usaf­r­Txo sko­lis aR­q­mas
sxva­das­x­va in­di­ka­to­ris meS­ve­o­biT ik­v­levs. PIRLS 2006-is mos­
wav­le­Ta usaf­r­Txo­e­bis in­deq­si sko­leb­Si da­fuZ­ne­bu­lia ima­
ze, Tu ram­de­nad eTan­x­me­bi­an ga­mo­kiTxu­li mos­wav­le­e­bi mo­
saz­re­bas - „Tavs usaf­r­Txod vgrZnob sko­la­Si yof­ni­sas~ da
ase­ve, ras fiq­ro­ben maT mi­er da­fiq­si­re­bul Cag­v­ris (bul­l­ying),
mo­par­vi­sa da da­zi­a­ne­bis Sem­Tx­ve­veb­ze, rom­le­bic pi­ra­dad maT
an maT klas­Si ro­me­li­me sxva mos­wav­les Se­em­Tx­va kon­k­re­tu­li
Tvis gan­mav­lo­ba­Si. in­deq­sis ma­Ral maC­ve­ne­bel­ze mos­wav­le­e­bi
(met-nak­le­bad) eTan­x­me­bod­nen mo­saz­re­bas, rom sko­la­Si Tavs
usaf­r­Txod grZno­ben; ver ix­se­neb­d­nen ve­ra­na­ir in­ci­dents,
ro­me­lic maT ga­dax­daT. ase­ve, ver ix­se­neb­d­nen erT in­ci­den­t­
ze mets, ro­me­lic maT Ta­nak­la­sels Se­em­Tx­va. in­deq­sis da­bal
maC­ve­ne­bel­ze mos­wav­le­e­bi (met-nak­le­bad) ar eTan­x­me­bod­nen
mo­saz­re­bas, rom sko­la­Si Tavs usaf­r­Txod grZnob­d­nen; ix­se­
neb­d­nen or an met Sem­Tx­ve­vas, ro­me­lic pi­ra­dad maT Se­em­Tx­
vaT da, ase­ve, or an met am­bavs, ro­me­lic maT Ta­nak­la­se­lebs
ga­dax­daT Tavs ga­su­li Tvis gan­mav­lo­ba­Si.

sa­qar­T­ve­los erT-er­Ti ga­mor­Ce­u­lad ma­Ra­li maC­ve­ne­be­li

aqvs: mos­wav­le­e­bis 67% usaf­r­Txo­e­bis ma­Ral maC­ve­ne­bels
afiq­si­rebs, 32% - sa­Su­a­los da mxo­lod 1% ir­Cevs usaf­r­Txo­
e­bis da­bal maC­ve­ne­bels. kvle­vis mo­na­wi­le 45 qve­ya­nas So­ris,
sa­qar­T­ve­los me-4 ad­gi­li uWi­ravs sa­er­Ta­So­ri­so re­i­tin­g­Si
nor­ve­gi­is, Sve­de­Ti­sa da da­ni­is Sem­deg.

TIMSS ga­zom­vis Se­da­re­biT gan­s­x­va­ve­bul me­Tods iye­nebs.

kvle­va mos­wav­le­ebs ga­moh­kiTxavs ma­Ti sas­ko­lo ga­moc­di­le­
bis Se­sa­xeb im Tval­saz­ri­siT, Tu ram­de­nad xSi­rad mo­u­pa­ravT
maT­T­vis ra­me niv­Ti; ram­de­nad xSi­rad da­ur­tyamT/an ut­ke­ni­aT
maT­T­vis sxva mos­wav­le­ebs; ram­de­nad xSi­rad aiZu­leb­d­nen maT
sxva mos­wav­le­e­bi, ga­e­ke­Te­bi­naT is, rac ar sur­daT; ram­de­nad
xSi­rad das­ci­nod­nen an eZax­d­nen Ser­q­me­ul sa­xe­lebs da ram­de­
nad xSi­rad da­u­to­ve­bi­aT sxva mos­wav­le­ebs kon­k­re­tu­li aq­ti­
vo­bis miR­ma. mos­wav­le­eb­ma usaf­r­Txo sko­lis aR­q­mis in­deq­sis
usaf­r­T xo sko­l is po­l i­t i­k a sa­q ar­T­v e­l o­S i:
wi­n a­p i­r o­b a, Se­d e­g e­b i da da­m o­k i­d e­b u­l e­b e­b i 45

ma­Ral do­ne­ze xu­Ti­ve in­di­ka­tor­ze upa­su­xes „ara~; ma­Sin, ro­

ca mos­wav­le­eb­ma in­deq­sis da­bal maC­ve­ne­bel­ze upa­su­xes „di­ax~
- sam an met mo­saz­re­bas. mos­wav­le­e­bi pa­sux­Ta sxva kom­bi­na­ci­e­
biT gan­Tav­s­d­nen in­deq­sis sa­Su­a­lo do­ne­ze.

usaf­r­Txo­e­bis am­g­va­ri ga­zom­vis me­To­di mniS­v­ne­lo­van­wi­lad

gan­s­x­va­ve­bul su­raTs iZ­le­va, Tum­ca, ma­inc po­zi­ti­urs, - Tu
sa­er­Ta­So­ri­so sa­Su­a­lo maC­ve­neb­lebs Se­va­da­rebT. ro­gorc
cxril­Sia naC­ve­ne­bi (ixi­leT cxri­li #2), sa­Su­a­lo sa­er­Ta­So­ri­
so maC­ve­ne­bel­Tan Se­da­re­biT, ro­gorc me-4, ise me-8 kla­se­lebs
So­ris, sa­qar­T­ve­lo usaf­r­Txo­e­bis in­deq­sis ma­Ral sa­fe­xur­ze
myof mos­wav­le­Ta uf­ro did maC­ve­ne­bels afiq­si­rebs, vid­re -
usaf­r­Txo­e­bis in­deq­sis da­bal sa­fe­xur­ze myo­fe­bis. sa­qar­T­
ve­los sa­er­Ta­So­ri­so ran­gi­re­ba­Si me­o­re ad­gi­li uWi­ravs me-8
kla­sel­Ta usaf­r­Txo­e­bis ma­Ral do­ne­ze yof­niT. uf­ros­k­la­
se­le­bi, um­c­ros ­k­la­se­leb­Tan Se­da­re­biT, usaf­r­Txo­e­bis do­
nis uf­ro ma­Ral maC­ve­ne­bels afiq­si­re­ben.

PIRLS di­req­to­rebs ga­mo­i­kiTxavs sko­lis usaf­r­Txo­e­bis ma­

Te­u­li aR­q­mis Se­sa­xeb, xo­lo TIMSS ki, mas­wav­leb­lebs - ma­Ti­ve
sko­leb­Si usaf­r­Txo­e­bis ma­Te­u­li aR­q­mis Se­sa­xeb. sko­lis di­
req­to­re­bis mi­er sko­lis usaf­r­Txo­e­bis aR­q­mis maC­ve­ne­be­li
ase­ve ma­Ra­lia sa­qar­T­ve­lo­Si. PIRLS 2006 wlis kvle­va­Si di­req­
to­re­bis mi­er sko­lis usaf­r­Txo­e­bis aR­q­mis in­deq­si ga­i­zo­ma
maT mi­er im sak­la­so sa­fe­xu­ris da­sa­xe­le­biT, rom­leb­zec gar­
k­ve­ul mos­wav­le­Ta qce­va sko­la­Si prob­le­mu­ri xde­ba. qce­ve­bi
mo­i­cav­da sak­la­so pro­ce­si­saT­vis xe­lis SeS­las, ga­da­we­ras,
uwe­so­bas, van­da­lizms, qur­do­bas, sxva mos­wav­le­e­bis sity­vi­
er an fi­zi­kur Se­u­racx­yo­fa­sa da kon­f­liqts mos­wav­le­ebs
So­ris. di­req­to­rebs Ti­To­e­u­li qce­va un­da da­e­xa­si­a­Te­bi­naT
ro­gorc: 1. se­ri­o­zu­li prob­le­ma, 2 - zo­mi­e­ri prob­le­ma, 3 - me­
o­ra­di prob­le­ma, 4 - arar­se­bu­li prob­le­ma. mos­wav­le­e­bi, ro­
mel­Ta di­req­to­reb­sac sa­Su­a­lo maC­ve­ne­be­li 3-ze me­ti hqon­
daT, mi­e­kuT­v­nen in­deq­sis ma­Ral maC­ve­ne­bels, xo­lo ro­mel­Ta
di­req­to­reb­sac 2-sa da 4-s So­ris - sa­Su­a­lo maC­ve­ne­bels. 2-ze
nak­le­bi sa­Su­a­lo maC­ve­neb­lis mqo­ne di­req­to­re­bis mos­wav­le­e­
bi ga­ni­sazR­v­r­nen, ro­gorc in­deq­sis da­bal do­ne­ze myof­ni.

di­req­to­re­bis kvle­vis Se­de­gad da­fiq­si­re­bu­li usaf­r­Txo

sko­lis maC­ve­neb­lis Ta­nax­mad, sa­qar­T­ve­lo­Si mos­wav­le­Ta 73%
46 na­Tia an­dRu­la­Ze, Ta­mar mo­si­aS­vi­li, va­no ke­Way­ma­Ze

ma­Ra­li usaf­r­Txo­e­bis do­nis mqo­ne sko­leb­Si swav­lobs, 20%

- sa­Su­a­lo usaf­r­Txo­e­bis do­nis mqo­ne­Si, xo­lo 7% - da­ba­li
usaf­r­Txo­e­bis do­nis mqo­ne sko­leb­Si. sa­qar­T­ve­los sa­Su­a­lo
sa­er­Ta­So­ri­so maC­ve­ne­bel­ze 13%-iT me­ti qu­la aqvs im mos­wav­
le­e­bis pro­cen­tiT, rom­le­bic kla­si­fi­ci­re­bul­ni ari­an, ro­
gorc usaf­r­Txo­e­bis ma­Ral do­ne­ze myof­ni.

TIMSS mas­wav­leb­lebs ekiTxe­bo­da ma­Ti­ve sko­la­Si usaf­r­Txo­

e­bis ma­Te­u­li aR­q­mis Se­sa­xeb. mas­wav­leb­le­bis aR­q­mis in­deq­si
da­fuZ­ne­bu­lia Sem­deg sam mo­saz­re­ba­ze ga­ce­mul pa­su­xeb­ze: (1)
es sko­la ga­re­mo­cu­lia usaf­r­Txo ga­re­mo­Ti, (2) Tavs usaf­r­
Txod vgrZnob am sko­la­Si; da (3) am sko­lis dac­vis sam­sa­xu­ri
da aR­Wur­vi­lo­ba Se­sa­ba­mi­sia nor­meb­Tan.

mos­wav­le­e­bi ma­Ral do­ne­ze kla­si­fi­cir­de­bod­nen im Sem­Tx­ve­

va­Si, Tu ma­Ti mas­wav­leb­le­bi eTan­x­me­bod­nen yve­la xse­ne­bul
mo­saz­re­bas da - da­bal do­ne­ze, Tu­ki ma­Ti mas­wav­leb­le­bi arc
erT maT­gans ar eTan­x­me­bod­nen. is mos­wav­le­e­bi, ro­mel­Ta mas­
wav­leb­leb­mac kom­bi­ni­re­bu­li pa­su­xe­bi gas­ces, sa­Su­a­lo do­ne­
ze gan­Tav­s­d­nen.

mas­wav­le­bel­Ta mi­er usaf­r­Txo­e­bis aR­q­ma­ze day­r­d­no­biT, me-4

da me-8 kla­se­bis mas­wav­le­bel­Ta ab­so­lu­tu­ri um­rav­le­so­ba
Tavs usaf­r­Txod grZnobs. TIMSS-is mas­wav­le­bel­Ta ga­mo­kiTx­
va­Si sa­qar­T­ve­los 43 qve­ya­nas So­ris me-9 ad­gi­li uWi­ravs me-4
kla­sis mas­wav­leb­le­bis ga­mo­kiTx­vis maC­ve­neb­liT, xo­lo me-8
kla­sis mas­wav­leb­le­bis ga­mo­kiTx­vis maC­ve­neb­liT - me-14 ad­gi­
li 56 qve­ya­nas So­ris.
 usaf­r­T xo sko­l is po­l i­t i­k a sa­q ar­T­v e­l o­S i:
wi­n a­p i­r o­b a, Se­d e­g e­b i da da­m o­k i­d e­b u­l e­b e­b i 47

cxri­li 2: ro­gor aRiq­va­men sko­lis usaf­r­Txo­e­bas mos­wav­le­e­bi,

di­req­to­re­bi da ma­Te­ma­ti­kis mas­wav­leb­le­bi sa­qar­T­ve­los Se­de­ge­
bis sa­er­Ta­So­ri­so mo­na­ce­meb­Tan Se­da­re­bis sa­fuZ­vel­ze (2006 wlis
PIRLS - ma­Te­ma­ti­ka­sa da sa­bu­ne­bis­mety­ve­lo sag­neb­Si mos­wav­le­Ta
miR­we­ve­bis sa­er­Ta­So­ri­so kvle­va da 2007 wlis TIMSS - wig­ni­e­re­bis
sa­er­Ta­So­ri­so kvlva)

skolebis wili usafrTxoebis doneebis

mixedviT (%)
qveynis
kvleva monawileebi
maRali saSualo dabali reitingi

1 2 1 2 1 2

me-4 klasis
67 47 32 50 1 3 4 (45-dan)
moswavleebi
PIRLS
direqtorebi 73 60 20 32 7 7 16 (45-dan)

me-4 klasis
48 42 43 40 9 18 13 (40-dan)
moswavleebi

me-8 klasis
73 51 22 37 5 12 2 (51-dan)
moswavleebi
TIMSS
me-4 klasis
89 80 8 15 4 5 9 (43-dan)
maswavleblebi

me-8 klasis
87 77 12 18 1 5 14 (56-dan)
maswavleblebi

1: sa­qar­T­ve­los maC­ve­ne­be­li, 2: sa­er­Ta­Si­ri­so sa­Su­a­lo

maC­ve­ne­be­li

wya­ro: PIRLS 2006 da TIMSS 2007

48 na­Tia an­dRu­la­Ze, Ta­mar mo­si­aS­vi­li, va­no ke­Way­ma­Ze

nu­lo­va­ni to­le­ran­to­bis po­li­ti­kis Se­de­ge­bis

mi­mo­xil­va aSS ga­moc­di­le­bis ma­ga­liT­ze

bo­lo ori aT­w­le­u­lis gan­mav­lo­ba­Si aSS-Si Ca­ta­re­bu­li kvle­

ve­bi aC­ve­nebs, nu­lo­va­ni to­le­ran­to­bis po­li­ti­kam ver Se­am­
ci­ra Za­la­do­ba sko­leb­Si da ram­de­ni­me gver­di­Ti ne­ga­ti­u­ri
Se­de­gi ga­mo­i­Ro. har­var­dis uni­ver­si­te­tis sa­mo­qa­la­qo uf­
le­be­bis pro­eq­tis mi­er Ca­ta­re­bu­li kvle­vis an­ga­riS­Si aR­niS­
nu­lia (2000), nu­lo­va­ni to­le­ran­to­bis po­li­ti­ka ar ex­ma­re­ba
mos­wav­les qce­vis ga­mos­wo­re­ba­Si. igi iw­vevs un­dob­lo­bas uf­
ro­se­bis mi­marT da ax­dens mtru­li da­mo­ki­de­bu­le­bis pro­vo­
ci­re­bas (Harvard Ci­vic Rights Project, 2000). 2006 wels ame­ri­kis
fsi­qo­log­Ta aso­ci­a­ci­is an­ga­riS­Si vkiTxu­lobT, rom ` nu­lo­
va­ni to­le­ran­to­bis po­li­ti­ka ver zrdis sko­lis usaf­r­Txo­e­
bas da ar aum­jo­be­sebs sko­lis kli­mats~. igi ax­dens mos­wav­lis
ga­ucxo­e­bas da izo­li­re­bas, aZ­li­e­rebs mos­wav­le­eb­Si SfoT­vis
do­nes da aR­r­vevs uf­ro­seb­Tan jan­m­r­Tel kav­Si­rebs. amiT gan­
sa­kuT­re­bul saf­r­Txes qmnis, aZ­li­e­rebs an aC­qa­rebs men­ta­lu­
ri jan­m­r­Te­lo­bis­T­vis da­ma­xa­si­a­Te­bel ne­ga­ti­ur Se­de­gebs~
(APA, 2006).

ame­ri­kis fsi­qo­log­Ta aso­ci­a­ci­is naS­ro­mi ga­ni­xi­lavs sko­la­

Si das­jis ga­mo­ye­ne­bas mo­zar­dis gan­vi­Ta­re­bas­Tan mi­mar­Te­ba­
Si. ro­gorc an­ga­riS­Si ir­w­mu­ne­bi­an, sxva­das­x­va dis­cip­li­na­Si
Ca­ta­re­bu­li kvle­va aC­ve­nebs, rom gan­sa­kuT­re­biT 15 wlam­de
asa­kis mo­zar­deb­Si Se­im­C­ne­va fsi­qo-so­ci­a­lu­ri mo­um­wi­feb­
lo­ba oTx sfe­ro­Si: Ta­na­tol­Ta gav­le­ni­sad­mi sus­ti me­de­go­
ba (Gardner & Ste­in­berg, 2005; Zim­ring, 1998), ris­ki­sad­mi da­mo­ki­
de­bu­le­ba da ris­kis aR­q­ma (Arnett, 1992; Hooper, Luciana, Con­k­lin,
& Yarger, 2004), mo­ma­val­Si ori­en­ta­cia (Greene, 1986; Grisso et al.,
2003) da im­pul­se­bis kon­t­ro­li (Ca­uf­f­man & Ste­in­berg, 2000; Luna,
Garver, Ur- ban, Lazar, & Swe­e­ney, 2004). am asak­Si fsi­qo­lo­gi­ur
mo­um­wi­feb­lo­bas ne­i­ro­mec­ni­e­re­bi­dan mi­Re­bu­li em­pi­ri­u­li
Se­de­ge­bi adas­tu­rebs. ker­Zod, tvi­nis struq­tu­ra­Si am fun­q­
ci­eb­ze pa­su­xis­m­ge­be­li na­wi­le­bi bo­lom­de gan­vi­Ta­re­bu­li ar
aris (e.g., Baird & Fugelsang, 2004; Luna & Swe­e­ney, 2004); anu, ro­
ca saq­me mo­zar­de­bis qce­vis Se­de­gebs exe­ba, isi­ni mid­re­kil­ni
ari­an uf­ro di­di ris­kis ga­we­vis­ken da nak­le­bad adek­va­tu­ri
msje­lo­bis­ken. da­ bo­los, kvle­ve­bi aC­ve­nebs, rom am asa­kob­ri­
vi jgu­fis gan­vi­Ta­re­bis moTxov­ne­bi wi­na­aR­m­de­go­ba­Si mo­dis
usaf­r­T xo sko­l is po­l i­t i­k a sa­q ar­T­v e­l o­S i:
wi­n a­p i­r o­b a, Se­d e­g e­b i da da­m o­k i­d e­b u­l e­b e­b i 49

Se­sa­ba­mi­si sa­fe­xu­ris sko­lis ma­xa­si­a­Teb­leb­Tan; ker­Zod, mo­

zar­dis iseT moTxov­ni­le­beb­Tan, ro­go­re­bi­caa Ta­na­to­leb­
Tan ax­lo ur­Ti­er­To­ba, av­to­no­mi­u­ro­ba, uf­ro­se­bis­gan (gar­
da mSob­le­bi­sa) Zli­e­ri mxar­da­We­ra, iden­to­bis Se­Tav­se­ba da
aka­de­mi­u­ri efeq­ti­a­no­bis gan­c­da (Eccles, 2004; Eccles & Midgley,
1989). aras­wo­rad ga­mo­ye­ne­bis Sem­Tx­ve­va­Si, nu­lo­va­ni to­le­
ran­to­bis stra­te­gi­eb­ma, Se­iZ­le­ba mo­zar­deb­Si uk­ve ar­se­bu­li
ga­mow­ve­ve­bi ki­dev me­tad gam­w­va­von (APA, 2006).

nu­lo­va­ni to­le­ran­to­bis po­li­ti­kis mom­x­re­e­bis az­riT, de­

vi­an­tu­ri qce­vis mqo­ne mos­wav­le­e­bis sas­wav­lo pro­ce­si­dan
Ca­mo­So­re­ba sko­la­Si da­nar­Ce­ni mos­wav­le­e­bis swav­le­bis­T­vis
ke­Til­sa­i­me­do kli­mats qmnis (Ewing, 2000). Tum­ca, ro­gorc ame­
ri­kis fsi­qo­log­Ta aso­ci­a­ci­is an­ga­riS­Sia aR­niS­nu­li, ase­Ti
va­ra­u­di uki­du­re­sad in­tu­i­ci­u­ria da mas em­pi­ri­u­li sa­fuZ­
ve­li ar ga­aC­nia. ro­gorc kvle­ve­bi aC­ve­nebs, sko­lis kli­ma­tis
Tval­saz­ri­si­Tac da­ba­li Se­fa­se­ba aqvT sko­lebs, rom­le­bic
xSi­rad mi­mar­Ta­ven sko­li­dan daTxov­ni­sa da ga­ricx­vis zo­mebs
(Bickel & Qualls, 1980). aseT sko­leb­Si ase­ve da­ba­lia mos­wav­le­
Ta mos­w­re­ba ma­Si­nac ki, ro­ca mxed­ve­lo­ba­Si vi­RebT sko­la­Si
mos­wav­le­e­bis de­mog­ra­fi­ul da so­cio-eko­no­mi­kur maC­ve­neb­
lebs (J. E. Davis & Jor­dan, 1994; Raf­fa­e­le-Mendez, 2003; Ski­ba & Ra­
usch, 2006).

sko­la­Si usaf­r­Txo­e­bis gaz­r­dis miz­niT, aSS sko­le­bi iye­ne­

ben usaf­r­Txo­e­bis teq­ni­ka­sa da usaf­r­Txo­e­bis per­so­nals,
qmni­an mos­wav­le­e­bis pi­rad saq­me­ebs. Tum­ca, ase­ve ar ar­se­bobs
imis mtki­ce­bis sa­fuZ­ve­li, rom es zo­me­bi sko­la­Si usaf­r­Txo­
e­bas zrdis (APA, 2006). me­i­e­ri­sa da le­o­nes mi­er Ca­ta­re­bul
kvle­va­Si, aSS mas­S­ta­biT 12-dan 19 wlam­de asa­kis mos­wav­le­e­bis
in­ter­vi­u­e­bi­dan mi­Re­bu­li Se­de­geb­ze day­r­d­no­biT, ga­a­na­li­
ze­bu­lia sko­lis Za­la­do­bis mo­de­li. mos­wav­le­ebs us­vam­d­nen
kiTx­vebs sko­lis we­seb­sa da pro­ce­du­reb­ze, Za­la­do­bis pi­
rad ga­moc­di­le­ba­sa da sko­la­Si Za­la­do­bis faq­te­bis Se­sa­xeb,
nar­ko­ti­ku­li niv­Ti­e­re­be­bis xel­mi­saw­v­do­mo­ba­ze, sko­la­Si
kri­mi­na­lu­ri daj­gu­fe­be­bis ar­se­bo­ba­ze, SiS­ze, rom ar gax­de
Za­la­do­bis obi­eq­ti da Tav­dac­vis zo­meb­ze. am ana­liz­Si mkvle­
va­reb­ma ga­mo­i­kiTxes mos­wav­le­e­bi, rom­le­bic in­ter­vi­us Ca­ta­
re­bam­de 5-6 Tvis gan­mav­lo­ba­Si ma­inc sa­ja­ro sko­la­Si da­di­
od­nen. kvle­vam aC­ve­na, sxva sko­leb­Tan Se­da­re­biT, sko­le­bi,
50 na­Tia an­dRu­la­Ze, Ta­mar mo­si­aS­vi­li, va­no ke­Way­ma­Ze

rom­le­bic iye­ne­ben fi­zi­kur (me­ta­lis de­teq­to­re­bi, Ca­ke­ti­li

ka­ri da sxva) sa­Su­a­le­bebs da per­so­nal­ze dam­ya­re­bul sa­Su­a­
le­bebs (dac­va/re­sur­so­fi­ce­ri), uf­ro nak­le­bad usaf­r­Txo­ni
iy­v­nen. am sko­leb­Si ma­Ra­li iyo Za­la­do­bis Sem­Tx­ve­ve­bi da mos­
wav­le­eb­Si - Za­la­do­bis Si­Si.

es kvle­ve­bi ar aC­ve­nebs mka­fio mi­zez-Se­de­gob­riv da­mo­ki­de­

bu­le­bas dis­cip­li­nis zo­meb­sa da sko­lis kli­mats, ase­ve, mos­
wav­le­e­bis aka­de­mi­ur Se­de­gebs So­ris. bu­neb­ri­via, sko­la, ro­
mel­Sic mos­wav­le­e­bi xSi­rad xde­bi­an Za­la­do­bis msxver­p­l­ni,
uf­ro me­tad mi­mar­Tavs dac­vis mkacr zo­mebs. mag­ram uda­voa
isic, rom aseT sko­leb­Si dac­vis ze­moT aR­niS­nu­li sa­Su­a­le­be­
bi si­tu­a­ci­as ar cvlis, anu, mi­u­xe­da­vad ad­mi­nis­t­ra­ci­is mi­er
ga­mo­ye­ne­bu­li zo­me­bi­sa, Za­la­do­bis Sem­Tx­ve­ve­bi ar mcir­de­ba
(Ski­ba, 2000).

sko­lis Te­mis da­mo­ki­de­bu­le­ba usaf­r­Txo

sko­lis po­li­ti­ki­sad­mi

sko­lis Te­mis da­mo­ki­de­bu­le­bis Se­sas­wav­lad ga­mo­vi­ye­neT

ro­gorc Tvi­seb­ri­vi ase­ve, ra­o­de­nob­ri­vi me­To­de­bi. kvle­vis
far­g­leb­Si fo­kus jgu­fe­bi Ca­tar­da mas­wav­leb­leb­Tan, mos­wav­
le­eb­Tan da mSob­leb­Tan ba­Tum­sa da Tbi­lis­Si. ga­mo­i­kiTxa 310
mos­wav­le da 310 mSo­be­li Tbi­li­sis mas­S­ta­biT1. sa­ve­le sa­mu­Sa­
o­e­bi 2012 wlis Te­ber­val­Si Ca­tar­da.

kvle­vis Se­de­gad ga­mo­ik­ve­Ta Sem­de­gi Zi­ri­Ta­di mig­ne­be­bi:

–– sko­la­Si kli­mats da­de­bi­Tad afa­se­ben, ro­gorc mos­wav­le­

e­bi, ase­ve mSob­le­bi. Tum­ca, mos­wav­le­e­bis na­xe­va­ri acxa­
debs, rom bo­lo wlis gan­mav­lo­ba­Si yo­fi­la mos­wav­le­ebs
So­ris fi­zi­ku­ri Za­la­do­bis mom­s­w­re sko­lis te­ri­to­ri­a­
ze, 17% ki - mas­wav­leb­lis mxri­dan mos­wav­le­ze fi­zi­ku­ri
Za­la­do­bis mom­s­w­re. mos­wav­le­e­bis me­sa­me­di am­bobs, rom
wi­na wlis gan­mav­lo­ba­Si Ses­w­re­bia sko­la­Si mos­wav­le­e­bis
mi­er si­ga­re­tis mox­ma­re­bis Sem­Tx­ve­vas da 72% am­bobs, rom
mos­wav­le­e­bi ewe­od­nen si­ga­rets sko­lis ga­reT. bo­lo Tvis
gan­mav­lo­ba­Si, mos­wav­le­e­bis 10% yo­fi­la da­cin­vis, 5.5% ki
- fi­zi­ku­ri Za­la­do­bis obi­eq­ti.

1. kvlevis meTodologiis aRwera ixileT qvemoT mocemul TavSi

usaf­r­T xo sko­l is po­l i­t i­k a sa­q ar­T­v e­l o­S i:
wi­n a­p i­r o­b a, Se­d e­g e­b i da da­m o­k i­d e­b u­l e­b e­b i 51

–– mos­wav­le­e­bis 75% da mSob­le­bis 80% am­bobs, rom man­da­tu­

re­bis Se­mos­v­lam­de sko­la nak­le­bad an ga­ci­le­biT nak­le­
bad usaf­r­Txo iyo. mag­ram usaf­r­Txo­e­bis dac­vis sa­Su­a­le­
be­bi­dan, yve­la­ze ma­Ra­li qu­la, sa­Wi­ro­e­bis Tval­saz­ri­siT,
da­rajs da vi­deo Tval­T­vals er­go. uf­ro da­ba­li, Tum­ca,
sa­Su­a­lo­ze ma­Ra­li Se­fa­se­ba aqvs man­da­tu­ris sa­Wi­ro­e­bas.
man­da­tu­re­bis mu­Sa­o­bas da­de­bi­Tad afa­se­ben ro­gorc mSob­
le­bi, ase­ve, mos­wav­le­e­bi. Tum­ca, ori­ve ka­te­go­ri­a­Si (mSob­
le­bi da mos­wav­le­e­bi) 33% ne­it­ra­lur po­zi­ci­as iWers.

–– mos­wav­le­e­bis 70%-s ama Tu im sa­xis sas­je­li mi­u­Ria dis­

cip­li­nu­ri ga­dac­do­me­bis ga­mo. ma­Ti 87% fiq­ robs, rom
sas­je­li usa­mar­T­lo an Zi­ri­Ta­dad, usa­mar­T­lo iyo.

–– mos­wav­le­e­bic da mSob­le­bic da­bal Se­fa­se­bas aZ­le­ven sas­

je­lis mkac­ri zo­me­bis ga­mo­ye­ne­bas (mos­wav­lis spe­ci­a­lur
sko­la­Si gag­zav­na da sko­li­dan ga­ricx­va). rTu­li qce­vis
mqo­ne mos­wav­le­e­bis qce­va­ze re­a­gi­re­bis sce­na­re­bi­dan (maT
So­ris iyo ise­Ti sce­na­ri, ro­me­lic man­da­tu­ris mSo­bel­Tan
da bav­S­v­Tan ga­sa­ub­re­bas iT­va­lis­wi­nebs), mSob­le­bi da mos­
wav­le­e­bi upi­ra­te­so­bas iseT sce­nars ani­We­ben, ro­me­lic
mos­wav­les­Tan da mis mSo­bel­Tan pe­da­go­gis, di­req­to­ris
da fsi­qo­lo­gis ga­sa­ub­re­bas gu­lis­x­mobs.

–– man­da­tu­ris, ro­gorc me­di­a­to­ris, ro­lis Sem­s­ru­leb­li­

sad­mi ndo­ba da­ba­lia, ro­gorc mos­wav­le­eb­Si, ise mSob­leb­
Si. mos­wav­le­ebs So­ris da mos­wav­le­sa da mas­wav­leb­lebs
So­ris kon­f­liq­tu­ri si­tu­a­ci­e­bis ga­daW­ra­Si upi­ra­te­so­
bas mos­wav­le­e­bic da mSob­le­bic ar ani­We­ben man­da­turs.
mos­wav­le­ebs So­ris kon­f­liq­tis Sem­Tx­ve­va­Si mos­wav­le­e­bis
15% mas­wav­leb­lis, 32% sa­er­To me­gob­ris, 5% -ki mSob­lis
Car­T­vas am­jo­bi­ne­ben man­da­tu­ris Car­T­vas. man­da­tu­ris
Car­T­vas mos­wav­le­e­bis 40% em­x­ro­ba. da­ax­lo­e­biT igi­ve su­
ra­Tia mSob­leb­Sic. or bavSvs So­ris Cxu­bis Sem­Tx­ve­va­Si,
mSob­le­bis 37% am­bobs, rom um­jo­be­sia man­da­tu­ris Car­T­
va. mSob­le­bis 32% - mas­wav­leb­lis, 20% - bav­S­ve­bis sa­er­To
me­gob­ris, 6% ki - mSob­lis Car­T­vas aniWebs upiratesobas.
ki­dev uf­ro nak­le­bia im mos­wav­le­e­bi­sa da mSob­le­bi­s wili,
rom­le­bic man­da­turs an­dob­d­nen me­di­a­ci­as mos­wav­le­sa
da mas­wav­le­bels So­ris kon­f­liq­tis dros prob­le­mis ga­
52 na­Tia an­dRu­la­Ze, Ta­mar mo­si­aS­vi­li, va­no ke­Way­ma­Ze

da­saW­re­lad (27% - mos­wav­le­eb­Si da 13% - mSob­leb­Si). da­

nar­Ce­ne­bi am rols dam­ri­ge­bels, di­req­tors da mSo­bels
an­do­ben. mos­wav­le­e­bis 7% da mSob­le­bis 4% uSu­a­lod ga­
naT­le­bis sa­mi­nis­t­ros Car­Tav­da.

–– sko­la­Si usaf­r­Txo ga­re­mos Seq­m­na­Si res­pon­den­t­Ta udi­

de­si na­wi­li ro­gorc mos­wav­le­eb­Si, ase­ve, mSob­leb­Si, kla­
sis dam­ri­ge­bels da di­reqtrs ani­Webs ga­dam­wy­vet rols,
ri­giT mas­wav­leb­leb­Tan, man­da­tur­Tan da sko­lis fsi­qo­
log­Tan Se­da­re­biT.

–– man­da­tu­ri­sad­mi da­mo­ki­de­bu­le­ba (sa­Wi­ro­e­ba da ro­li

usaf­r­Txo ga­re­mos Seq­m­na­Si) mSob­leb­Si gan­s­x­vav­de­ba ga­
naT­le­bis do­ni­sa da zo­ga­di po­li­ti­ku­ri Se­xe­du­le­be­bis
mi­xed­viT. umaR­le­si ga­naT­le­bis mqo­ne res­pon­den­te­bi uf­
ro da­bal Se­fa­se­bas ani­We­ben man­da­tu­ris rol­sa da sa­Wi­
ro­e­bas. ase­ve, man­da­tu­ris ro­li­sa da sa­Wi­ro­e­bis Se­fa­se­ba
da­de­bi­Tad ko­re­li­rebs qve­ya­na­Si de­mok­ra­ti­u­lo­bis xa­
ris­xis, sko­le­bis da­mo­u­ki­deb­lo­bis xa­ris­xi­sa da qve­ya­na­Si
ka­no­nis uze­na­e­so­bis xa­ris­xis Se­fa­se­bas­Tan. mos­wav­le­ebs
So­ris da­mo­ki­de­bu­le­ba­Si gan­s­x­va­ve­be­bi fiq­sir­de­ba asa­kis,
mSob­lis ga­naT­le­bis da qve­ya­na­Si de­mok­ra­ti­u­lo­bis xa­
ris­xis Se­fa­se­bis mi­xed­viT.

am da sxva mig­ne­nebs uf­ro daw­v­ri­le­biT qve­moT mo­ce­mul qve­

Ta­veb­Si gan­vi­xi­lavT.

usaf­r­Txo­e­bis dac­vis zo­me­bi sko­la­Si

ga­mo­kiTxul­Ta udi­de­si na­wi­li acxa­debs, rom sko­las hyavs

man­da­tu­ri (98% mos­wav­le da 98% mSo­be­li), da­ra­ji (96% mos­
wav­le da 95% mSo­be­li), aqvs vi­de­o­ka­me­re­bi sko­lis Se­no­ba­Si.
res­pon­den­t­Ta mci­re na­wi­li am­bobs, rom sko­la­Si aris me­ta­
lis de­teq­to­ri (mos­wav­le­Ta 12% da mSo­bel­Ta 10%).
 usaf­r­T xo sko­l is po­l i­t i­k a sa­q ar­T­v e­l o­S i:
wi­n a­p i­r o­b a, Se­d e­g e­b i da da­m o­k i­d e­b u­l e­b e­b i 53

cxri­li 3: usaf­r­Txo­e­bis zo­me­bi gav­r­ce­le­bis six­Si­ris mi­xed­viT

usaf­r­Txo­e­bis dac­vis ro­mel moswavle mSobeli

sa­Su­a­le­bebs iye­nebs skola (%) (%)

mandaturi 97.7 98.4

videokamerebi skolis SenobaSi 96.4 89.4

daraji 96.1 94.8

videokamerebi skolis ezoSi 68.9 57.4

metalis deteqtori 12.3 9.7

Zaladobis SemTxvevebi skolaSi da skolis gareT

kvlevaSi monawile moswav-

leebis mcire nawili am-
ori welia mandaturia da
bobs, rom yofila fizikuri
kargi is aris, rom gac­­
an fsiqologiuri Seura-
denebi Semcirda. Zala­ do­
cxyofis obieqti skolaSi an
bis faqtebi skolaSi arc
skolis gareT. aRsaniSnavia,
manamde xdeboda da arc
rom fizikuri da sityvieri
axla xdeba.
Seuracxyofis SemTxvevebi
ufro xSirad skolaSi xdeba, arseni. 15 wlis. baTumi
vidre skolis gareT. yvelaze
xSiri sityvieri Seura-
cxyofis da dacinvis SemTxvevebia rogorc skolaSi (9.1%),
aseve, skolis gareT (5.5%). es SesaZloa, aixsnas imiT, rom mo-
swavleebi TanatolebTan yvelaze met dros skolaSi atare-
ben da skolis gareT ufro naklebad xvdebian Tanatolebs an
saskolo asakis im bavSvebs da mozardebs, visganac Zaladobis
safrTxe metia.
54 na­Tia an­dRu­la­Ze, Ta­mar mo­si­aS­vi­li, va­no ke­Way­ma­Ze

cxrili 4: Zaladobis SemTxvevebi skolasa da skolis gareT

wina semestris ganmavlobaSi,

skolaSi skolis
skolaSi SegemTxva Tu ara romelime
(%) gareT (%)
amaTgan?
sxva moswavlem damcina an sityvieri
9.1 5.5
Seuracxyofa momayena

maswavlebelma damcina an sityvieri

5.5  
Seuracxyofa momayena

sxva moswavlem fizikuri Seuracxyofa

5.2 3.9
momayena

raRac mompares 3.2 1.3

maswavlebelma fizikuri Seuracxyofa

2.6  
momayena
sxva moswavlem fuli an sxva nivTi
1.9 0
wamarTva

xSiria SemTxvevebi, roca

Cven iseT asakSi varT, rom bune-
moswavleebi xdebian Za-
brivia, xandaxan vCxubobT kidec.
ladobis mowmeebi skolaSi
skolaSi aRar xdeba, magram
an skolis gareT. magaliT-
quCaSi xdeba ufro meti. adre
isTvis, gamokiTxuli mo-
skolaSi Tu Cxubobdnen bavSve-
swavleebis naxevarze meti
bi, maswavleblebi aSvelebdnen
(52%) acxadebs, rom bolo
da iqve gvardeboda problema.
wlis ganmavlobaSi yofila
axla quCaSi Cxuboben ise, rom
Semswre SemTxvevebisa,
ufrosebi ver xedaven da rom
roca moswavleebma erTma-
daiWras bavSvi, ise mokvdeba, ve-
neTs fizikuri Seuracxyo-
ravin gaigebs. me ar vambob, rom
fa miayenes skolaSi da
problema ar arsebobda. magram
daaxloebiT igive nawili
am problemas mandaturi ver
(49%) ambobs, rom fizikuri
agvarebs.
Seuracxyofis momswreebi
gamxdaran quCaSi, ubanSi, irakli. 16 wlis. Tbilisis
ezoSi an sadarbazoSi. mo- specializebuli profilis
swavleebis erTi mesamedi skolis warCinebuli moswavle
yofila mowme, roca mo-
swavleebi skolaSi eweodnen sigarets da 72% ambobs, rom yo-
filan aseTi qcevis momswre skolis gareT.
usaf­r­T xo sko­l is po­l i­t i­k a sa­q ar­T­v e­l o­S i:
wi­n a­p i­r o­b a, Se­d e­g e­b i da da­m o­k i­d e­b u­l e­b e­b i 55

bolo erTi wlis gan-

sigaretsac veweodiT tualet-
mavlobaSi, gamokiTx-
Si. axla naklebi eweva sigarets
ulTagan ori moswavle
skolaSi. magram gareT, rom gadian
Seeswro skolaSi daW-
xom ewevian mainc. anu, es mowevis-
ris SemTxvevas da mo-
problemas ar Wris.
swavleebis 5% Seeswro
aseT SemTxvevas skolis giorgi. 16 wlis. Tbilisis erT-
gareT. erTi specializebuli profilis
skolis warCinebuli moswavle
moswavleebis 18% am-
bobs, rom yofila momswre, roca maswavlebelma fizikuri
Seuracxyofa miayena sxva moswavles.

cxrili 5: moswavle, rogorc Zaladobis TviTmxilveli skolasa

da skolis gareT

skolis
bolo erTi wlis ganmavlobaSi, skolaSi
gareT
yofilxarT Tu ara momswre, roca: %
%

moswavleebma skolaSi erTmaneTs

52.1 48.9
fizikuri Seuracxyofa miayenes

moswavleebi skolaSi sigarets

32.7 71.6
eweodnen

maswavlebelma fizikuri
17.8 -
Seuracxyofa miayena moswavles

moswavleebma erTmaneTs nivTi an

6.5 6.1
fuli ZaliT waarTves skolaSi

mSoblebis udidesi nawili acxadebs, rom bolo erTi wlis gan-

mavlobaSi gaugiaT mozardebs Soris mkvlelobis (79%), mo-
zardebs Soris fizikuri dapirispirebis (74%) SemTxvevebis
Sesaxeb. fiqsirdeba SemTxvevebi, roca gamokiTxuli mSoble-
bi acxadeben, roca msxverpli an dapirispirebis monawile
ojaxis wevri, naTesavi an nacnobi iyo. Tumca, maTi udidesi
nawilisTvis (95%) mozardebis mkvlelobis Sesaxeb informa-
ciis pirveladi wyaro media saSualebebia.
56 na­Tia an­dRu­la­Ze, Ta­mar mo­si­aS­vi­li, va­no ke­Way­ma­Ze

cxrili 6: mozardebs Soris Zaladobis SemTxvevebi da

informaciis pirveladi wyaro

informaciis
bolo erTi wlis
pirveladi
Zaladobis SemTxvevebi ganmavlobaSi
wyaro media
gamigia
iyo

mozardebs Soris
79% 95%
mkvlelobis Sesaxeb

mozardebs Soris
arafataluri fizikuri 74% 84%
dapirispirebis Sesaxeb

mandaturis uflebebi da movaleobebi respondentebis

warmodgeniT

rogorc mSoblebSi, aseve, moswavleebSi dabalia mandatu-

ris movaleobebisa da uflebebis Sesaxeb informirebulobis
xarisxi. moswavleebis naxevari da mSobelTa 37% fiqrobs,
rom mandaturis movaleobaSi skolis Sinaganawesis SemuSaveba
Sedis. moswavleTa 47%
miiCnevs, rom mandaturs
ufleba aqvs, moswavle grZnob, rom garemo usafrTxo ar
skolidan garicxos da aris SenTvis, maswavleblisTvis…
35% fiqrobs, rom man- es aris garemo, sadac moswavle
daturs maswavleblis grZnobs, rom Sen ufro geSinia
moxsna SeuZlia. gamo­ mandaturis. moswavlisgan isic ki
kiTxuli moswavleebis msmenia, mandaturebi Tqven gakon-
meaTedze meti Tvlis, trolebeno.
rom mandaturis ufle- nato, sajaro skolis
bebSi direqtoris moxs- maswavlebeli. baTumi
nac Sedis.
usaf­r­T xo sko­l is po­l i­t i­k a sa­q ar­T­v e­l o­S i:
wi­n a­p i­r o­b a, Se­d e­g e­b i da da­m o­k i­d e­b u­l e­b e­b i 57

cxrili 7: mandaturis uflebebsa da movaleobebze moswavleebisa

da mSoblebis warmodgenebi

moswavle mSobeli
mandaturis uflebebi da movaleobebi
(%) (%)

skolaSi wesrigis dacva 98.1 98.4

skolis Senobisa da mimdebare

86.7 90.6
teritoriis kontroli

skolis Sida wesebis Sesrulebis

89.3 75.2
kontroli

moswavlis gaCxreka 63.1 65.8

direqtoris daniSvna 4.9 3.9

direqtoris moxsna 12.0 5.8

maswavleblis moxsna 34.6 9.7

maswavleblis daniSvna 8.4 5.8

moswavlis skolidan garicxva 47.2 13.2

moswavlis skolidan droebiT daTxovna 59.9 20.0

moswavlis gakveTilidan gaZeveba 52.4 21.0

skolis Sida wesebis SemuSaveba 49.2 37.4

samarTlianoba

rogorc mSoblebis aseve, moswavleebis azriT, situaciaSi,

sadac erTsa da imave danaSaulSi ori sxvadasxva ekonomi-
kuri statusis mqone moswavles amxelen skolaSi, sadac man-
daturia, umandaturo skolasTan SedarebiT, ufro maRalia
Sansi imisa, rom orive moswavles garicxaven. magram skolaSi,
romelSic mandaturi araa, moswavleebisa da mSoblebis az-
riT, xelmokle moswavlis garicxvis Sansi ufro maRalia, vi-
dre SeZlebuli moswavlis.
58 na­Tia an­dRu­la­Ze, Ta­mar mo­si­aS­vi­li, va­no ke­Way­ma­Ze

cxrili 8: ~davuSvaT, or moswavles - erTs SeZlebuli ojaxidan,

meores ki - xelmokle ojaxidan - sxvadasxva situaciaSi upoves
dana. am baraTis gamoyenebiT, gTxov, miTxari, ra moxdeboda amis
Semdeg?~

moswavle (%) mSobeli (%)

SesaZlo skola, skola,

skola, skola,
scenarebi sadac sadac
sadac sadac
manda­ manda­
manda­ manda­
turi ar turi ar
turia turia
aris aris

SeZlebuli
bavSvis garicxvis 0.6 2.9 0.6 0.3
Sansi ufro didia

xelmokle bavSvis
garicxvis Sansi 8.7 23.3 11.0 23.5
ufro didia
orives Tanabari
Sansi aqvs 76.1 51.1 62.6 37.7
garicxvis

arc erTs ar
11.0 17.8 20.0 28.4
garicxaven

ar vici 0 0 5.2 9.0

upasuxod datova 3.6 4.9 0.6 1.0

moswavleebs Soris konfliqtis SemTxvevaSi, moswavleebis

40%-is azriT, sakiTxi yvelaze samarTlianad gadawydeboda
mandaturis Carevis, 32%-is azriT ki - saerTo megobris Care-
vis SemTxvevaSi. mxolod 15% azriT gadawydeboda sakiTxi
yvelaze samarTlianad maswavleblis Carevis SemTxvevaSi.
moswavleebis nawili miemxro quCis avtoritetebis CarTvas
(4%). mSoblebis 37%, aseve, fiqrobs, rom umjobesia mandatu-
ris Careva. mSoblebis 33% ndobas maswavleblebs ucxadebs.
usaf­r­T xo sko­l is po­l i­t i­k a sa­q ar­T­v e­l o­S i:
wi­n a­p i­r o­b a, Se­d e­g e­b i da da­m o­k i­d e­b u­l e­b e­b i 59

aRsaniSnavia, rom am ori SesaZlo scenaridan - skolaSi man-

daturi aris da skolaSi mandaturi ar aris - rogorc moswav-
leebis, aseve, mSoblebis azriT, albaToba imisa, rom moswav-
les garicxaven ufro didia skolaSi, sadac mandaturi aris.

cxrili 9: davuSvaT, ori bavSvi Cxubobs skolaSi. Seni azriT, am

baraTze CamoTvlilTagan, romel SemTxvevaSi gadawydeboda mo-
swavleebs Soris dava yvelaze samarTlianad?

moswavle % mSobeli %

Tu bavSvebi CarTaven mandaturs 39.5 37.1

Tu bavSvebi CarTaven maswavlebels 14.6 32.9

Tu bavSvebi CarTaven saerTo

32.0 19.7
megobars

Tu bavSvebi CarTaven mSobels 5.2 6.1

Tu bavSvebi CarTaven quCis

3.9 -
avtoritets

upasuxo 4.9 4.2

iseT situaciaSi, roca

maswavlebeli usamarT- Tornike: sanam qarTvelebs TviT-
lod eqceva moswavles, Segneba da kultura ar gveqneba, ma-
moswavleebis 27% man- namde araferi gveSeveleba. da ase
daturis, 26% - damrige- TviTSegneba ar gamogvimuSavdeba.
blis CarTvis, 21% ki arseni: visac ar mohyva TviTSeg-
- direqtoris CarTvis neba, viRacam unda aCvenos es.
SemTxvevaSi winaswarm-
Tornike: politicielma da proba-
etyvelebs problemis
ciis ministrma unda aCvenos es?
yvelaze samarTlianad
gadawyvetas. mSoblebis amonaridi moswavleebis
ufro didi nawili dam- fokusjgufidan baTumSi
rigeblis (41%) an di-
reqtoris (30%) CarTvas arCevs da ufro mcire nawili andobs
sakiTxs mandaturs (13%). moswavleebis 7% da mSoblebis 4%
sakiTxis gadasaWrelad saministros airCevda.
60 na­Tia an­dRu­la­Ze, Ta­mar mo­si­aS­vi­li, va­no ke­Way­ma­Ze

cxrili 10: davuSvaT, maswavlebeli usamarTlod moeqca

moswavles. baraTis gamoyenebiT, gTxov, miTxari, am baraTze
CamoTvlilTagan romel SemTxvevaSi gadawydeboda problema
yvelaze samarTlianad?

SesaZlo scenarebi moswavle % mSobeli %

Tu CarTaven mandaturs 26.9 12.6

Tu CarTaven damrigebels 25.6 41

Tu CarTaven direqtors 21.4 29.7

Tu CarTaven mSobels 13.3 10

Tu CarTaven ganaTlebis
7.4 3.9
saministros

upasuxo 5.5 3

sainteresoa, rom 10
Cveni saxelmwifo mandaturs gza-
balian Skalaze, sadac
vnis skolaSi, rom pirvelive kla-
1 niSnavs - saerTod ar
sidan daSinebuli izrdebodes
veTanxmebi da 10 niS-
adamiani. amisTvis akeTeben amas.
navs - sruliad veTanx-
daSinebuli da morCili Taoba
mebi, rogorc mSoblebi,
sWirdebaT. yvelaferi kontro-
aseve, moswavleebi da-
lisTvis keTdeba. imas ver xvdebi-
bal Sefasebas aZleven
an, rom ase adamianebi ar icvlebian.
mandaturis mier mas-
ar SeiZleba adamians ase SeuzRudo
wavlebelTan SedarebiT
Tavisufleba. SiSiT bavSvebis gaz-
davebis ufro samar-
rda ar SeiZleba, Torem gamovlen
Tlianad gadawyvetis
SeSinebulebi.
SesaZleblobas. mSo-
blebis Sefaseba ufro giorgi, 16 wlis.
dabalia, vidre moswav-
leebisa.
usaf­r­T xo sko­l is po­l i­t i­k a sa­q ar­T­v e­l o­S i:
wi­n a­p i­r o­b a, Se­d e­g e­b i da da­m o­k i­d e­b u­l e­b e­b i 61

cxrili 11: mandaturisadmi damokidebuleba mSoblebsa da

moswavleebSi

mSobeli moswavle

ramdenad saWiroa mandaturi 7.9 7.5

mandaturi gvexmareba kanonmorCili

6.6 6.7
sazogadoebis CamoyalibebaSi

mandaturi exmareba bavSvebs, iswavlon

5.7 6.1
sakuTari Secdomebidan
mandaturi exmareba maswavleblebs, ufro
3.3 3.6
kargad rom aswavlon
mandaturi moswavleebs Soris ndobis
5.2 5.3
Camoyalibebas uwyobs xels
mandaturi moswavleebsa da maswavleblebs
4.6 4.9
Soris ndobis Camoyalibebas uwyobs xels
maswavleblebs ar unda mivandoT wesrigi
2.6 3.5
da disciplina skolebSi
wesrigis damyareba mandaturs ufro
5.8 7.3
kargad SeuZlia, vidre maswavlebels
mandaturs davebis gadawyveta
ufro samarTlianad SeuZlia, vidre 4.7 5.8
maswavlebels

SeniSvna: debulebebi respondentebma Seafases 10 balian Skala-

ze, sadac 1 niSnavs `saerTd ar veTaxmebi~ da 10 niSnavs `sruliad
veTanxmebi~

disciplinis darRveva da sasjeli

gamokiTxuli moswavleebis 71% ambobs, rom bolo erTi

wlis manZilze sxvadasxva saxis sasjeli miuRia. reagirebis
yvelaze xSiri forma gafrTxilebaa. gamokiTxul moswavleTa
13% ambobs, rom mis mier disciplinis wesebis darRvevis Sede-
gad daweres oqmi, 10% ambobs, rom miiRo mkacri gafrTxileba,
6,5% - daatovebines gakveTili, 3.2 %- daavales skolisTvis
sasargeblo saqmis gakeTeba. dafiqsirda skolidan garicxvis
erTi da fuladi jarimis gadaxdis erTi SemTxveva.
62 na­Tia an­dRu­la­Ze, Ta­mar mo­si­aS­vi­li, va­no ke­Way­ma­Ze

cxrili 12: disciplinis darRvevis Sedegad moswavleebis mier

miRebuli sasjeli

sasjelis forma %

miiRe gafrTxileba 35.6

daweres oqmi 13.3
miiRe mkacri gafrTxileba 10
dagatovebines gakveTili 6.5
dagavales skolisTvis sasargeblo saqmis gakeTeba 3.2
droebiT dagiTxoves skolidan 1.9
mSobels gadaaxdevines jarima 0.3
gagricxes skolidan 0.3

moswavleebis udidesi nawili maT mier ganxorcielebul

sasjels usamarTlod miiCnevs. 87% im moswavleebisa, ro-
melic ama Tu im formiT daisaja, fiqrobs, rom skolis mier
mis mimarT ganxorcielebuli dasjis zomebi usamarTlo iyo,
an ufro usamarTlo iyo, vidre samarTliani. 10% miiCnevs,
rom sasjeli samarTliani an metwilad samarTliani iyo.

ivane: erTi kategoria bavSvis - arc swavlobs da zedmetad aqti-

uria. replikebi, komentarebi swavlis procesis mimdinareobas
uSlis xels. meore - swavlobs cud niSnebze.
arseni: orive unda gairicxos.
Tornike: Sen ra, genocids awyob? saqarTvelos SemTxvevaSi yvelam
SeiZleba ar unda Caabaros umaRlesSi, magram skola unda daam-
Tavrebino bavSvs.
arseni: CvenTan iyo Cumi, aravis xels ar uSlida, mara arc swav-
lobda. gadavida specialur skolaSi, sadac misi done gaizrda
swavlis.
ivane: wynari bavSvebi midian samtrediis skolaSi. ise, var namyo-
fi, mamaCemma wamiyvana. iq iseTi situacia iyo, cixe megona. cixe ki
ara, uaresia. galiasaviT iyo raRac da Sig iyo 3 Tu 4 bavSvi Caketi-
li. rom mivediT, ra kargi tansacmeli gacviao. is maswavleblebi
TiTqos fsiqologebi unda yofiliyvnen. iq rom bavSvi miva, ra
unda gamoswordes. galias glejda.
amonaridi moswavleebis fokus jgufidan baTumSi.
usaf­r­T xo sko­l is po­l i­t i­k a sa­q ar­T­v e­l o­S i:
wi­n a­p i­r o­b a, Se­d e­g e­b i da da­m o­k i­d e­b u­l e­b e­b i 63

cxrili 13: Seni azriT, ramdenad samarTliani iyo skolis mier Sen
mimarT ganxorcielebuli dasjis zomebi?

samarTliani iyo 6.0

ufro samarTliani iyo, vidre usamarTlo 4.3

ufro usamarTlo iyo, vidre samarTliani 19.8

usamarTlo iyo 69.0

zogadad, rogorc mSoblebisTvis, aseve, moswavleebisTvis

naklebad misaRebia sasjelis mkacri formebi. hipoTetur
situaciaSi, roca skolaSi moswavle `xSirad erTveba Cx-
ubSi, azianebs skolis qonebas da maswavleblebs xels uSlis
gakveTilis CatarebaSi~ , moswavleebisa da mSoblebis udide-
si nawili dabal Sefasebas aZlebs sasjeliT reagirebis iseT
formebs, rogorebicaa - skolidan garicxva, fuladi jarima
da specializebul skolaSi gadayvana. yvelaze maRali Se-
faseba problemis gadaWris im scenarma miiRo, roca moswav-
les da mis mSobels daelaparakeba pedagogi, direqtori da
fsiqologi.

cxrili 14: davuSvaT, skolaSi erTi moswavle xSirad erTveba

CxubSi, azianebs skolis qonebas da maswavleblebs xels uSlis
gakveTilis CatarebaSi. skola fiqrobs reagirebis ramdenime Ses-
aZlo variantze. ramdenad eTanxmebi aq CamoTvlil debulebebs?

moswavle mSobeli
moswavlis qcevaze reagirebis
SesaZlo scenarebi
N saSualo N saSualo

moswavle unda gairicxos

299 5.9 308 3.3
skolidan

moswavle unda gaigzavnos

specialur skolaSi, sadac
299 5.9 302 4.5
msgavsi problemis mqone
moswavleebTan erTad iswavlis
64 na­Tia an­dRu­la­Ze, Ta­mar mo­si­aS­vi­li, va­no ke­Way­ma­Ze

moswavle mSobeli
moswavlis qcevaze reagirebis
SesaZlo scenarebi
N saSualo N saSualo

moswavles da mis mSoblebs

302 7.4 309 7.2
mandaturi unda daelaparakos

moswavles da mis mSoblebs

unda daelaparakos pedagogi, 302 8.5 309 9.5
direqtori da fsiqologi

mSobels unda gadaaxdevinon

303 3.1 305 4.5
fuladi jarima

SeniSvna: debulebebi respondentebma Seafases 10 balian Skala-

ze, sadac 1 niSnavs `saerTd ar veTaxmebi~ da 10 niSnavs `sruliad
veTanxmebi~ .

rogor afaseben mandaturis mier Sesrulebul samuSaos

moswavleebisa da mSoblebis didi nawili dadebiTad afasebs

mandaturis muSaobas. kerZod, moswavleebis 54% da mSo-
blebis 60% mandaturis mier Sesrulebul samuSaos dadebi-
Tad afasebs. moswavleebis 35% da mSoblebis 34% neitralur
pozicias iWers da moswavleebis 3% da mSoblebis 3,6% nega-
tiur Sefasebas aZlevs mandaturis muSaobas.

cxrili 15: mandaturs bevri movaleobis Sesruleba uwevs skola-

Si. am baraTis gamoyenebiT, gTxov miTxari, rogor Seafaseb manda-
turis muSaobas?

moswavle % mSobeli %
Zalian cudad 1.0 1.3
cudad 2.9 2.3
arc cudad da arc kargad 34.6 33.9
kargad 43.7 52.3
Zalian kargad 10.7 7.7
ar vici 1.9
upasuxo 9.4 2.6
usaf­r­T xo sko­l is po­l i­t i­k a sa­q ar­T­v e­l o­S i:
wi­n a­p i­r o­b a, Se­d e­g e­b i da da­m o­k i­d e­b u­l e­b e­b i 65

ramdenad Secvala mandaturma skolaSi garemo

respondentTa udidesi nawili miiCnevs, rom mandaturis

skolaSi Semosvlamde skola naklebad usafrTxo iyo. moswav-
leTa mxolod 19% da mSobelTa 9% acxadebs, rom araferi
Secvlila, an skola manamde ufro usafrTxo iyo.
cxrili 16: mandaturebis skolaSi Semosvlis Semdeg,
ramdenad Seicvala usafrTxoeba skolaSi?

moswavle mSobeli
% %

manamde gacilebiT ufro usafrTxo iyo 1.6 2.6

manamde ufro usafrTxo iyo 0.6 6.8

ar Secvlila 19.1 8.7

manamde naklebad usafrTxo iyo 53.1 47.1

manamde gacilebiT naklebad usafrTxo
23.0 34.2
iyo
upasuxo 2.6 0.6

sasurveli scenarebi

miuxedavad mandaturis mier Sesrulebuli samuSaos maRali

Sefasebisa da, aseve, mandaturis skolaSi Sesvlis Semdeg us-
afrTxoebis gazrdisa,
rogorc moswavleebi, dRes reforma unda dawyebuliyo
aseve mSoblebi manda- ara mandaturiT, aramed direqci-
turze maRal Sefasebas iT da maswavlebliT. sadac direq-
skolaSi usafrTxoebis cia Zlieria, iq mandaturi saWiro
dacvisTvis darajs da aRaraa. amisTvis unda ebrZola ga-
video kamerebs aniWeben. naTlebis saministros.
yvelaze xSirad dabal nana, baTumi. ori moswavlis deda
Sefasebas iRebs metalis
deteqtori da Cxreka. aR-
saniSnavia, rom usafrTxoebis dacvis am instrumentebis pri-
oritetizacia mSoblebsa da moswavleebSi msgavsia.
66 na­Tia an­dRu­la­Ze, Ta­mar mo­si­aS­vi­li, va­no ke­Way­ma­Ze

cxrili 17: am baraTis gamoyenebiT, sadac `1~ niSnavs „saerTod ar

aris saWiro~ da~10~ niSnavs `Zalian saWiroa~ , aq CamoTvlilTagan
TiToeuli ramdenad saWiroa, an ar aris saWiro skolaSi
usafrTxoebis dasacavad?

moswavle mSobeli

N saSualo N saSualo

mandaturi 306 7.5 307 7.9

daraji 306 8.8 308 9.3

metalis deteqtori 283 5.9 280 7.1

video kamerebi skolis
306 8.0 308 9.2
SenobaSi
video kamerebi skolis
304 7.7 299 9.2
ezoSi
Cxreka 299 4.4 293 5.4

SeniSvna: debulebebi respondentebma Seafases 10 balian Skala-

ze, sadac 1 niSnavs `saerTd ar veTaxmebi~ da 10 niSnavs `sruliad
veTanxmebi~

aseve, nakleb mniSvn-

me Tanaxma var, rom mandaturi iyos elobas aniWeben manda-
skolaSi. magram ar minda, Cemi bavS-
turis rols skolaSi
vi skolaSi imitom dadiodes, rom usafrTxo garemos Se-
eSinodes, oqmi ar dauweron. cod- qmnaSi. rogorc moswav-
nis miReba unda undodes. ar minda leebis, aseve mSoblebis
skolaSi wasvlis survili manda- udidesi nawilis az-
turis saqme gaxdes. riT, skolaSi usafrTxo
levani, 38 wlis. ori Svilis mama.
garemos Sesaqmnelad
yvelaze mniSvnelovani
baTumi
- klasis damrigebeli da
direqtoria. rogorc
qvemoT mocemuli cxrilidan Cans, mSoblebis 42% da moswav-
leebis 40% emxroba im azrs, rom yvelaze mniSvnelovani (qve-
moT CamoTvlilTagan) damrigeblis rolia. danarCenili 41%
mSoblebisa da 31% moswavleebisa, pirvel adgilze direq-
tors ayenebs. moswavleebis 18% da mSoblebis 9% pirvel adg-
ilze mandaturs ayenebs.
usaf­r­T xo sko­l is po­l i­t i­k a sa­q ar­T­v e­l o­S i:
wi­n a­p i­r o­b a, Se­d e­g e­b i da da­m o­k i­d e­b u­l e­b e­b i 67

Cemi Svilis klasSi 40 bavSvic yofila, magram arian maswavle-

beli, romlebic marTaven klass. Cems drosac iyvnen iseTi mas-
wavleblebi, romlebic ver akavebdnen klass.
lali. sabazo safexuris
moswavlis mSobeli. Tbilisi

cxrili 18: prioritetizacia: vin aris yvelaze mniSvnelovani

skolaSi usafrTxo saswavlo garemos Sesaqmnelad?
(1 - yvelaze mniSvnelovani, 5 - yvelaze naklebad mniSvnelovani)

#1 #2 #3 #4 #5

1.9
7.8 5.2
8.1 18.8
17.4 10.3
31.3 33.3 34.2 36.2 27.7 17.8
20.7
20.0
22.3
37.1 18.4
22.3
27.8 26.2 32.3 24.3 33.2 23.2
17.2
23.0
22.3
22.0 20.1 18.1 21.4 21.9
39.8 42.3
15.5 15.3 12.6 31.4 41.0
17.8 10.4 11.3
9.0 3.6 2.6 5.8 4.5
moswavle

moswavle

moswavle

moswavle

moswavle
mSobeli

mSobeli

mSobeli
mSobeli

mSobeli

klasis skolis
mandaturi maswavlebeli direqtori
damrigebeli fsiqologi

mandaturisadmi damokidebulebaze moqmedi faqtori

Tvisebriv nawilSi (fokus jgufebSi baTumsa da TbilisSi)

mkveTri gansxvavebebi gamoikveTa mandaturis saWiroebisa
da rolisadmi - skolaSi usafTxo garemos Seqmnis Tvalsaz-
68 na­Tia an­dRu­la­Ze, Ta­mar mo­si­aS­vi­li, va­no ke­Way­ma­Ze

risiT. amitom, gamokiTxvis Sedegebi SevadareT responden-

tebis demografiuli, socio-ekonomikuri maCveneblebisa da
zogadi politikuri Sexedulebebis mixedviT. mSoblebSi es
cvladebi iyo:
–– sqesi da asaki.
–– politikuri Sexedulebebi: demokratiulobis xarisxi
qveyanaSi, mTavrobis roli, skolis damoukideblobis
xarisxi, kanonis uzenaesoba da sxva.
–– dasaqmeba da samuSao adgili (saxelmwifo da arasaxelm­
wmifo seqtori).
–– ojaxis Semosavlebi, ojaxis ekonomikuri mdgomareoba da
piradi Semosavlebi.
moswavleebSi damokidebulebebi SevadareT asakisa da sqe-
sis, mSoblis ganaTlebis, ojaxis ekonomikuri mdgomareo-
bis, mSoblis dasaqmebis da samuSao adgilis, saqarTveloSi
demokratiulobis xarisxis Sefasebis, skolis klimatis Se-
fasebisa da Zaladobis blokSi dafiqsirebuli pasuxebis
mixedviT (Zaladobis obieqti an Zaladobis mowme).
mSoblebze moqmedi faqtorebi
zrdasruli respondentebis damokidebulebebi gansxvavde-
ba maT mier miRweuli ganaTlebis donis mixedviT. zogadad,
umaRlesi ganaTlebis mqone jgufSi ufro didia wili im re-
spondentebisa, romlebic Tvlian, rom ganaTlebis reforma
`swori~ an `ZiriTadad swori~ mimarTulebiT midis. Sesabam-
isad, saSualo da saSualo profesiuli ganaTlebis mqone re-
spondentebis jgufTan SedarebiT, naklebia wili iseTi re-
spondentebisa, romlebic miiCneven, rom ganaTlebis reforma
araswori an sruliad araswori mimarTulebiT midis.

cxrili 19: ganaTlebis reformis mimarTulebis Sefaseba mSob-

lis mier miRweuli ganaTlebis donis mixedviT

saSualo an saSualo profesiuli umaRlesi sul

62.2%
60.1%
46.7%

24.4%
18.3% 19.1% 20.6%
8.3%11.2% 2.4% 7.3% 6.4% 6.6%
1.0% 1.4%
usaf­r­T xo sko­l is po­l i­t i­k a sa­q ar­T­v e­l o­S i:
wi­n a­p i­r o­b a, Se­d e­g e­b i da da­m o­k i­d e­b u­l e­b e­b i 69

mSoblebi, romlebsac aqvT umaRlesi ganaTleba an samecnie-

ro xarisxi, saSualod ufro dabal Sefasebas aZleven manda-
turis saWiroebas skolaSi, mTavrobisgan skolis damoukide-
blobas, moswavlis specialur saganmanaTleblo dawesebule-
baSi gadayvanas, aseve, iseT debulebebs, rogorebicaa `wes-
rigis damyareba mandaturs ufro kargad SeuZlia, vidre mas-
wavlebels~, `mandaturi exmareba bavSvebs, iswavlon sakuTar
Secdomebze~ da a.S.

cxrili 20: damokidebulebebi usafrTxoebis sakiTxebisadmi

mSoblebSi maT mier miRweuli ganaTlebis donis mixedviT

umaRles­ umaR­
sul
ze dabali le­si
ramdenad damoukidebelia skola
5.1 4.1 4.4
mTavrobisgan?
ramdenad saWiroa mandaturi 8.8 7.5 7.9

wesrigis damyareba mandaturs ufro

6.6 5.5 5.8
kargad SeuZlia, vidre maswavlebels

moswavleebi wesebs icaven imitom,

7.9 7 7.2
rom dasjis eSiniaT
mandaturi gvexmareba kanonmorCili
7.4 6.3 6.6
sazogadoebis CamoyalibebaSi
mandaturi exmareba bavSvebs,
6.5 5.4 5.7
iswavlon sakuTar Secdomebze
mandaturs davebis gadawyveta
ufro samarTlianad SeuZlia, vidre 5.7 4.3 4.7
maswavlebels
mandaturi exmareba maswavleblebs,
3.3
ukeTesad rom aswavlon
mandaturi moswavleebs Soris
6.1 4.8 5.2
ndobis Camoyalibebas uwyobs xels
mandaturi moswavleebsa da
maswavleblebs Soris ndobis 5.2 4.3 4.6
Camoyalibebas uwyobs xels
maswavleblebs ar unda mivandoT
2.6
wesrigi da disciplina skolebSi
70 na­Tia an­dRu­la­Ze, Ta­mar mo­si­aS­vi­li, va­no ke­Way­ma­Ze

SeniSvna: debulebebi respondentebma Seafases 10 balian Skala-

ze, sadac 1 niSnavs `saerTd ar veTaxmebi~ da 10 niSnavs `sruliad
veTanxmebi~

erTis mxriv, mSoblebis mandaturis saWiroebisadmi damokide-

bulebasa da meore mxriv, dasaqmebis statuss, ojaxis eko-
nomikur mdomareobas da respondentis pirad Semosavlebs
Soris kavSiri ar dadginda. sxvagvarad rom vTqvaT, mSoblebis
damokidebuleba mandaturis samsaxuris saWiroebisamdi mSo-
blebis dasaqmebis statusisa da ekonomikuri mdgomareobis
mixedviT ar gansxvavdeba.

aRsaniSnavia, rom mSoblis ganaTleba mniSvnelovani faqto-

ri aRmoCnda moswavleebis SemTxvevaSic. rogorc gogonebSi,
aseve biWebSi, moswavleebi, romelTa mSoblebs aqvT umaRlesi
ganaTleba, saSualod ufro dabal Sefasebas aZleven manda-
turis saWiroebas skolaSi, vidre is moswavleebi, romelTa
mSoblebs ar aqvT umaRlesi ganaTleba.

mSoblebis damokidebuleba mandaturisadmi kavSirSia maT

zogad politikur SexedulebebTan. zrdasrul responden-
tebs, romlebsac gansxvavebuli poziciebi aqvT mandaturis
rolTan dakavSirebiT, aseve gansxavebuli azri aqvT saqarT-
veloSi demokratiulobis xarisxze. jgufi, romelic pirvel
an meore adgilze ayenebs mandaturs skolaSi usafrTxo gare-
mos Seqmnis TvalsazrisiT, aseve, ufro maRal qulas aniWebs
dRevandel saqarTveloSi demokratiis xarisxs im jgufTan
SedarebiT, romelic mandaturs mesame, meoTxe da mexuTe
adgilze ayenebs. aseve, jgufi, romelic mandaturs pirvel
an meore adgils aniWebs, ufro metad eTanxmeba, rom `saqa-
rTveloSi sazogadoebas kanoni marTavs~ , `danaSaulisTvis
miRebuli sasjeli samarTliania~ , da rom `mTavroba yovelT-
vis unda Caerios da dasajos~ .
usaf­r­T xo sko­l is po­l i­t i­k a sa­q ar­T­v e­l o­S i:
wi­n a­p i­r o­b a, Se­d e­g e­b i da da­m o­k i­d e­b u­l e­b e­b i 71

cxrili 21: kavSiri mandaturis rolisadmi damokidebulebasa da

zogad politikur damokidebulebebs Soris

ramdenad mniSvnelovania
mandaturi skolaSi usafrTxo
garemos Sesaqmnelad? me-3, me-4
1 an 2
an me-5 sul
(1- yvelaze mniSvnelovani, adgilze
adgilze
5- yvelaze naklebad
mniSvnelovani)

ramdenad eTanxmebiT, rom

saqarTvelo demokratiuli 7.1 5.8 6.1
qveyanaa?

ramdenad eTanxmebiT, rom

mTavroba yovelTvis unda 7.9 7.1 7.3
Caerios da dasajos?

zogadad saqarTveloSi
danaSaulisTvis miRebuli 6.3 5.0 5.3
sasjeli samarTliania

saqarTveloSi sazogadoebas
7.9 6.7 7.0
kanoni marTavs

sasjelaRsrulebiTi sistema
4.9 3.8 4.0
mTavrobisgan damoukidebelia

SeniSvna: debulebebi respodentebma Seafases 10 balian Skalaze,

sadac 1 niSnavs `saerTod ar veTaxmebi~ da 10 niSnavs `sruliad
veTanxmebi~

moswavleebze moqmedi faqtorebi

moswavlis mier mandaturis skolaSi saWiroebis sxva ganmsaz-

Rvreli faqtorebia moswavlis asaki da sqesi. mandaturis
saWiroebas ufro maRal qulebs aniWeben ufro patara asakis
moswavleebi. gogonebi, saSualod, ufro maRal qulas aniWe-
ben mandaturis saWiroebas skolaSi.

mandaturis saWiroebis Sefaseba moswavleebSi aseve koreli-

rebs moswavleebis mier demokratiulobis xarisxis Sefase-
72 na­Tia an­dRu­la­Ze, Ta­mar mo­si­aS­vi­li, va­no ke­Way­ma­Ze

basTan. moswavleebi, romlebic ufro maRal qulebs aniWeben

saqarTveloSi demokratiis xarisxs, aseve, maRal qulebs ani-
Weben mandaturis saWiroebas skolaSi.

unda aRvniSnoT, rom moswavleebi, romlebsac Tavad hqondaT

maswavleblebis mxirdan fizikuri Zaladobis gamocdileba,
an iyvnen momswre, roca maswavlebelma sxva moswavles Seura-
cxyofa miayena, ufro dabal qulas aniWeben mandaturis
saWiroebas skolaSi.

sainteresoa, rom sapirispiro Sedegi miviReT moswavleebs

Soris Zaladobis SemTxvevaSi. roca moswavle iyo sxva moswav-
lis mxridan Zaladobis msxverpli, an iyo moswavleebs Soris
fizikuri dapirispirebis momswre skolaSi (wina semestris
ganmavlobaSi), maRal qulas aniWeben mandaturis saWiroebas.

aRsaniSnavia, rom mSoblebis damokidebuleba mandaturis

saWiroebasTan dakavSirebiT ar korelirebs moswavleebis
damokidebulebasTan. sxvagvarad rom vTqvaT, am sakiTxze
mSoblis mosazrebasa da moswavlis mosazrebas Soris kavSiri
ar dadginda.
usaf­r­T xo sko­l is po­l i­t i­k a sa­q ar­T­v e­l o­S i:
wi­n a­p i­r o­b a, Se­d e­g e­b i da da­m o­k i­d e­b u­l e­b e­b i 73

cxrili 22: kavSiri mandaturis saWiroebisadmi damokidebuleba-

sa da moswavlis maxasiaTeblebsa da sxva damokidebulebebs Soris

mandaturi
maxasiaTebeli saWiroa
(1-10)
umaRlesze
8.1
dabali
mSoblis ganaTleba
umaRlesi 7.4

biWi 7
moswavlis sqesi
gogo 8.1
saerTod ar
2.7
veTanxmebi

ar veTanxmebi 3.6
debuleba: miyvars skolaSi
siaruli
veTanxmebi 7.1

sruliad
8.4
veTanxmebi
saerTod ar
6.8
veTanxmebi
ar veTanxmebi 6.7
Cems skolaSi moswavleebi
erTmaneTze zrunaven veTanxmebi 7.5

sruliad
8
veTanxmebi

sxva moswavlem fizikuri ara 7.5

Seuracxyofa momayena ki 8.2

maswavlebelma fizikuri ara 7.6

Seuracxyofa momayena ki 4.9

momswre, roca maswavlebelma ara 7.6

miayena Seuracxyofa moswavles ki 7.2

SeniSvna: debulebebi respondentebma Seafases 10 balian Skala-

ze, sadac 1 niSnavs `saerTd ar veTaxmebi~ da 10 niSnavs `sruliad
veTanxmebi~ .
74 na­Tia an­dRu­la­Ze, Ta­mar mo­si­aS­vi­li, va­no ke­Way­ma­Ze

kvlevis meTodologia

kvleva Seicavda raodenobriv da Tvisebriv komponentebs.

raodenobrivi komponentis farglebSi gamovkiTxeT SemTx-
veviTi wesiT SerCeuli 310 mSobeli da 310 moswavle TbilisSi.
Tvisebriv komponentSi Catarda fokusjgufebi Tbilissa da
baTumSi. qvemoT ixileT TiToeuli komponentis aRwera.

moswavleebisa da mSoblebis gamokiTxva

monacemTa Segrovebis meTodi

monacemTa SegrovebisTvis gamoviyeneT pirispir intervi-

uirebis meTodi. Sesabamisad, interviuerebma gamoiyenes
winaswar momzadebuli kiTxvari daxuruli kiTxvebiT da in-
tervius Catareba mkafio instruqciebiT. instrumentma gai-
ara winaswari pilotireba daaxloebiT 30 moswavlesTan da 30
mSobelTan.

generaluri erToblioba

generalur erTobliobas warmoadgens TbilisSi arsebuli

yvela ojaxi, romelsac 12-dan 18 wlis CaTvliT saskolo asa-
kis baSvebi hyavs.

SerCevis CarCo
SerCevisas Cven visargebleT bolo, 2010 wlis adgilobriv
arCevnebSi gamoyenebuli amomrCevlebis baziT. es baza Sei-
cavs TbilisSi mcxovrebi yvela adamianis Sesaxeb informa-
cias sacxovrebeli adgilis Sesaxeb.
usaf­r­T xo sko­l is po­l i­t i­k a sa­q ar­T­v e­l o­S i:
wi­n a­p i­r o­b a, Se­d e­g e­b i da da­m o­k i­d e­b u­l e­b e­b i 75

cxrili: mosaxleobis stratifikacia municipalitetebis mixedviT

kodi municipalitetisdasaxeleba N %
1 mTawminda, veris municipaliteti 44689 4,6
2 vake, bagebis municipaliteti 45993 4,8
vaKJa-fSavelas kvartlebis da nucubiZis
3 48173 5,0
platoebis municipaliteti
kostava, baxtrioni, doliZis
4 40031 4,1
municipaliteti
veZisis, yazbegis, goTuas, saburTalos
5 45237 4,7
municipaliteti
6 diRmis, vaSlijvris municipaliteti 36662 3,8
7 krwanisis municipaliteti 42784 4,4
zemo avlabris, metromSenis
8 39902 4,1
municipaliteti
9 navTluRis municipaliteti 28525 3,0
10 vazisubnismunicipaliteti 41869 4,3
11 varkeTilis municipaliteti 52446 5,4
12 me-3 masivis municipaliteti 42141 4,4
13 lilo, orxevis munipaliteti 26883 2,8
14 qvemo samgoris municipaliteti 25255 2,6
CuRureTis, vera- aRmaSeneblis da
15 56041 5,8
avlabris municipaliteti
16 didubis municipaliteti 42693 4,4
17 diRmis municipaliteti 27399 2,8
18 naZaladevi, lotkinis municipaliteti 29448 3,0

19 naZaladevis municipaliteti 28984 3,0

20 sanzonis municipaliteti 32984 3,4
21 Temqis municipaliteti 39535 4,1
22 avWalis municipaliteti 43319 4,5
gldanis luwi mikroraionebis
23 41295 4,3
municipaliteti
gldanis kenti mikroraionebis
24 44399 4,6
municipaliteti
25 muxianis municipaliteti 19550 2,0
966237 100,0
76 na­Tia an­dRu­la­Ze, Ta­mar mo­si­aS­vi­li, va­no ke­Way­ma­Ze

Tu cxrilis mixedviTm 300 anketas gadavanawilebT stratebSi mo-

saxleobis proporciulad, miviRebT Semdegi saxis ganawilebas:

kodi municipalitetis dasaxeleba % n

1 mTawminda, veris municipaliteti 4,6 14
2 vake, bagebis municipaliteti 4,8 14
vaJa-fSavelas kvartlebis da nucubiZis
3 5,0 15
platoebis municipaliteti
4 kostava, baxtrioni, doliZis municipaliteti 4,1 12
veZisis, yazbegis, goTuas, saburTalos
5 4,7 14
municipaliteti
6 diRmis, vaSlijvris municipaliteti 3,8 11
7 krwanisis municipaliteti 4,4 13
8 zemo avlabris, metromSenis municipaliteti 4,1 12
9 navTluRis municipaliteti 3,0 9
10 vazisubnis municipaliteti 4,3 13
11 varkeTilis municipaliteti 5,4 16
12 me-3 masivis municipaliteti 4,4 13
13 lilo, orxevis munipaliteti 2,8 8
14 qvemo samgoris municipaliteti 2,6 8
CuRureTis, vera- aRmaSeneblis da avlabris
15 5,8 17
municipaliteti
16 didubis municipaliteti 4,4 13
17 diRmis municipaliteti 2,8 9
18 naZaladevi,lotkinis municipaliteti 3,0 9
19 naZaladevis municipaliteti 3,0 10
20 sanzonis municipaliteti 3,4 10
21 Temqis municipaliteti 4,1 12
22 avWalis municipaliteti 4,5 13
23 gldanis luwi mikroraionebis municipaliteti 4,3 15
24 gldanis kenti mikroraionebis municipaliteti 4,6 14
25 muxianis municipaliteti 2,0 6
100,0 300
usaf­r­T xo sko­l is po­l i­t i­k a sa­q ar­T­v e­l o­S i:
wi­n a­p i­r o­b a, Se­d e­g e­b i da da­m o­k i­d e­b u­l e­b e­b i 77

SerCevis procedura

TiToeul strataSi moxda saarCevno ubnebis (PSU) raodeno-

bis gansazRvra Semdegi pirobiT: TiTo saarCevno ubanSi (PSU)
Catarda 5 interviu („dizain efeqtis~ simciris gamo). qve-
moT mocemulia cxrili, sadac naCvenebia TiToeul strataSi
SerCeuli ubnebis raodenoba.

cxrili: SerCeuli ubnebis raodenoba stratebis mixedviT

PSU Siga
SerCeuli
municipalitetis anketebis mosakiTxi
PSU
dasaxeleba raodenoba respodentebis
raodenoba
ricxvi

mTawminda, veris
14 5 3
municipaliteti

vake ,bagebis
14 5 3
municipaliteti

vaJa-fSavelas
kvartlebis
da nucubiZis 15 5 3
platoebis
municipaliteti
kostava, baxtrioni,
doliZis 12 5 2
municipaliteti
veZisis, yazbegis,
goTuas, saburTalos 14 5 3
municipaliteti

diRmis, vaSlijvris
11 5 2
municipaliteti

krwanisis
13 5 3
municipaliteti

zemo avlabris,
metromSenis 12 5 2
municipaliteti
navTluRis
9 5 2
municipaliteti
vazisubnis
13 5 3
municipaliteti
78 na­Tia an­dRu­la­Ze, Ta­mar mo­si­aS­vi­li, va­no ke­Way­ma­Ze

Ser­Ce­vis am etap­ze mox­da kon­k­re­tu­liPSU–is Ser­Ce­va. es pro­

ce­du­ra gan­xor­ci­el­da sis­te­mu­ri Ser­Ce­vis me­To­diT CT/
PSU-s sar­Cev­no si­i­dan. Ser­Ce­ul PSU-Si mox­da sawyi­si wer­ti­
le­bis Ser­Ce­va spe­ci­a­lu­ri mo­na­cem­Ta ba­zi­dan, sa­dac re­gis­t­
ri­re­bu­lia qa­la­qis mo­sax­le­o­bis yve­la qu­Ca da qu­Cis no­me­ri.
Ser­Ce­vis obi­eq­ti iyo kon­k­re­tu­li mi­sa­mar­Ti.

kon­k­re­tu­li oja­xis Ser­Ce­va Ti­To­e­ul PSU-Si (Ser­Ce­vis uban­

Si) gan­xor­ci­el­da Sem­de­gi prin­ci­piT: in­ter­vi­u­e­ri mi­dis mi­
ce­mul mi­sa­mar­T­ze. Tu mi­sa­mar­T­ze mcxov­re­bi oja­xi ak­ma­yo­
fi­lebs Ser­Ce­vis moTxov­nas (ojax­Si aris sko­lis mos­wav­le),
ma­Sin ga­mo­i­kiTxavs am ojax­Si sko­lis mos­wav­les da sko­lis
sa­kiTxeb­Si yve­la­ze in­for­mi­re­bul oja­xis wevrs. Tu ojax­Si
or­ze me­ti mos­wav­lea, ma­Sin - uf­ro ma­Ra­li kla­sis mos­wav­les.
in­ter­vi­us dam­Tav­re­bis Sem­deg, ga­mo­sa­kiTxi oja­xis Ser­Ce­va
xde­ba bi­jiT - in­ter­vi­u­e­ri to­vebs me-10 ojaxs da ir­Cevs me-11
ojaxs (igu­lis­x­me­ba mar­j­ve­na mxa­res mcxov­re­bi me­zob­le­bi). im
Sem­Tx­ve­va­Si, Tu Ser­Ce­u­li oja­xi ver ak­ma­yo­fi­lebs Ser­Ce­vis
moTxov­nas, ma­Sin in­ter­vi­u­ri ag­r­Ze­lebs bi­jiT si­a­ruls, sa­nam
ar na­xavs sa­Wi­ro ojaxs. Tu Ser­Ce­ul ojax­Si res­pon­den­ti ar
im­yo­fe­ba sax­l­Si, in­ter­vi­u­ri val­de­bu­lia, 3-jer mi­ub­run­des
am ojaxs. ro­gorc ki in­ter­vi­u­e­ri Se­as­ru­lebs PSU-Si ga­sa­ke­
Te­bel yvela an­ke­tas (5 an­ke­ta), ga­da­dis Sem­deg PSU-Si. ima­ve
PSU-Si met an­ke­tas ar ake­Tebs.

Cven mi­er ga­mo­ye­ne­bu­li stra­ti­fi­ci­re­bu­li Ser­Ce­va am­ci­rebs

kvle­vis Ser­Ce­vis cdo­mi­le­bas. stra­ta war­mo­ad­gens met-nak­
le­bad er­T­g­va­ro­van ga­re­mos. Ser­Ce­vis cdo­mi­le­ba da­mo­ki­de­
bu­lia ara­mar­to ga­mo­kiTxu­li an­ke­te­bis ricx­v­ze, ara­med res­
pon­den­te­bis Se­sas­wav­li sa­kiTxi­sad­mi da­mo­ki­de­bu­le­bis er­T­
g­va­rov­ne­ba­zec. ami­tom, Tu Cven da­vi­cavT stra­te­bis mi­xed­viT
pro­por­ci­ebs, amiT Ser­Ce­vi­Ti er­Tob­li­o­ba xde­ba ge­ne­ra­lu­ri
er­Tob­li­o­bis war­mo­mad­gen­lo­bi­Ti da, ama­ve dros, uz­run­vel­
yofs Ser­Ce­vis cdo­mi­le­bis Sem­ci­re­bas.
K
Ä 2
strat = ∑ Vi Ä 2 i, strat pi­ro­bis ga­mo
i =1

Ä 2 i, strat < Ä 2 ⇒ Ä 2 strat < Ä 2

usaf­r­T xo sko­l is po­l i­t i­k a sa­q ar­T­v e­l o­S i:
wi­n a­p i­r o­b a, Se­d e­g e­b i da da­m o­k i­d e­b u­l e­b e­b i 79

da Tu ram­de­nad am­ci­rebs stra­ti­fi­ci­re­bu­li Ser­Ce­va cdo­

mi­le­bas, da­mo­ki­de­bu­lia stra­te­bis er­T­g­va­rov­ne­bis xa­ris­x­
ze. am stra­ti­fi­ci­re­bu­li Ser­Ce­bis Sem­Tx­ve­va­Si mo­sa­lod­ne­li
maq­si­ma­lu­ri cdo­mi­le­ba aris:
1 1 1 1
Ä strat < = = 2,8%
2 n 2 310

stra­teb­Si PSU Ser­Ce­vis me­To­dis ax­s­na

ara­se­bobs ra­mo­de­ni­me mid­go­ma:

PPS. ba­za­Si, sa­i­da­nac Cven va­pi­rebT klas­te­re­bis Ser­Ce­vas, Ti­

To­e­u­li klas­te­ri un­da iyos mo­Tav­se­bu­li am klas­te­ris mo­
cu­lo­bis (klas­ter­Si Se­ma­va­li ada­mi­a­ne­bis ricx­vi. oja­xi, Tu
is Sed­ge­ba ma­ga­li­Tad 6 wev­ri­sa­gan ba­za­Si iq­ne­ba 6 jer, ase­Ti
mid­go­ma uz­run­vel­yofs Ser­Ce­vis Se­de­gad oja­xe­bis struq­tu­
ris rep­re­zen­ta­ci­ul ga­na­wi­le­bas) pro­por­ci­u­lad.

ze­mo­aR­niS­nu­li ba­zi­dan Sem­Tx­ve­vi­Ti Ser­Ce­vis prin­ci­piT vir­

CevT cxri­li #3-Si mo­Tav­se­bul klas­te­rebs, yo­ve­li stra­ti­
saT­vis.

ar­se­bobs Sem­Tx­ve­vi­Ti Ser­Ce­vis ori me­To­di:

–– mar­ti­vi Sem­Tx­ve­vi­Ti Ser­Ce­va: ba­zi­dan sru­li­ad Sem­Tx­

ve­vi­Ti prin­ci­piT vi­RebT Cven­T­vis sa­Wi­ro klas­te­re­bis
ricxvs.

–– sis­te­ma­ti­u­ri Sem­Tx­ve­vi­Ti Ser­Ce­va: va­la­gebT mo­na­ce­mebs

PSU mi­xed­viT. vyofT stra­ta­Si res­pon­den­te­bis ricxvs Se­
sar­Cev PSU ricx­v­ze, amiT vi­RebT bijs – d. Sem­deg, vir­CevT
Sem­Tx­ve­viT cifrs in­ter­val­Si [0,d]. Se­sa­ba­mi­sad, vi­RebT
pir­vel Ser­Ce­ul PSU, xo­lo Sem­de­gi PSU, ro­me­lic mox­v­
de­ba Ser­Ce­va­Si, iq­ne­ba d bi­jiT da­So­re­bu­li wi­na PSU-dan
da a.S mi­vi­RebT sis­te­mu­ri Ser­Ce­vis ga­mo­ye­ne­biT sa­Wi­ro
ra­o­de­no­ba klas­te­rebs.

–– wmin­da Te­o­ri­u­li Tval­saz­ri­siT, Cven un­da ga­mog­ve­ye­ne­

bi­na klas­te­re­bis Ser­Ce­vis mar­ti­vi Sem­Tx­ve­vi­Ti Ser­Ce­va.
rad­ga­nac stra­ta­Si Se­sar­Ce­vi klas­te­re­bis ricx­vi mci­rea,
80 na­Tia an­dRu­la­Ze, Ta­mar mo­si­aS­vi­li, va­no ke­Way­ma­Ze

mo­sa­lod­ne­lia mi­vi­RoT di­di ga­dax­ra „did ricx­v­Ta ka­no­

nidan­~ . praq­ti­ka gviC­ve­nebs, rom mci­re Sem­Tx­ve­ve­bis dros
sis­te­ma­tu­ri Ser­Ce­va uke­Tes Se­degs gvaZ­levs. anu, am Ser­
Ce­vis Sem­Tx­ve­va­Si kvle­va uf­ro war­mo­mad­gen­lo­bi­Tia ge­
ne­ra­lu­ri er­Tob­li­o­bis, vid­re mar­ti­vi Sem­Tx­ve­vi­Ti Ser­
Ce­visas (uf­ro war­mo­ma­den­lo­bi­Ti niS­navs, rom Ser­Ce­va­Si
mox­ved­ri­li res­po­den­te­bis ge­og­ra­fi­u­li ga­na­wi­le­ba ax­
loa re­a­lur ga­na­wi­le­bas­Tan ). ami­tom Cven vi­ye­nebT klas­
te­re­bis sis­te­ma­tur Sem­Tx­ve­viT Ser­Ce­vas.

di­za­in efeq­tis gaT­va­lis­wi­ne­ba kvle­va­Si

K i klas­te­re­bis ricx­vi i-iur stra­ta­Si

n i ga­mo­sa­kiTxi res­po­den­te­bis ricx­vi i-ur stra­ta­Si.

n i = 5 PSU-Si ga­mo­kiTxu­li res­po­den­te­bis ricx­vi

n i S 2x, B jgug­Ta­Sig­ni­Ta wa­u­nac­v­le­be­li dis­per­sia i-stra­ti­saT­

vis­T­vis
ni − k
jguf­Ta­So­ri­si dis­per­sia i-stra­ti­saT­vis
K i S 2x, W
2
K i − 1 S i0,x i-stra­tis va­ri­a­cia mar­ti­vi Sem­Tx­ve­vi­Ti Ser­Ce­vi­
saT­vis

2
S iox  n  Ser­Ce­vis cdo­mi­le­ba i-stra­ta­Si.
Ä i02 =  1 − i 
ni  N i 

K − 1 n i   K iS x, W   n iS x, B  
2 2
1
ñi ≈   −   n i K i  − 1 ≤ ñ i ≤ +1
2   
S i0,x n i − ni K   K i − 1   n i − k   
 `ho~ ko­e­
fi­ci­en­ti
i-ur stra­ta­Si.

Ä i2
Deff i = = (1 + ñi (ni − 1))
Ä i20 „di­za­in efeq­tis~ mniS­vne­lo­ba i-ur
stra­ta­Si.
usaf­r­T xo sko­l is po­l i­t i­k a sa­q ar­T­v e­l o­S i:
wi­n a­p i­r o­b a, Se­d e­g e­b i da da­m o­k i­d e­b u­l e­b e­b i 81

Ä i2 = Var (x i ) = Deff i × Ä i20 = Deff i × Ä i20 = Ä i20 (1 + ñ i (n i − 1)) i-stra­ta­Si

cdo­mi­le­ba klas­te­ru­li Ser­Ce­vis Sem­Tx­ve­va­Si

wi­na kvle­ve­bis ga­moc­di­le­ba­ze day­r­d­no­biT, PSU-Si 5 an­ke­tis

ga­mo­kiTx­vis Sem­Tx­ve­va­Si di­za­in efeq­tis sa­va­ra­u­do mniS­v­ne­
lo­ba 1.45 to­lia da yve­la stra­ti­saT­vis TiT­q­mis er­T­na­i­ria.
xo­lo di­za­in efeq­tis gaT­va­lis­wi­ne­biT, mo­sa­lod­ne­li maq­si­
ma­lu­ri cdo­mi­le­ba to­lia:

Ä strat_cl <Ä strat_cl Deff i = 4,1%

fo­kus­j­gu­fe­bi

kvle­vis far­g­leb­Si, Ca­tar­da, fo­kus­j­gu­fe­bi mas­wav­leb­leb­

Tan, mSob­leb­Tan da sa­ba­zo da sa­Su­a­lo sa­fe­xu­ris mos­wav­le­
eb­Tan Tbi­lis­sa da ba­Tum­Si.

mos­wav­le­eb­Tan fo­kus­j­gu­fe­bi Ca­tar­da Tbi­lis­sa da ba­Tum­Si.

Tbi­lis­Si Ca­tar­da er­Ti fo­kus­j­gu­fi sa­Su­a­lo sa­fe­xu­ris mos­
wav­le­eb­Tan. ba­Tum­Si Ca­tar­da ori fo­kus­j­gu­fi sa­Su­a­lo da
sa­ba­zo sa­fe­xu­re­bis mos­wav­le­eb­Tan. Ti­To­e­ul fo­kus­j­guf­Si
mo­na­wi­le­o­ba mi­i­Ro sa­Su­a­lod 5-dan 10-mde mos­wav­lem.

mSob­leb­Tan Ca­tar­da ori fo­kus­j­gu­fi. aqe­dan er­Ti - ba­Tum­Si

(6 mSo­be­li), er­Tic - Tbi­lis­Si (5 mSo­be­li).

mas­wav­leb­leb­Tan Ca­tar­da 2 fo­kus­j­gu­fi - ba­Tum­sa da Tbi­

lis­Si. Ti­To­e­ul fo­kus­j­guf­Si mo­na­wi­le­o­ba mi­i­Ro 6-ma mas­
wav­le­bel­ma.
82 na­Tia an­dRu­la­Ze, Ta­mar mo­si­aS­vi­li, va­no ke­Way­ma­Ze

ga­mo­ye­ne­bu­li li­te­ra­tu­ra
1. American Psychological Association Ze­ro To­le­ran­ce Task Force
(2008) Are Ze­ro To­le­ran­ce Policies Effective in the Scho­ols?American
Psychologist
2. Black S. (2004) Sa­fe Scho­ols Don’t Need Ze­ro To­le­ran­ce. Education
Digest: Essential Re­a­dings Con­den­sed for Quick Re­vi­ew, v70 n2 p27-
31 Oct 2004
3. Bracy N. L. (2010) Stu­dent Perceptions of High-Se­cu­rity Scho­ol
Environments
4. Youth So­ci­ety pub­lis­hed on­li­ne 20 April http://yas.sagepub.com/
content/early/2010/04/15/0044118X10365082
5. Daniel Y. and Karla B. (2008) Sa­fe Scho­ols and Ze­ro To­le­ran­ce: Policy,
Program and Practice in Ontario. Ca­na­di­an Jo­ur­nal of Educational
Administration and Policy, Issue #70, February 28, 2008.
6. Harvard Ci­vil Rights Project (2000). Opportunities Sus­pen­ded: A
Devestating Con­se­qu­ne­ce of Ze­ro To­le­ran­ce and Scho­ol Discipline
Policies. Re­port from National Sum­mit on Ze­ro To­le­ran­ce. Available
from http://civilrightsproject.ucla.edu/research/k-12-education/school-
discipline/opportunities-suspended-the-devastating-consequences-
of-zero-tolerance-and-school-discipline-policies/crp-opportunities-
suspended-zero-tolerance-2000.pdf
7. Mayer M.J &Leone P.E. (1999). A Struc­tu­ral Analysis of Scho­ol
Violence and Disruption: Implications for Cre­at­ing Sa­fer Scho­ols.
EDUCATION AND TREATMENT OF CHILDREN Vol. 22, No. 3,
AUGUST 1999
8. Ski­ba, R. J., Peterson, R. L., & Wil­li­ams, T. (1997). Office re­fer­rals and
sus­pen­si­on: Disciplinary in­ter­ven­ti­on in mid­d­le scho­ols. Education and
Tre­at­ment of Chil­d­ren, 20, 295–316.
9. Ski­ba R. J. (2000) Ze­ro To­le­ran­ce, Ze­ro Evidence: An Analysis of
Scho­ol Disciplinary Practice. Indiana Education Polic Cen­ter
 83

klasis marTva
so­fio gor­go­Ze

Se­sa­va­li

ras gu­lis­x­mobs kla­sis mar­T­va da ra­tom aris igi mniS­v­ne­lo­

va­ni?

im pe­da­go­gi­ur una­rebs So­ris, ro­me­lic auci­le­be­lia imi­saT­

vis, rom sag­nis kar­gi spe­ci­a­lis­ti war­ma­te­bu­li mas­wav­le­be­li
iyos, kla­sis mar­T­va erT-er­Ti um­niS­v­ne­lo­va­ne­sia.

mos­wav­le­Ta aka­de­mi­ur mos­w­re­bas, dis­cip­li­nu­ri dar­R­ve­ve­

bis ra­o­de­no­bas da zo­ga­dad, mas­wav­leb­lis efeq­tu­ro­bis gan­
m­sazR­v­rel mTa­var faq­tor­sac, swo­red kla­sis mar­T­va war­mo­
ad­gens. amas yve­la kvle­va adas­tu­rebs, ro­me­lic mas­wav­leb­lis
efeq­tu­ro­ba­ze Ca­ta­re­bu­la (mar­za­no da sxve­bi, 2003).

Tu mas­wav­le­be­li ar aris sa­Ta­na­dod mom­za­de­bu­li da ar Se­uZ­

lia kla­sis efeq­tu­ri mar­T­va, aman Se­saZ­loa ga­na­pi­ro­bos mos­
wav­le­Ta da­ba­li mos­w­re­ba, da rTu­lad sa­mar­Ta­vi qce­vis gaZ­
li­e­re­ba. gan­sa­kuT­re­biT es exe­ba sa­ris­ko qce­vis mos­wav­le­ebs.

ami­tom, mniS­v­ne­lo­va­nia mas­wav­leb­leb­ma dam­x­ma­re li­te­ra­tu­

ri­sa da pro­fe­si­u­li gan­vi­Ta­re­bis tre­nin­ge­bis sa­fuZ­vel­ze
Se­i­mu­Sa­on kla­sis mar­T­vis stra­te­gi­e­bi, praq­ti­kis Se­de­gad
dax­ve­won igi da ga­moc­di­le­ba ga­u­zi­a­ron sxva mas­wav­leb­lebs.

ma­inc ras gu­lis­x­mobs kla­sis mar­T­va?

kla­sis mar­T­va gak­ve­Til­ze mos­wav­le­Ta qce­vis mar­T­vas mo­

i­cavs, rac efeq­tu­ri da usaf­r­Txo sas­wav­lo pro­ce­sis uz­
run­vel­sayo­fa­daa sa­Wi­ro. igi gu­lis­x­mobs klas­Si ise­Ti at­
mos­fe­ros Seq­m­nas, sa­dac mos­wav­le­e­bi mo­ti­vi­re­bu­li iq­ne­
bi­an is­wav­lon, gan­s­x­va­ve­bu­li Se­saZ­leb­lo­bis mi­u­xe­da­vad
si­a­mov­ne­biT iTa­nam­S­rom­lon , SeZ­lon kon­f­liq­tis Ta­vi­dan
ari­de­ba, mi­si mog­va­re­ba sak­la­so oTax­Si Tu mis ga­reT da
usaf­r­Txod ig­r­Z­non Ta­vi.

klas­Si mas­wav­leb­le­bi Zi­ri­Ta­dad ori mi­mar­Tu­le­biT mu­Sa­

84 sofio gorgoZe

o­ben: pir­ve­li Tu ra un­da as­wav­lon da me­o­re ro­gor un­da

mar­Ton sas­wav­lo pro­ce­si. ad­re pe­da­go­gi­ka­Si s­wav­le­ba da
sas­wav­lo pro­ce­sis mar­T­va er­T­ma­ne­Ti­sa­gan cal-cal­ke ga­ni­
xi­le­bo­da. mos­wav­le­Ta gak­ve­Til­ze das­w­re­bis aR­ricx­va kla­
sis mar­T­vis er­Ter­Ti mTa­va­ri na­wi­li iyo. mas­wav­le­be­li gak­ve­
Tils iwyeb­da mos­wav­le­Ta aR­ricx­viT da mxo­lod amis Sem­deg
iwye­bo­da swav­le­ba. Tum­ca, bo­lo wleb­Si Ca­ta­re­bul­ma kvle­
veb­ma cxad­yo, rom swav­le­bas ver gan­vi­xi­lavT kla­sis mar­T­vi­
sa­gan da­mo­u­ki­deb­lad. kla­sis mar­T­va swav­le­bas­Ta­naa kav­Sir­
Si. igi mo­i­cavs yve­la­fers rac ukav­Sir­de­ba sak­la­so oTax­Si
sas­wav­lo pro­ce­sis efeq­tu­ro­bas, swav­le­bi­saT­vis xe­lis­Sem­
yo­bi, usaf­r­Txo sas­wav­lo ga­re­mos Seq­m­nas (ever­t­so­ni, 2011).
ma­ga­li­Tad, mos­wav­le­e­bis mi­er kiTx­ve­bis das­ma, qce­vis we­se­bis
Ca­mo­ya­li­be­ba, oTa­xis de­ko­ra­cia da ase Sem­deg.

kla­sis mar­T­vis mniS­v­ne­lo­va­ni na­wi­lia sa­gak­ve­Ti­lo dro­

is mar­T­va. Tu mas­wav­le­be­li dros efeq­tu­rad ver ana­wi­lebs,
mos­wav­le­Ta qce­vis mar­T­va da sas­wav­lo mi­zne­bis miR­we­va
rTul­de­ba. (daw­v­ri­le­biT am sa­kiTxis Se­sa­xeb ixi­leT sta­tia
,,gak­ve­Ti­lis dro­is mar­T­va ` mas­wav­leb­lis pro­fe­si­u­li gan­vi­
Ta­re­bis cen­t­ris mi­er 2008 wels ga­mo­ce­mu­li dam­x­ma­re sa­xel­
m­ZR­va­ne­los me­sa­me na­wil­Si -sas­wav­lo da pro­fe­si­u­li ga­re­mo).

kla­sis mar­T­va ar gu­lis­x­mobs mos­wav­le­e­bis ga­kon­t­ro­le­bas

da maT iZu­le­bas gak­ve­Til­ze wyna­rad iy­v­nen. kla­sis mar­T­va da
dis­cip­li­na xSi­rad si­no­ni­me­bad ix­ma­re­ba, Tum­ca­Ra dis­cip­li­
nas xSi­rad uar­yo­fi­Ti ko­no­ta­cia aqvs da mas­wav­leb­lis mi­er
mos­wav­lis ara­sa­sur­ve­li qce­vis pre­ven­cia/aR­k­ve­Ta­zea mi­mar­
Tu­li. kla­sis mar­T­va ki im stra­te­gi­e­bis er­Tob­li­o­baa, ra­sac
mas­wav­le­be­li iye­nebs usaf­r­Txo da pro­duq­ti­u­li sas­wav­lo
pro­ce­sis or­ga­ni­ze­bi­saT­vis.

Se­saZ­le­be­lia klas­Si ise­Ti ga­re­mo gvqon­des, sa­dac moq­me­debs

we­se­bi da pro­ce­du­re­bi, kar­ga­daa mowyo­bi­li fi­zi­ku­ri siv­r­
ce (fi­zi­ku­ri siv­r­cis mowyo­bis Se­sa­xeb ixi­leT si­mon ja­na­Si­
as sta­tia ,,sko­lis ga­re­mos mar­T­va~ ama­ve sa­xel­m­ZR­va­ne­lo­Si),
Tum­ca aseT klas­Si mos­wav­le­e­bi Se­saZ­le­be­lia ver swav­lob­d­
nen. aseT Sem­Tx­ve­va­Si am klass kar­gad mar­Tuls ver da­var­q­
mevT. kla­sis efeq­tu­ri mar­T­va mo­i­cavs iseT ga­re­mos, sa­dac
mos­wav­le­e­bi mo­ti­vi­re­bu­li ari­an is­wav­lon da mi­aR­wi­on war­
ma­te­bas. kla­sis mar­T­va sak­ma­od rTu­li xe­lov­ne­baa, mas­wav­
klasis marTva
85

leb­lis­gan er­T­d­ro­u­lad oc-oc­da­aT mos­wav­les­Tan mu­So­bas

da uam­ra­vi faq­to­ris gaT­va­lis­wi­ne­bas mo­iTxovs, ro­go­ri­caa
mos­wav­lis gan­vi­Ta­re­bis do­ne, sas­wav­lo da fi­zi­ku­ri ga­re­mo,
we­se­bi da pro­ce­du­re­bi, sak­la­so aq­ti­vo­be­bi, mos­wav­le­Ta Ta­
nam­S­rom­lo­ba, kla­sis mar­T­vis sti­li (kla­sis mar­T­vis sti­lis
Se­sa­xeb ixi­leT mas­wav­leb­lis dam­x­ma­re sa­xel­m­ZR­va­ne­lo-sas­
wav­lo da pro­fe­si­u­li ga­re­mo, Tbilisi, 2008).

ar­se­bobs ram­de­ni­me Te­o­ria, rom­leb­sac xSi­rad ga­ni­xi­la­ven

kla­sis mar­T­vis kon­teq­s­t­Si, maT So­ri­saa: 1. uili­am gla­se­
ris ar­Ce­va­nis Te­o­ria, rom­lis mi­xed­vi­Tac Cve­ni qce­va Cve­ni
ar­Ce­va­nia da mas­wav­le­bels ar Se­uZ­lia mos­wav­lis qce­va Sec­
va­los, ub­ra­lod Se­uZ­lia mos­wav­le­ebs in­for­ma­cia mi­a­wo­dos
da da­ex­ma­ros mos­wav­le­ebs ga­az­re­bu­li ar­Ce­va­nis ga­ke­Te­ba­Si,
rom­lis sa­fuZ­vel­ze mos­wav­le­e­bi Ta­vad ga­a­ke­Te­ben ar­Ce­vans
Sec­va­lon Tu ara qce­va. 2. b. ski­ne­ris qce­vis mar­T­vis Te­o­ria
(bi­he­vi­o­riz­mi) rom­lis mi­xed­viT mos­wav­lis qce­vis mo­di­fi­ka­
cia Se­saZ­le­be­lia mi­zan­mi­mar­Tu­li wvrTniT, Tu­ki adek­va­tu­
ri sti­mu­le­bis (wa­xa­li­se­bis/das­jis) sis­te­mas ga­mo­vi­ye­nebT.
3. al­f­red ad­le­ris da ru­dolf dre­i­kur­sis Te­o­ria, ro­mlis
mi­xed­vi­Tac yve­la cud qce­vas sa­fuZ­v­lad udevs bav­S­vis aras­
wo­ri xed­va imas­Tan da­kav­Si­re­biT, ro­gor mo­i­po­vos sta­tu­si
da gav­le­na. mos­wav­lis cud qce­vas iw­vevs yu­radRe­bis miq­ce­
vis, Za­la­uf­le­bis Seg­r­Z­ne­bis, Su­ris­Zi­e­bis sur­vi­li da um­we­o­
bis gan­c­da. gam­x­ne­ve­ba da ara jil­do, lo­gi­ku­ri Se­de­gi da ara
das­ja aris am Te­o­ri­is mTa­va­ri stra­te­gi­e­bi.

kla­sis mar­T­vis kom­po­nen­te­bi

fro­i­e­ni­sa da iver­so­nis(1999) mi­xed­viT kla­sis mar­T­va sam Zi­

ri­Tad kom­po­nents mo­i­cavs: Si­na­ar­sis mar­T­va, qce­vis mar­T­va
da ur­Ti­er­To­be­bis mar­T­va.

klasis marTva

Sinaarsi qceva urTierTobebi

86 sofio gorgoZe

Si­na­ar­sis mar­T­va gu­lis­x­mobs sas­wav­lo geg­miT Se­sas­wav­li

ma­sa­lis, siv­r­cis, aR­Wur­vi­lo­bis­ da gak­ve­Ti­lis mim­di­na­re­o­
bis mar­T­vas. mas­wav­le­bels ami­saT­vis sWir­de­ba:

• swav­le­bis mar­T­vis una­ri;

• jgu­fis mar­T­vis una­re­bi (yu­radRe­bis mipy­ro­ba, pa­su­xis­

m­geb­lo­bis gaR­vi­ve­ba, mo­ti­va­ci­is gaR­vi­ve­ba/Se­nar­Cu­ne­ba);

• swav­le­bas­Tan da­kav­Si­re­bu­li dis­cip­li­nis prob­le­me­bis

ga­daW­ris una­ri (pro­eq­te­bis gvi­an Ca­ba­re­ba, ga­moc­dis Si­
Si, sa­u­ba­ri ne­bar­T­vis ga­re­Se, pla­gi­a­riz­mi, dag­vi­a­ne­ba/
gac­de­ne­bi, sity­vi­e­ri mi­Ti­Te­be­bis ar­Ses­ru­le­ba, dag­vi­a­ne­
bu­li an aras­ru­li da­va­le­be­bi.a.S.)

qce­vis mar­T­va gu­lis­x­mobs mas­wav­leb­lis una­rebs mo­ag­va­ros

klas­Si dis­cip­li­nis prob­le­me­bi. ami­saT­vis mas­wav­le­be­li aR­
niS­navs mos­wav­lis mi­er ga­mov­le­nil pa­su­xis­m­geb­lo­bas, Se­niS­
v­nas iZ­le­va upa­su­xis­m­geb­lo saq­ci­e­li­saT­vis, iye­nebs da­de­
biT da uar­yo­fiT gan­m­t­ki­ce­bas d.a.S.

ur­Ti­er­To­be­bis mar­T­va gu­lis­x­mobs klas­Si so­ci­a­lu­ri sis­

te­mis mar­T­vas. yve­la sko­lis kul­tu­ra uni­ka­lu­ria da mas­ze
gav­le­nas ax­dens Te­mis kul­tu­ra. mas­wav­le­bel­ma un­da ico­des
kla­sis, ro­gorc so­ci­a­lu­ri sis­te­mis spe­ci­fi­ka da in­ter­per­
so­na­lu­ri ur­Ti­er­To­be­bis mar­T­va sko­lis kul­tu­ris gaT­va­
lis­wi­ne­biT;

imi­saT­vis, rom mas­wav­leb­leb­ma efeq­tu­rad SeZ­lon sa­mi­ve kom­

po­nen­tis efeq­tu­ri mar­T­va, mniS­v­ne­lo­va­nia :

• da­am­k­vid­ron sas­ko­lo Tu sak­la­so we­se­bi da pro­ce­du­

re­bi;

• imu­Sa­on mos­wav­le­Ta mo­ti­va­ci­is amaR­le­ba­ze;

• Se­i­mu­Sa­on dis­cip­li­nis dar­R­ve­vis pre­ven­ci­u­li/aR­m­k­

ve­Ti stra­te­gi­e­bi;

• da­am­ya­ron po­zi­ti­u­ri ur­Ti­er­To­be­bi mos­wav­le­eb­Tan

da maT mSob­leb­Tan.

qve­moT Ti­To­e­ul punqts gan­vi­xi­lavT de­ta­lu­rad.

klasis marTva
87

1. we­se­bi da pro­ce­du­re­bi

sas­ko­lo da sak­la­so we­se­bi­sa da pro­ce­du­re­bis ar­se­bo­ba sas­

wav­lo pro­ce­sis mo­wes­ri­ge­ba­sa da mos­wav­le­Ta qce­vi­Ti prob­
le­me­bis mi­ni­mu­mam­de day­va­nas uwyobs xels.

we­se­bi da pro­ce­du­re­bi ma­Si­naa efeq­tu­ri, ro­ca mos­wav­le­e­bi

ga­i­az­re­ben da da­e­Tan­x­me­bi­an mis moTxov­nebs. aseT Sem­Tx­ve­
va­Si, iz­r­de­ba mos­wav­le­e­bis pa­su­xis­m­geb­lo­ba,maT uC­n­de­baT
sur­vi­li ara mxo­lod Ta­vad da­ic­van we­se­bi, ara­med Ta­na­to­
leb­sac sTxo­ven maT dac­vas.

mas­wav­leb­leb­ma Tavs ar un­da mo­ax­vi­on mos­wav­le­ebs maT mi­er

Se­mu­Sa­ve­bu­li we­se­bi da pro­ce­du­re­bi. isi­ni un­da Se­mu­Sav­des
maT­Tan er­Tad an Se­saZ­le­be­lia ga­ni­xi­lon uk­ve Se­mu­Sa­ve­bu­li
we­se­bi, ga­iT­va­lis­wi­non mos­wav­le­Ta Se­xe­du­le­be­bi da maT­Tan
er­Tad Ca­mo­a­ya­li­bon sa­bo­loo ver­sia. ase­Ti mid­go­ma xazs us­
vams ima­sac, rom mas­wav­le­bels kla­sis mar­T­vis de­mok­ra­ti­u­
li sti­li aqvs ar­Ce­u­li, rac da­de­bi­Tad moq­me­debs po­zi­ti­u­ri
sak­la­so ga­re­mos Ca­mo­ya­li­be­ba­ze.

we­se­bi da pro­ce­du­re­bi Se­iZ­le­ba exe­bo­des mos­wav­le­Ta qce­vas,

gak­ve­Ti­lis msvle­lo­bas, kiTx­va-pa­su­xis or­ga­ni­ze­bas d.a.S.

gTa­va­zobT im sa­kiTxe­bis Ca­mo­naT­vals, ro­mel­Ta Se­sa­xe­bac,

mas­wav­leb­le­bi da mos­wav­le­e­bi yve­la­ze xSi­rad ad­ge­nen we­seb­
sa­da pro­ce­du­rebs:

• klas­Si Ses­v­la;
• gak­veT­l­ze yo­vel­dRe mo­sa­ta­ni niv­Te­bi;
• dag­vi­a­ne­ba;
• gak­ve­Ti­lis gac­de­na da gac­de­ni­lis anazRa­u­re­ba/da­
va­le­bis Ses­ru­le­ba;
• da­mo­u­ki­de­be­li mu­Sa­o­ba;
• jguf­Si mu­Sa­o­ba;
• kiTx­vis das­ma/dax­ma­re­bis Txov­na;
• mo­u­lod­ne­li avad­m­yo­fo­ba;
• da­va­le­bis Ca­niS­v­na/Ca­ba­re­ba;
88 sofio gorgoZe

• gak­ve­Ti­li­dan ga­Ta­vi­suf­le­ba;
• te­le­fo­nis ga­mo­ye­ne­ba;
• sa­pir­fa­re­So­Si gas­v­la;
• sak­la­so oTa­xis mo­wes­ri­ge­ba gak­ve­Ti­lis Sem­deg;
• mas­wav­leb­lis sa­ub­ris dros wyna­rad mos­me­na;
• Ta­na­to­le­bis da mas­wav­leb­lis pa­ti­vis­ce­ma.
we­se­bi­sa da pro­ce­du­re­bis Ca­mo­ya­li­be­bi­sas sa­sur­ve­lia mos­
wav­le­eb­Tan er­Tad zus­tad ax­s­naT Tu ras gu­lis­x­mobs Ti­To­
e­u­li maT­ga­ni. ma­ga­li­Tad, ras gu­lis­x­mobs pa­ti­vi vceT er­T­ma­
neTs? Tu ,,pa­ti­vi vceT er­T­ma­neTs~ gu­lis­x­mobs, er­T­ma­ne­Tis
mos­me­nas Se­giZ­li­aT ase­ve da­we­roT; ras niS­navs gak­ve­Til­ze
wyna­rad yof­na (Se­iZ­le­ba Tu ara wyna­rad sa­u­ba­ri gak­ve­Til­
Tan da­kav­Si­re­bul sa­kiTx­ze?). Tu ,,iya­vi pa­su­xis­m­geb­li­a­ni~
gu­lis­x­mobs, rom mos­wav­lem yve­la niv­Ti Tan un­da iqo­ni­os da
da­va­le­ba yo­vel­T­vis Ses­ru­le­bu­li hqon­des, sjobs esec da­va­
kon­k­re­toT.

ma­ga­li­Tis­T­vis gan­vi­xi­loT ram­de­ni­me we­si go­ga mas­wav­leb­lis

praq­ti­ki­dan:

sa­Si­nao da­va­le­bis Ca­ba­re­ba: sa­Si­nao da­va­le­bas ma­ba­rebT gak­

ve­Ti­lis da­sawyis­Si, da­deT da­va­le­ba Tqvens mer­x­ze, ra­Ta Ca­
mo­vi­a­ro da av­k­ri­fo sak­la­so mu­Sa­o­bis dros. dag­vi­a­ne­bu­li
da­va­le­be­bi ar mi­i­Re­ba.

sak­la­so oTa­xis da­to­ve­ba: sak­la­so oTaxs mos­wav­le­e­bi ar

to­ve­ben mi­u­xe­da­vad za­ris da­rek­vi­sa, Tu yve­las ar aqvs da­
va­le­ba Ca­niS­nu­li. ro­ca yve­la mos­wav­le da­va­le­bas Ca­i­niS­navs
da mas­wav­le­be­li ni­Sans mis­cems mos­wav­le­ebs, maT Se­uZ­li­aT
da­to­von oTa­xi.

dag­vi­a­ne­ba: za­ris da­rek­vi­dan er­Ti wu­Tis gan­mav­lo­ba­Si mer­

xeb­Tan un­da is­x­deT Tu­ki dag­vi­a­ne­biT Se­mox­valT wyna­rad
das­xe­diT, me Ca­vi­niS­nav dag­vi­a­ne­bas. er­Ti se­mes­t­ris gan­mav­
lo­ba­Si ge­pa­ti­e­baT or­jer dag­vi­a­ne­ba, me­sa­me­jer dag­vi­a­ne­bis
Sem­Tx­ve­va­Si Se­vatyo­bi­neb mSo­bels. gan­me­o­re­bis Sem­Tx­ve­va­Si
dar­Ce­biT sko­lis bib­li­o­Te­ka­Si sa­mu­Sa­od na­xe­va­ri dRiT.
klasis marTva
89

gac­de­ni­li gak­ve­Ti­lis da­va­le­be­bis Ca­ba­re­ba: Tu­ki gak­ve­

Tils ga­ac­denT, Sem­deg gak­ve­Til­ze wi­na da­va­le­bebs aTav­sebT
yuT­Si, ro­mel­sac awe­ria ,,gac­de­ni­li dRis da­va­le­be­bi~, xo­lo
me­o­re yu­Ti­dan, ro­mel­sac awe­ria ,,gac­de­nil dRes mi­ce­mu­li
da­va­le­be­bi~ iRebT im dRes mi­ce­mu­li da­va­le­be­bis in­s­t­ruq­ci­
ebs, ro­mel­sac Se­as­ru­lebT da me­o­re dRes debT mer­x­ze axal
da­va­le­bas­Tan er­Tad rom mas­wav­le­bel­ma is ak­ri­fos.

Ta­na­to­le­bis da mas­wav­leb­lis pa­ti­vis­ce­ma: pa­ti­vi eciT

er­T­ma­neTs, us­mi­neT mas­wav­le­be­lis da Tqve­ni Ta­na­to­lis sa­
u­bars. Tu­ki ga­moT­q­mul mo­saz­re­bebs ar eTan­x­me­biT, eca­deT
Tqve­ni az­ri yo­vel­g­va­ri ag­re­si­is ga­re­Se da­a­fiq­si­roT.

sa­Wi­ro niv­Te­bis sko­la­Si mo­ta­na: klas­Si yo­vel­T­vis un­da

gqon­deT rve­u­li, sa­wer­ka­la­mi, fan­qa­ri da saS­le­li. Ta­vad
Se­giZ­li­aT ga­dawy­vi­toT sa­xel­m­ZR­va­ne­los mo­i­tanT Tu ara,
klas­Si sa­xel­m­ZR­va­ne­los mo­ta­na ar aris auci­le­be­li.

eca­deT pro­ce­du­re­bi da we­se­bi po­zi­ti­u­rad ga­we­roT. ma­ga­

li­Tad: nac­v­lad imi­sa rom da­we­roT ,,mos­wav­le­e­bi mer­xeb­Tan
un­da is­x­d­nen ro­ca mas­wav­le­be­li ka­rebs da­ke­tavs~, da­we­reT
,, im dro­is­T­vis ro­ca mas­wav­le­be­li kars da­ke­tavs .~mos­wav­le­
e­bi ar un­da da­di­od­nen klas­Si da iy­v­nen mo­mza­de­bu­le­bi gak­ve­
Ti­lis­T­vis.~

ase­ve, Tu Se­saZ­le­be­lia da­we­reT ra Se­de­gi moy­ve­ba ama Tu im

we­sis dar­R­ve­vas. ma­ga­li­Tad, Tu mos­wav­le ar mo­am­za­debs da­
va­le­bas da ar da­debs mer­x­ze ro­gor re­a­gi­rebs mas­wav­le­be­li.
Tu­ki dag­vi­a­ne­biT mo­va mos­wav­le ra xde­ba am Sem­Tx­ve­va­Si, ise­
ve ro­gorc ze­moT mo­ce­mul ma­ga­liT­Sia da­kon­k­re­te­bu­li.

bav­S­vebs da­u­ri­geT we­se­bi­sa da pro­ce­du­re­bis qse­ro­as­li, an

ga­a­ka­riT oTax­Si. we­se­bi­sa da pro­ce­du­re­bis grZe­li Ca­mo­naT­
va­li Se­saZ­le­be­lia ara­e­feq­tu­ri iyos. mos­wav­le­eb­Tan er­Tad
ga­mo­ya­viT ra aris gak­ve­Ti­lis nor­ma­lu­rad war­mar­T­vi­saT­vis
yve­la­ze pri­o­ri­te­tu­li.

dawye­biT da ma­Ral kla­seb­Si Se­mu­Sa­ve­bu­li we­se­bi da pro­ce­

du­re­bi er­T­ma­ne­Tis­gan gan­s­x­vav­de­ba swav­le­bis dawye­biT sa­
fe­xur­ze we­se­bi da pro­ce­du­re­bi ma­Ral kla­seb­Tan Se­da­re­biT
nak­le­bi un­da iyos.
90 sofio gorgoZe

we­se­bi da pro­ce­du­re­bi mSob­le­bi­saT­vi­sac sa­in­te­re­soa(mag.

dag­vi­a­ne­bis, gac­de­nis Se­sa­xeb) ga­ug­zav­neT Ca­mo­naT­va­li mos­
wav­le­Ta mSob­lebs an ga­a­ca­niT isi­ni mSo­bel­Ta kre­ba­ze.

mniS­v­ne­lo­va­nia ga­viT­va­lis­wi­noT, rom yve­la mos­wav­le yve­

la­fers ma­Sin­ve ver da­i­max­sov­rebs da we­sebs zed­mi­wev­niT ver
da­i­cavs. Se­saZ­loa maT Ta­vi­dan xSi­rad das­Wir­deT Sex­se­ne­ba.
zo­gi­er­Ti we­si Ta­vad Se­ax­se­neT ze­pi­rad (mag. niv­Te­bis mo­ta­
nas­Tan da­kav­Si­re­biT), an sxva mos­wav­les sTxo­veT Se­ax­se­nos
we­se­bis dam­r­R­vev mos­wav­les Tu ra­Sia prob­le­ma da ra wess ar­
R­vevs is.

gar­da ami­sa, efeq­tu­ria we­seb­Tan da­kav­Si­re­biT mos­wav­le­ebs

mis­ceT sa­Si­nao da­va­le­ba, ma­ga­li­Tad sTxo­veT da­we­ron Ta­vi­
an­Ti mo­saz­re­ba imas­Tan da­kav­Si­re­biT, Tu ra Sem­Tx­ve­va­Si Se­
iZ­le­ba Cav­T­va­loT, rom er­Ti mos­wav­le pa­tivs scems sxva mos­
wav­les.

2. mo­ti­va­ci­is amaR­le­ba

mo­ti­va­ci­a­ze sa­ub­ri­sas, ro­gorc we­si, ra­Ra­cis ke­Te­bis sur­

vils vgu­lis­x­mobT. mos­wav­le­eb­Tan mi­mar­Te­ba­Si ki, Zi­ri­Ta­
dad swav­lis sur­vil­zea sa­u­ba­ri. uk­ve 60 wel­ze me­tia fsi­qo­
lo­ge­bi Tan­x­m­de­bi­an, rom ar­se­bobs ori ti­pis mo­ti­va­cia, Si­
na­ga­ni da ga­re­ga­ni (ko­vin­g­to­ni, 2000). Tu mos­wav­les da­a­va­les
Seq­s­pi­ris er­Ti tra­ge­di­is wa­kiTx­va, mag­ram mas Sem­deg rac es
tra­ge­dia wa­i­kiTxa da­in­te­res­da da mi­si pi­e­se­bis ume­te­so­ba
wa­i­kiTxa, igi Si­na­ga­na­daa mo­ti­vi­re­bu­li. mas Ta­vad surs es ga­
a­ke­Tos, si­a­mov­ne­bas ani­Webs Seq­s­pi­ris kiTx­va.

Tum­ca, mos­wav­le, ro­me­lic is­to­ri­is gak­ve­Ti­lis swav­li­sas

iye­nebs ara mxo­lod mi­si kla­sis is­to­ri­is sa­xel­m­ZR­va­ne­los
ara­med sxva dam­x­ma­re sa­xel­m­ZR­va­ne­lo­ebs, Se­saZ­loa ga­re­ga­
ni mo­ti­va­cia qon­des da jil­dos ga­mo ake­Teb­des amas, Tu man
icis, rom mas­wav­le­be­li mas gan­sa­kuT­re­biT Se­a­qebs mSo­bel­Ta
kre­ba­ze, mSob­le­bi ki, amis ga­mo auci­leb­lad da­a­sa­Cuq­re­ben.

ran­dal spri­ki(2006), ro­me­lic sa­ba­zo kla­seb­Si dis­cip­li­nis

sa­kiTxeb­ze wers, Si­na­ga­ni da ga­re­ga­ni mo­ti­va­ci­is mka­fi­od ga­
mij­v­nis wi­na­aR­m­de­gia da am­bobs, rom qce­ve­bis um­rav­le­so­bas
klasis marTva
91

ga­na­pi­ro­bebs ori­ve ti­pis mo­ti­va­cia: Si­na­ga­ni da ga­re­ga­ni. ma­

ga­li­Tad, Tu­ki mos­wav­le bevrs kiTxu­lobs amas Se­iZ­le­ba si­
a­mov­ne­bis­T­vis ake­Teb­des, mag­ram gar­da ami­sa igi isi­a­mov­nebs
im kom­p­li­men­te­bi­Tac, ro­mel­Tac ase­Ti ,,na­kiTxo­bis~ ga­mo
mi­i­Rebs. anu, Tu­ki Seq­s­pi­ris kiTx­vis ma­ga­liTs da­vub­run­de­
biT, Se­saZ­le­be­lia mos­wav­les si­a­mov­nebs Seq­s­pi­ris kiTx­va,
mag­ram arc isaa ga­mo­ricxu­li, rom mSob­le­bi­sa­gan Se­qe­bas da
mas­wav­leb­lis­gan mi­si na­kiTxo­bis aR­niS­v­nas elis. me­o­re mxriv,
is­tori­is sa­xel­m­ZR­va­ne­lo­e­bis ma­ga­li­Tic, igi­ve­na­i­rad Se­iZ­
le­ba ga­vi­goT. Se­saZ­le­be­lia mos­wav­les Si­na­ga­nad mos­wons da
si­a­mov­nebs is­to­ri­is mra­va­li wya­ro­dan Ses­wav­la.

Se­sa­ba­mi­sad, mas­wav­leb­le­bi un­da eca­don mos­wav­le­eb­Si ga­aR­

vi­Zon, ro­gorc Si­na­ga­ni (ma­ga­li­Tad, sa­in­te­re­sod Ca­ta­re­bu­
li gak­ve­Ti­liT aRuZ­ran swav­lis sur­vi­li) ase­ve, ga­re­ga­ni (ma­
ga­li­Tad Se­qe­ba, ra­i­me jil­dos da­we­se­ba) mo­ti­va­cia.

Tum­ca mas­wav­le­bel­ma ase­ve un­da ga­iT­va­lis­wi­nos, rom Tu­ki

mos­wav­lis mo­ti­va­ci­is aR­Z­v­ri­sas, mos­wav­les ar aqvs mo­lo­di­
ni rom igi war­ma­te­bu­li iq­ne­ba an mas araf­rad uRirs is rac
war­ma­te­bis Sem­Tx­ve­va­Si xvde­ba wi­lad, ma­Sin mi­si mo­ti­va­ci­is
ga­saz­r­de­lad ga­mo­ye­ne­bu­li teq­ni­ka ar imu­Sa­vebs.

war­mo­vid­gi­noT, rom da­To ani mas­wav­leb­lis mos­wav­lea. da­

Tos aka­de­mi­u­ri mos­w­re­ba sul uf­ro uares­de­ba. ani mas­wav­le­
bel­ma icis, rom tar­de­ba fex­bur­T­Si Se­jib­ri sko­lebs So­ris
da da­Tos Za­li­an un­da Se­jib­r­Si mo­na­wi­le­o­bis mi­Re­ba. mas­
wav­le­be­li da­Tos da­pir­da, rom Tu kar­gad is­wav­lis, mas Se­
jib­r­Si mo­na­wi­le­o­bis sa­Su­a­le­ba eq­ne­ba. da­To am Sanss kar­gi
swav­lis sa­nac­v­lod mi­i­Rebs. Tum­ca, Tu­ki da­Tos ar aqvs imis
mo­lo­di­ni, rom mon­do­me­bis Sem­Tx­ve­va­Si daZ­levs Se­sas­wavl ma­
sa­las, mi­u­xe­da­vad imi­sa, rom mi­sa­Re­bi jil­do -Se­jib­r­Si Car­
T­va (ga­re­ga­ni mo­ti­va­to­ri) Za­li­an un­da, mas ar eq­ne­ba kar­gad
swav­lis mo­ti­va­cia.

me­o­res mxriv, ani mas­wav­leb­lis sxva mos­wav­les- gi­or­gis sje­

ra, rom mon­do­me­bis Sem­Tx­ve­va­Si SeZ­lebs kar­gad swav­las, mag­
ram fex­bur­Tis Se­jib­re­ba­Si Car­T­va, an Tun­dac mas­wav­leb­lis
an mSob­le­bis Se­qe­ba amad ar uRirs.am Sem­Tx­ve­va­Si mi­si mo­ti­va­
cia is­wav­los ar amaR­l­de­ba.
92 sofio gorgoZe

Se­sa­ba­mi­sad, mas­wav­le­bel­ma es ori faq­to­ric un­da ga­iT­va­lis­

wi­nos. man un­da ga­i­az­ros ram­de­nad uRirs mos­wav­les Za­lis­x­
me­vis ga­­Re­ba imi­saT­vis, rom mi­aR­wi­os Se­degs da ram­de­nad aqvs
mo­lo­di­ni, rom Za­lis­x­me­va war­ma­te­bas mo­u­tans(spri­ki, 2006).

ga­saT­va­lis­wi­ne­be­lia isic, rom Ti­To­e­u­li mos­wav­le gan­s­x­va­

ve­bu­lia, is rac erT mos­wav­les mo­ti­va­ci­as aRuZ­ravs Se­saZ­
loa sxva mos­wav­les pi­ri­qiT, mo­ti­va­ci­as ux­Sob­des. swo­red
ami­tom mas­wav­le­be­li kar­gad un­da ic­nob­des sa­ku­Tar mos­wav­
le­ebs, ra­Ta swo­rad Se­ar­Ci­os sa­mo­ti­va­cio stra­te­gi­e­bi yo­
vel kon­k­re­tul Sem­Tx­ve­va­Si.

mos­wav­le­Ta mo­ti­va­ci­is da Car­Tu­lo­bis gaz­r­da ma­Ti ga­moc­

di­le­be­bi­sa da in­te­re­se­bis Ses­wav­li­Taa Se­saZ­le­be­li. yo­vel
mos­wav­les kon­k­re­tu­li in­te­re­se­bi da ga­moc­di­le­ba ga­aC­nia,
ma­ga­li­Tad es Se­iZ­le­ba iyos cur­va, mog­za­u­ro­ba, cxo­ve­le­bis
siy­va­ru­li, oja­xu­ri prob­le­me­bi, avad­m­yo­fo­bis ga­da­ta­na, mo­
xa­li­se­o­ba, d.a.S. mas­wav­leb­lebs Se­uZ­li­aT am ga­moc­di­le­beb­
Tan da in­te­re­seb­Tan da­a­kav­Si­ron sas­wav­lo sa­kiTxe­bi, rac
maT mo­ti­va­ci­is gaz­r­das Se­uwyobs xels.

ga­zar­deT mos­wav­le­Ta mo­ti­va­cia ma­Ti aq­ti­u­ro­bis sti­mu­

li­re­biT

swav­le­bis pro­duq­ti­u­lo­ba iz­r­de­ba, ro­de­sac mos­wav­le­e­bi

Ta­vad ari­an aq­ti­u­ri sas­wav­lo pro­ce­sis gan­mav­lo­ba­Si. mos­
wav­le­ze ori­en­ti­re­bu­li swav­le­bac xom amas gu­lis­x­mobs: mos­
wav­le aq­ti­u­ria gak­ve­Til­ze, mas­wav­le­be­li ki mxo­lod gzis
maC­ve­ne­be­li. ro­de­sac mos­wav­les gak­ve­Til­ze vuq­m­niT pi­ro­
bebs, rom Ta­vad iyos swav­le­bis pro­ce­sis aq­ti­u­ri mo­na­wi­le,
mi­si swav­lis mo­ti­va­cia iz­r­de­ba. sa­gak­ve­Ti­lo pro­ces­Si mos­
wav­le­Ta efeq­tu­ri Car­Tu­lo­bis uz­run­vel­sa­yo­fad gTa­va­
zobT ram­de­ni­me rCe­vas(spri­ki, 2006):

• nu isa­ub­rebT bevrs, Se­am­ci­reT sa­leq­cio me­To­dis ga­

mo­ye­ne­bis six­Si­re da xan­g­r­Z­li­vo­ba, nu mis­cemT mos­
wav­le­ebs mo­du­ne­bis sa­Su­a­le­bas;
• das­viT kiTx­ve­bi, mo­awy­veT dis­ku­si­e­bi da gan­xil­ve­bi;
• ga­mo­i­ye­neT go­neb­ri­vi ieri­Si;
klasis marTva
93

• mos­wav­le­e­bi amu­Sa­veT wyvi­leb­sa da jgu­feb­Si;

• mi­e­ciT mos­wav­le­ebs mci­re mo­cu­lo­bis da­mo­u­ki­de­be­
li sa­mu­Sao;
• gak­ve­Ti­leb­ze da­ner­geT ro­lu­ri Ta­ma­Se­bi da si­tu­a­
ci­u­ri amo­ca­ne­bi;
• ga­mo­i­ye­neT sas­wav­lo vi­zu­a­lu­ri Tval­sa­Ci­no­e­be­bi
(spri­ki, 2006).

3. dis­cip­li­nis dar­R­ve­vis pre­ven­ci­u­li/aR­m­k­ve­Ti

stra­te­gi­e­bi

mos­wav­le­Ta qce­vis war­ma­te­bu­lad mar­T­va ga­ci­le­biT mar­ti­

via, ro­de­sac mas­wav­le­be­li kar­gad ic­nobs bav­S­vis asa­kob­ri­vi
gan­vi­Ta­re­bis Ta­vi­se­bu­re­bebs. gan­vi­Ta­re­bis Te­o­ri­e­bis Se­sa­
xeb ga­mo­ce­mu­li sa­xel­m­ZR­va­ne­lo­e­bi da­ex­ma­re­ba mas­wav­le­bels
am kuTxiT cod­nis gam­did­re­ba­Si. mos­wav­le­Ta qce­vis ga­mom­w­ve­
vi mi­ze­zis ax­s­na, qce­vis xel­Sem­wyo­bi faq­to­re­bis ga­mok­v­le­
va da imis gar­k­ve­va ra ga­nam­t­ki­cebs an Se­uS­lis xels am qce­
vas gex­ma­re­baT ara­sa­sur­ve­li qce­vis aR­k­ve­Ta­sa da sa­sur­ve­li
qce­vis Se­nar­Cu­ne­ba­Si.

ro­de­sac mos­wav­le cu­dad iq­ce­va, mas­wav­le­bel­ma un­da ga­ar­k­

vi­os ra aris am qce­vis mi­ze­zi. ase­Ti mi­ze­zi uam­ra­vi Se­iZ­le­ba
iyos:

–– mas­wav­le­bel­ma naT­lad ar gan­sazR­v­ra ra aris mi­si mo­

lo­di­ni da ra ti­pis qce­vaa wa­xa­li­se­bu­li gak­ve­Til­ze,
maT ar ici­an ro­gor mo­iq­c­nen.

–– mos­wav­les yu­radRe­bis de­fi­ci­ti aqvs da ver ac­no­bi­e­

rebs, rom is kon­k­re­tul mo­men­t­Si cu­dad iq­ce­va.

–– mos­wav­les Se­iZ­le­ba si­a­mov­neb­des im Za­la­uf­le­bis

Seg­r­Z­ne­ba, ra­sac mas­wav­le­bel­Tan wi­na­aR­m­de­go­bi­sas
ga­nic­dis.

–– mos­wav­le cdi­lobs sak­la­so da­va­le­bis Ses­ru­le­bas

94 sofio gorgoZe

Ta­vi aari­dos, an da­ma­los, rom ar icis gak­ve­Ti­li, am

miz­niT is yu­radRe­bas iq­cevs cu­di qce­viT.

kar­gad swav­la­sa da pa­su­xis­m­geb­lo­bi­an saq­ci­el­sac aqvs Ta­vi­

si mi­ze­zi. gan­vi­xi­loT ram­de­ni­me ma­ga­li­Ti, ro­me­lic aR­
wers da­Tos qce­vas sxva­das­x­va pi­ro­beb­Si:

1. da­To ar swav­lobs, mud­mi­vad cu­dad iq­ce­va, gak­ve­Ti­

lis CaS­las cdi­lobs da mas­wav­le­be­li mas kla­si­dan
ag­debs. da­Tos qce­vis mi­ze­zi Se­saZ­loa is iyos, rom
da­Tom gak­ve­Ti­li ar icis, un­da gak­ve­Ti­li­dan ga­ag­
don. amiT ar gamჟRav­n­de­ba, is rom da­To mo­um­za­de­be­li
mo­vi­da sko­la­Si, amas­Tan er­Tad am gziT mas surs me­
ti yu­radRe­bis miq­ce­va, rom kla­se­le­bis Tval­Si uf­ro
,,ma­ga­ri~ ga­moC­n­des.

2. da­Tom ga­dawy­vi­ta kar­gad is­wav­los, klas­Si aq­ti­u­ria

da karg niS­nebs iRebs. is kla­se­le­bis, mas­wav­leb­le­bi­
sa da mSob­le­bis yu­radRe­bas iq­cevs. am Sem­Tx­ve­va­Si mas
aqvs mi­ze­zi kar­gi saq­ci­e­li Se­i­nar­Cu­nos, ga­ag­r­Ze­los
kar­gad swav­la, rom isev da isev yu­radRe­bis cen­t­r­Si
mo­eq­ces da Se­de­ge­biT isi­a­mov­nos.

3. Tu da­To ga­dawy­vets kar­gad is­wav­los, is iaq­ti­u­rebs,

mag­ram imis ga­mo, rom ar aqvs Se­sa­ba­mi­si aka­de­mi­u­ri sa­
fuZ­ve­li, is iseT Se­de­gebs ver mi­aR­wevs, rom mas­wav­
leb­le­bis, Ta­nak­la­se­le­bi­sa da mSob­le­bis aR­f­r­To­
va­ne­ba ga­mo­iw­vi­os. am Sem­Tx­ve­va­Si Se­saZ­loa mi­si qce­
va isev ga­u­a­res­des, rad­gan prob­le­mu­ri qce­vis dros
ga­ci­le­biT met yu­radRe­bas im­sa­xu­reb­da. da­Tos qce­va
da mi­si mcde­lo­ba ,,ga­mos­wor­des~ di­di al­ba­To­biT ar
Se­nar­Cun­de­ba da isev ga­ag­r­Ze­lebs gak­ve­Ti­lis CaS­lis
mcde­lo­bebs.

ro­de­sac mas­wav­le­be­li ga­ar­k­vevs bav­S­vis qce­vis gan­ma­pi­ro­be­

bel faq­to­rebs, amis Sem­deg qce­vis mo­di­fi­ci­re­ba Se­saZ­le­be­
lia. mas­wav­leb­lis re­aq­ci­as Se­uZ­lia mos­wav­lis mo­ti­vi­re­ba,
an pi­ri­qiT.
klasis marTva
95

mas­wav­leb­lis Se­saZ­lo re­aq­ci­e­bi

Tu­ki yu­radRe­bis miq­ce­va surs mos­wav­les da ami­tom ar­R­vevs

dis­cip­li­nas, nu mi­aq­cevT yu­radRe­bas, ig­no­ri­re­ba efeq­tu­
ri re­aq­ciaa am dros, rad­gan rac me­tad mi­aq­cevT yu­radRe­bas,
mos­wav­le Ta­vis mi­zans miR­we­u­lad CaT­v­lis, sa­va­ra­u­dod mi­si
qce­va ar ga­um­jo­bes­de­ba, pi­ri­qiT Se­iZ­le­ba ki­dec ga­u­a­res­des.
Tav­da­pir­ve­lad sjobs mas­wav­le­bel­ma mos­wav­les Se­niS­v­na mis­
ces, imi­saT­vis, rom sxva mos­wav­le­e­bi mix­v­dnen am saq­ci­e­lis
mi­u­Re­be­lo­ba­s. dis­cip­li­nis dam­r­R­ve­vi mo­wav­le ki mix­v­de­ba,
rom mis saq­ci­els yu­radRe­bas ar mi­aq­ce­ven.

mniS­v­ne­lo­va­nia, mas­wav­le­bel­ma yu­radRe­ba mi­aq­ci­os mos­wav­

lis karg saq­ci­els da ara cuds. mos­wav­lem un­da da­i­na­xos,
rom yu­radRe­bas kar­gi qce­viT da­im­sa­xu­rebs. ro­ca mos­wav­le
icavs we­se­bis, swo­red ma­Sin mi­aq­ci­eT mas yu­radRe­ba. Se­a­qeT da
aR­niS­neT mi­si kar­gi saq­ci­e­li, an mi­diT mas­Tan da hkiTxeT, ra­
i­me kiTx­ve­bi xom ar aqvs (spri­ki, 2006).

zog­jer ro­ca mas­wav­le­bis mxri­dan dis­cip­li­nis dam­r­R­ve­vi

im mos­wav­lis qce­vis ig­no­ri­re­ba xde­ba, ro­me­lic am gziT yu­
radRe­bis miq­ce­vas cdi­lobs, aman Se­iZ­le­ba uare­si Se­de­gi ga­
mo­i­Ros anu mos­wav­lem ki­dev uf­ro uxe­Sad da­ar­R­vi­os dis­cip­
li­na. Tu mas­wav­le­be­li ar­Ce­ul stra­te­gi­as miy­ve­ba da mos­wav­
les yu­radRe­bas mxo­lod ma­Sin mi­aq­cevs, ro­ca kar­gad iq­ce­va,
ma­Sin mi­si moT­mi­ne­ba Se­degs mo­i­tans. im Sem­Tx­ve­va­Si, ro­de­sac
mas­wav­leb­lis mi­er ar­Ce­u­li stra­te­gia ma­inc uSe­de­go aR­moC­
n­de­ba, ma­Sin man un­da ga­da­xe­dos mas, rad­gan Se­saZ­loa mos­wav­
lis mi­er dis­cip­li­nis dar­R­ve­vas sxva mi­ze­zi hqon­des.

Se­saZ­loa mos­wav­le yu­radRe­bis miq­ce­vis ga­mo ki ar iq­ce­va cu­

dad, ara­med, ub­ra­lod ver ac­no­bi­e­rebs sa­ku­Tar saq­ci­els, am
Sem­Tx­ve­va­Si ig­no­ri­re­ba ga­u­mar­T­le­be­lia. aseT Sem­Tx­ve­va­Si
mas­wav­le­bel­ma mas un­da mi­u­Ti­Tos we­seb­ze da da­ex­ma­ros imis
gac­no­bi­e­re­ba­Si rom cu­dad iq­ce­va. es un­da ga­a­ke­Tos yo­vel
jer­ze ro­ca mos­wav­le cu­dad mo­iq­ce­va (spri­ki, 2006).

ro­ca mos­wav­le zed­me­tad ag­re­si­ul qce­vas av­lens (sxva mos­

wav­lis lan­ZR­va an ce­ma) ig­no­ri­re­ba aras­wo­ri stra­te­giaa.
aseT Sem­Tx­ve­va­Si mas­wav­le­bel­ma mas un­da mi­u­Ti­Tos we­seb­ze
da ma­Ti dac­va mos­Txo­vos. fi­zi­ku­ri da­pi­ris­pi­re­bis Sem­Tx­
96 sofio gorgoZe

ve­va­Si ki ga­aS­ve­los mos­wav­le­e­bi an mo­ix­mos ad­mi­nis­t­ra­ci­is

war­mo­mad­ge­ne­li an is pi­ri, ro­me­lic mas da­ex­ma­re­ba kon­f­liq­
tis aR­mofx­v­ra­Si.

Tu mos­wav­le cdi­lobs mas­wav­le­bel­Tan ka­ma­TiT mos­wav­le­e­bis

Tval­Si Za­la­uf­le­bis mo­po­ve­bas, mas­wav­le­be­li un­da eca­dos
ar ay­ves mos­wav­les da ar Ca­e­bas ka­maT­Si. mi­si ko­men­ta­re­bi mas­
wav­le­bel­ma pi­rad Se­u­racx­yo­fad ar un­da mi­i­Ros da emo­ci­
ebs ar un­da ay­ves. sa­sur­ve­lia mas­wav­le­bel­ma aR­niS­nos, rom
kar­gia, ro­ca mos­wav­le fiq­robs kon­k­re­tul sa­kiTx­ze da cdi­
lobs da­mo­u­ki­de­bel das­k­v­ne­bam­de mi­vi­des... anu aRi­a­ros mos­
wav­lis mxri­dan ar­gu­men­te­bis ga­moT­q­mis le­gi­ti­mu­ro­ba.

Tu mos­wav­le cdi­lobs Ta­vi aari­dos sak­la­so sa­mu­Sa­os Ses­

ru­le­bas, ga­mo­Za­xe­bas an da­va­le­bis ar­qo­nis da­fiq­si­re­bas, ise
ga­a­ke­TeT rom mos­wav­lem am mi­zans ar mi­aR­wi­os. ma­ga­li­Tad nu
ga­uS­vebT kla­si­dan, rad­gan Se­saZ­loa es swo­red is aris rac
mos­wav­les surs da ris ga­moc cu­dad iq­ce­va.

cu­di qce­vi­sas mos­wav­les di­di yu­radRe­ba ar da­uT­moT, mok­

led da swra­fad aux­se­niT, ra­to­maa mi­si qce­va mi­u­Re­be­li da
ra Se­de­gi Se­iZ­le­ba mohy­ves mas. nu­ras­d­ros Ca­eb­me­biT mos­wav­
les­Tan sity­vi­er pa­eq­ro­ba­Si.

mas­wav­leb­le­bi xSi­rad Ci­vi­an, rom ro­de­sac isi­ni uar­yo­fi­Ti

qce­vis ig­no­ri­re­bas ax­de­nen da cdi­lo­ben yu­radRe­ba da­de­biT
qce­vas mi­aq­ci­on, zog­jer Se­iZ­le­ba ise mox­des, rom mos­wav­lem
da­de­bi­Ti qce­va sa­er­Tod ar ga­mo­av­li­nos.. es gan­sa­kuT­re­biT
yu­radRe­bis de­fi­ci­tis sin­d­ro­mis mqo­ne bav­S­vebs axa­si­a­TebT.
mi­u­xe­da­vad ami­sa, praq­ti­ka aC­ve­nebs, rom me­o­re gak­ve­Ti­lam­
dec rom mo­u­wi­os mas­wav­le­bels lo­din­ma, ma­inc me­tad Se­de­gi­
a­nia da­de­biT qce­va­ze re­a­gi­re­ba da uar­yo­fi­Ti qce­vis ig­no­
ri­re­ba (ma­Te­ri da gol­d­s­ta­i­ni 2001).

gTa­va­zobT ara­sa­sur­ve­li qce­vis pre­ven­cia/aR­k­ve­Tis yve­la­ze

far­Tod gav­r­ce­le­bul stra­te­gi­ebs (spri­ki 2006).:
wlis da­sawyis­Si­ve Se­i­mu­Sa­veT qce­vis we­se­bi

imi­saT­vis, rom kla­sis mar­T­va mar­ti­vad wa­ri­mar­Tos, mniS­v­ne­

lo­va­nia wlis da­sawyis­Si­ve Se­i­mu­Sa­oT qce­vis we­se­bi da ga­ac­
noT isi­ni mos­wav­le­ebs. mos­wav­le­ebs sas­wav­lo wlis da­sawyi­
si­dan­ve eco­di­ne­baT ras gu­lis­x­mobs sak­la­so oTax­Si mi­sa­Re­bi
klasis marTva
97

qce­va da ras unda elodon Tqven­gan kon­k­re­tu­li mi­u­Re­be­li

qce­vis gan­xor­ci­e­le­bis Sem­Tx­ve­va­Si.
ma­Ra­li mo­lo­di­ni

mos­wav­le­eb­ma un­da icod­nen, rom maT­gan sa­ni­mu­So qce­vas da

kar­gad swav­las mo­e­liT. Tqve­ni mo­lo­di­ni xSi­rad ga­mo­xa­teT
sity­vi­e­rad. ma­ga­li­Tad, ,,gak­ve­Ti­lis ax­s­nis, sak­la­so sa­mu­Sa­
os Ses­ru­le­bis, dis­ku­si­is dros dar­w­mu­ne­bu­li var, rom Se­ec­
de­biT wyna­rad iyoT da er­T­ma­neTs mo­us­mi­noT.~
mos­wav­les­Tan mi­ax­lo­e­ba

Tu­ki mos­wav­le sa­ub­robs, an qce­vis we­sebs ar­R­vevs, mas­wav­

le­bels Se­uZ­lia ub­ra­lod mas­Tan ax­los mi­vi­des. mos­wav­le
ig­r­Z­nobs rom mas­wav­le­be­li mi­si saq­ci­e­liT da­in­te­res­da da
mi­u­ax­lov­da igi aRar da­ar­R­vevs qce­vis we­sebs. Se­saZ­le­be­lia
Tva­liT kon­taq­tis sa­Su­a­le­bi­Tac amo­wu­roT es prob­le­ma.

sity­vi­e­ri Se­niS­v­na

Tu mi­ax­lo­e­bam ar gaW­ra da mos­wav­le­eb­ma isev ga­ag­r­Ze­les sa­

u­ba­ri gan­sa­kuT­re­bu­li yu­radRe­bis ga­re­Se Se­giZ­li­aT gak­ve­
Til­Tan da­kav­Si­re­bu­li kiTx­va da­us­vaT. an uTx­raT, rom Tu
ra­i­mes Tqma surT xe­li as­wi­on. Se­e­ca­deT Se­niS­v­na ise mis­ceT,
rom mTe­li kla­sis yu­radRe­ba nak­le­bad mi­iq­ci­oT da mci­re
sas­wav­lo dro da­xar­joT.
mos­wav­les­Tan er­Tad qce­vis gan­xil­va

Tu­ki mos­wav­lis saq­ci­e­li met ax­s­na-gan­mar­te­bas sa­Wi­ro­ebs,

sa­er­To gan­xil­va ma­Sin­ve ar wa­mo­iwyoT, ro­de­sac gak­ve­Ti­li
das­rul­de­ba mi­diT mos­wav­les­Tan da mas­Tan er­Tad ga­ni­xi­leT
es sa­kiTxi. ga­iT­va­lis­wi­neT, rom Tqve­ni Se­niS­v­na qce­va­ze un­da
iyos aq­cen­ti­re­bu­li da iar­liys ar ak­rav­des mos­wav­les. mag:

,,ni­no, nu xar uz­r­de­li.~ ase­Ti ko­men­ta­ris ga­ke­Te­ba mas­wav­

leb­lis mxri­dan di­di Sec­do­ma iq­ne­bo­da, pi­rov­nu­li Tvi­se­
be­bis Se­fa­se­bis nac­v­lad mas­wav­le­bel­ma qce­va­ze un­da ga­a­max­
vi­los yu­radRe­ba, am Sem­Tx­ve­va­Si sjobs mas­wav­le­bel­ma mos­
wav­les uTx­ras ,,ni­no, uk­ve ara­er­Ti upa­tiv­ce­mu­lo ko­men­ta­ri
ga­a­ke­Te Ta­na­to­le­bis mi­marT~.
98 sofio gorgoZe

da­u­kav­Sir­diT mos­wav­lis mSob­lebs

mos­wav­lis mSob­le­bis Car­T­va mniS­v­ne­lo­va­nia cu­di qce­vis ga­

mov­le­nis ad­re­ul etap­ze. da­e­la­pa­ra­keT mos­wav­lis mSo­bels
ma­Ti Svi­lis saq­ci­e­lis Se­sa­xeb, oRond eca­deT ar gan­sa­joT
mos­wav­le, da­ar­w­mu­neT mSo­be­li rom mi­si par­t­ni­o­ri xarT da
api­rebT prob­le­mis er­Tad mog­va­re­bas. mos­wav­lis mSob­lebs
esa­ub­reT ma­Ti Svi­lis Zli­er da sust mxa­re­ze. mxo­lod cud
yo­fa–qce­va­ze yu­radRe­bis ga­a­max­vi­le­biT Se­saZ­loa mSo­bels
dar­Ces STa­beW­di­le­ba, rom Tqven gsurT man Svi­li da­sa­jos
cu­di saq­ci­e­lis­T­vis.

gan­mux­teT si­tu­a­cia iumo­riT

iumo­ri da ara sar­kaz­mi, bevr si­tu­a­ci­a­Si ga­mo­sav­lad Se­iZ­

le­ba iq­ces. mos­wav­lis saq­ci­el­ze iumo­riT pa­su­xi gan­mux­
tavs si­tu­a­ci­as, mag­ram ase­ve un­da dar­w­mun­deT, rom iumo­ri
ar aRiq­me­ba mos­wav­lis mxri­dan ro­gorc ma­Ti cu­di saq­ci­e­lis
wa­xa­li­se­ba. da­e­la­pa­ra­keT mos­wav­les amis Se­sa­xeb gak­ve­Ti­lis
Sem­deg.

yo­vel­T­vis da­i­ca­viT we­se­bi

mniS­v­ne­lo­va­nia, rom yo­vel­T­vis er­T­na­i­rad icav­deT we­sebs,

Tu­ki erT Sem­Tx­ve­va­Si cud qce­va­ze Tvals da­xu­WavT da me­o­
re Sem­Tx­ve­va­Si ma­Sin­ve ga­a­ke­TebT re­a­gi­re­bas, mos­wav­le­e­bi
Tqven­da­mi pa­ti­vi­ce­mas da­kar­ga­ven. mos­wav­le­eb­ma zus­tad un­
da icod­nen ras Se­iZ­le­ba elo­don Tqven­gan.

ax­se­niT mar­ti­vad

xSi­rad ara­sa­sur­ve­li qce­va, mos­wav­le­eb­sa da mas­wav­le­bels

So­ris ara­e­feq­tu­ri ko­mu­ni­ka­ci­is Se­de­gia. mniS­v­ne­lo­va­nia,
rom mos­wav­le­eb­ma zus­tad icod­nen ra un­da is­wav­lon da ro­
gor mo­iq­c­nen klas­Si. eca­deT mar­ti­vad ax­s­naT da­va­le­bis Si­
na­ar­si, kon­k­re­tu­li in­s­t­ruq­ci­e­bi mi­e­ciT mos­wav­le­ebs da­va­
le­be­bis Se­sas­ru­leb­lad da maT kiTx­veb­ze amom­wu­ra­vad ga­e­
ciT pa­su­xi.
klasis marTva
99

***

ra xde­ba ma­Sin ro­ca ara­sa­sur­ve­li qce­va mi­u­xe­da­vad ze­moT

moy­va­ni­li stra­te­gi­e­bis ga­mo­ye­ne­bi­sa ma­inc grZel­de­ba? aseT
Sem­Tx­ve­va­Si mas­wav­leb­le­bi sxva da­ma­te­biT zo­mebs mi­mar­Ta­
ven, ma­ga­li­Tad:

qu­lis dak­le­ba da pri­vi­le­gi­is war­T­me­va

Tu sko­lis Si­na­ga­na­we­siT gaT­va­lis­wi­ne­bu­lia mos­wav­le­Ta Se­

fa­se­ba yo­faq­ce­va­Si, mas­wav­le­bel­ma Se­iZ­le­ba yo­faq­ce­va­Si da­
ak­los qu­le­bi mos­wav­les an Se­uzRu­dos uk­ve mo­po­ve­bu­li ra­
i­me pri­vi­le­gia.

ase­ve efeq­tu­ria gaf­r­Txi­le­bis for­mu­la: ` Tu amas da amas ar

ga­a­ke­Teb, ma­Sin mox­de­ba esa da es.~ gaf­r­Txi­le­ba gan­sa­kuT­re­
biT kar­gad mu­Sa­obs pri­vi­le­gi­e­bis SezRud­vas­Tan kom­bi­na­ci­a­
Si. mag. ` Tu sxvebs ar ac­li sa­ku­Ta­ri naS­ro­mis pre­zen­ta­ci­as,
Sen ar mo­ge­ce­ma uf­le­ba sa­ku­Ta­ri wa­rad­gi­no.~

mos­wav­lis da­to­ve­ba gak­ve­Ti­lis Sem­deg

ki­dev er­Ti stra­te­gia ra­sac mas­wav­leb­le­bi xSi­rad mi­mar­Ta­

ven aris mos­wav­lis da­to­ve­ba gak­ve­Ti­le­bis Sem­deg. mos­wav­le
Se­iZ­le­ba dav­to­voT bib­li­o­Te­ka­Si ra­Ta mo­am­za­dos mom­dev­no
dRis gak­ve­Ti­le­bi. mos­wav­lem un­da ico­des ram­de­ni sa­a­Ti un­
da dar­Ces bib­li­o­Te­ka­Si. ga­iT­va­li­wi­neT, rom mos­wav­le mar­
to ar un­da da­to­voT, iq auci­leb­lad iyos meT­val­yu­re, ro­
me­lic mas yu­radRe­bas mi­aq­cevs.

ase­ve kar­gi iq­ne­ba da­to­ve­bul mos­wav­les vTxovT ref­leq­sia

ga­a­ke­Tos ima­ze Tu ra­tom aris am vi­Ta­re­ba­Si. mag. Se­iZ­le­ba
vTxo­voT aR­we­ros is vi­Ta­re­ba, rom­lis ga­moc da­i­sa­ja da ram
ga­na­pi­ro­ba is Sec­do­ma, ro­me­lic man da­uS­va.

mos­wav­lis­T­vis sa­sar­geb­lo saq­mis da­va­le­ba

das­jis erT-er­Ti for­maa mos­wav­lis iZu­le­ba ga­a­ke­Tos sa­sar­

geb­lo saq­me. dar­Ces gak­ve­Ti­le­bis Sem­deg, da­a­la­gos sak­la­so
oTa­xi, de­re­fa­ni, an mi­ex­ma­ros sko­lis sa­me­ur­neo sam­sa­xurs
100 sofio gorgoZe

saq­mi­a­no­ba­Si. imi­saT­vis, rom mos­wav­lis TviT­Se­fa­se­ba ar da­e­

ces, Tu mi­si sur­vi­lic iq­ne­ba, Se­iZ­le­ba daT­mo­ba­ze wax­vi­deT
da mas oTa­xi an de­re­fa­ni ma­Sin da­a­la­ge­bi­noT, ro­de­sac sxva
mos­wav­le­e­bi ar uyu­re­ben. zog Sem­Tx­ve­va­Si, Se­saZ­le­be­lia mas­
wav­le­bel­ma mos­wav­le sko­las­Tan da gak­ve­Til­Tan da­kav­Si­re­
bul sa­ku­Tar saq­me­Si da­ix­ma­ros.

ad­mi­nis­t­ra­ci­is Car­T­va kla­sis mar­T­va­Si

Tu mos­wav­lis qce­vas ve­Rar akon­t­ro­lebT, sko­las Si­na­ga­na­

we­siT eq­ne­ba gan­sazR­v­ru­li vin Se­iZ­le­ba Ca­er­Tos qce­vis mar­
T­vi­sa da prob­le­mis mog­va­re­bis pro­ces­Si. es Se­iZ­le­ba iyos
sko­lis man­da­tu­ri, fsi­qo­lo­gi, di­req­to­ri an ad­mi­nis­t­ra­ci­
is sxva war­mo­mad­ge­ne­li.

qce­vis mar­T­vis stra­te­gi­e­bi sa­sur­ve­lia asa­xu­li iyos Si­na­ga­

na­wes­Si, rac gu­lis­x­mobs, rom is Se­Tan­x­me­bu­lia, ro­gorc sko­
lis ad­mi­nis­t­ra­ci­as­Tan, ase­ve sa­me­ur­veo sab­Wos­Tan.

qce­vis mar­T­vis zo­gi­er­Ti mid­go­ma

am qve­Tav­Si uf­ro de­ta­lu­rad gan­vi­xi­lavT qce­vis mar­T­vis

mo­dels, ro­me­lic efuZ­ne­ba fsi­qo­lo­gi­ur kvle­vebs da qce­vis
sti­mu­le­bis meS­ve­o­biT mar­T­vas exe­ba. gan­vi­xi­lavT da­de­biT da
uar­yo­fiT gan­m­t­ki­ce­bas, qce­vis gaq­ro­bis da das­jis stra­te­
gi­ebs.

da­de­bi­Ti gan­m­t­ki­ce­ba

da­de­bi­Ti gan­m­t­ki­ce­ba gu­lis­x­mobs qce­vis gan­m­t­ki­ce­bas da mo­

ma­val­Si am qce­vis ga­me­o­re­bis al­ba­To­bis zrdas, ra­i­me sar­ge­
be­lis, jil­dos, Se­qe­bis Se­de­gad. ma­ga­li­Tad, Tu­ki mos­wav­les
Se­va­qebT imis ga­mo, rom man kar­gad mo­am­za­da gak­ve­Ti­li, al­ba­
To­ba imi­sa, rom igi mo­ma­val­Sic kar­gad mo­am­za­debs gak­ve­Tils
iz­r­de­ba.

mos­wav­le­e­bis Se­qe­ba zrdis ma­Ti mxri­dan sas­wav­lo mo­ti­va­ci­

is, amaR­le­bas, Tum­ca mniS­v­ne­lo­va­nia vi­co­deT ro­gor un­da
Se­va­qoT mos­wav­le. ase­Ti ti­pis Se­qe­ba -,,aTi­a­ni la­lis, mSve­
niv­rad ga­ar­T­va Ta­vi da­va­le­bas~- er­Ti Se­xed­viT mos­wav­le­Ta
klasis marTva
101

mo­ti­va­ci­as un­da zrdi­des, mag­ram si­nam­d­vi­le­Si, ar cvlis maT

qce­vas, rad­gan ar Se­i­cavs mos­wav­le­e­bi­saT­vis Ri­re­bul in­
for­ma­ci­as. mas­Si araa asa­xu­li kon­k­re­tu­lad ra ga­a­ke­Ta mos­
wav­lem kar­gad. kvle­ve­biT das­tur­de­ba, rom zo­ga­di xa­si­a­Tis
Se­qe­ba araa efeq­tu­ri, Se­qe­ba efeq­tu­ria ma­Sin, ro­ca kon­k­re­
tul qce­vas exe­ba. saq­me isaa, rom swo­red am kvle­ve­biT das­
tur­de­ba, rom bi­he­vi­o­ris­tu­li mid­go­me­bi Zli­e­ria, ro­de­sac
kog­ni­ti­vis­tur/kon­s­t­ruq­ti­vis­tul mid­go­meb­Tan er­Tad vi­
ye­nebT. anu ro­de­sac kon­k­re­tu­lad vu­Ti­TebT ra ga­a­ke­Ta kar­
gad, am dros ub­ra­lod qce­vis gan­pi­ro­be­ba ki ar xde­ba mar­ti­vi
sti­mu­liT(Se­qe­biT), ara­med swav­lis una­re­bis ga­mo­mu­Sa­ve­bac,
rac mos­wav­les sa­ku­Ta­ri qce­vis gac­no­bi­e­re­ba­Si ex­ma­re­ba. ma­
ga­li­Tad ,, ni­ko­loz, Za­li­an kar­gad Se­as­ru­le da­va­le­ba, me
amiT Za­li­an va­ma­yob,~ zo­ga­di Se­qe­bis ma­ga­li­Tia. Tu­ki kon­k­re­
tul mos­wav­les ety­viT ,,yo­CaR ni­ko­loz, ra la­ma­zad da­we­re
aso­e­bi~, an ,,yo­CaR la­li, Sen sak­ma­od kar­gad ga­ak­ri­ti­ke sa­
xel­m­ZR­va­ne­lo­Si moy­va­ni­li ar­gu­men­ti, gan­sa­kuT­re­biT mo­me­
wo­na, ro­ca ima­ze ga­a­max­vi­le yu­radRe­ba Tu ra­tom ar ga­mom­di­
na­re­ob­da ar­gu­men­tis das­k­v­na mi­si wi­na­pi­ro­be­bi­dan.~ es uk­ve
kon­k­re­tu­li Se­qe­bis ma­ga­li­Tia.

ro­de­sac mos­wav­le­ebs vu­kon­k­re­tebT ris­T­vis da­im­sa­xu­res Se­

qe­ba, isi­ni ukeT xvde­bi­an Tu ra aris Ri­re­bu­li mas­wav­leb­lis­
T­vis.

mar­Ta­lia, kla­sis wi­na­Se Se­qe­ba xSi­rad sa­si­a­mov­noa mos­wav­le­

e­bi­saT­vis, mag­ram cal­ke, pi­ra­dad Se­qe­ba uf­ro me­tad mniS­v­ne­
lo­va­nia. eca­deT mos­wav­les pi­ris­pir uTx­raT mi­si miR­we­ve­bis
Se­sa­xeb.

Se­giZ­li­aT ase­ve ga­mo­i­ye­noT uf­ro dax­ve­wi­li Se­qe­bis sti­li,

Ri­mi­li, Ta­vis daq­ne­va, mos­wav­lis mer­x­Tan ax­los mis­v­la da
Tqma, rom mi­si yo­vel­T­vis gje­ro­daT, d a.S.

gar­da ami­sa, un­da ga­viT­va­lis­wi­noT, rom jil­do da Se­qe­ba ga­

ci­le­biT efeq­tu­ria, ro­de­sac maT ara­re­gu­la­ru­li xa­si­a­Ti
aqvT. eca­deT Se­qe­ba ar ga­a­u­fe­ru­loT. mxo­lod ma­Sin Se­a­qeT,
ro­ca mos­wav­le­e­bi nam­d­vi­lad im­sa­xu­re­ben amas da uf­ro mets
ake­Te­ben vid­re maT­gan mo­e­liT. cxa­dia, es ar exe­ba im Sem­Tx­
ve­vas, ro­de­sac mos­wav­lis cu­di qce­vis Se­sac­v­le­lad , gsurT
mci­red ga­um­jo­be­se­ba­zec gqon­deT da­de­bi­Ti ga­mox­ma­u­re­ba.
102
gTa­va­zobT efeq­tu­ri da ara­e­feq­tu­ri Se­qe­bis ma­xa­si­a­Teb­
lebs, rom­le­bic gav­le­nas ax­dens swav­le­ba­sa da mos­wav­le­Ta
mos­w­re­ba­ze.
efeq­tu­ri Seqeba
1.Seqeba aris zustad gamiznuli
moswavlis konkretuli
akademiuri warmatebis an
sasiamovno qcevis aRsaniSnavad
2. Seqeba akonkretebs
moswavlis miRwevis konkretul
aspeqts, romelic Seqebas
imsaxurebs
3. Seqeba gulwrfeladaa
naTqvami da sxeulis eniTacaa
gamoxatuli, rac mas
damajereblobas matebs
4.Seqeba asaxavs moswavlis
Zalisxmevas, progressa
da miRwevas, romelic
gansazRvrulia erovnuli
saswavlo gegmiT.
5.Seqeba moswavleebs awvdis
informacias maTi codnis,
unarebis gaumjobesebis
Sesaxeb
6. Seqeba exmareba moswavleebs
ukeT Seafason swavlisTvis
saWiro unarebi da miRwevebi.
7.moswavlis warmatebas
ukavSirebs mis gulmodginebas,
Sromismoyvareobas da
gulisxmobs rom msgavsi
miRwevebi momavalSic
mosalodnelia.
8. axalisebs moswavles aRiaros
sakuTari miRweva da igrZnos
Sinagani kmayofileba.
kizliki, bobi. ,,klasis marTva, moswavleTa qcevis marTva.
sofio gorgoZe
araefeqturi Seqeba
1.Seqeba aris SemTxveviT
wamosrolili, konkretulad ar
amaxvilebs yuradRebas realur
miRwevaze
2. Seqeba zogadia da ar akonkretebs
warmatebas
3. uemociodaa naTqvami da zerele
frazebisgan Sedgeba
4. Seqeba sxvebTan Sedarebis
safuZvelzea gakeTebuli da nakleb
yuradRebas amaxvilebs moswavlis
Zalisxmevaze da miRwevaze.
5.Seqeba moswavleebs ar awvdis
mniSvnelovan informacias maTi
miRwevebis Sesaxeb
6. moswavle sakuTar Tavs sxvebTan
SedarebiT afasebs.
7. moswavlis warmatebas ukavSirebs
mxolod mis SesaZleblobas,
SemTxveviTobas/ gamarTlebas an
martiv davalebas.
8.stimuls aZlevs moswavles,
warmatebas gare faqtorebis
(maswavleblis siamovneba,
Sejibris mogeba da a.S) gamo
miaRwios .
klasis marTva
103

uar­yo­fi­Ti gan­m­t­ki­ce­ba
uar­yo­fi­Ti gan­m­t­ki­ce­ba ar aris das­ja. uar­yo­fi­Ti gan­m­t­ki­
ce­ba ise­ve, ro­gorc da­de­bi­Ti gan­m­t­ki­ce­ba, gu­lis­x­mobs mos­
wav­lis qce­vis gan­m­t­ki­ce­bas da mo­ma­val­Si am qce­vis ga­me­o­re­
bis al­ba­To­bas zrds. Tum­ca da­de­bi­Ti gan­m­t­ki­ce­bi­sa­gan imiT
gan­s­x­vav­de­ba, rom aq mos­wav­lis mi­za­nia ara ra­i­me sa­si­a­mov­no
Se­de­gis mi­Re­ba(Se­qe­ba, jil­do), ara­med ara­sa­si­a­mov­no Se­de­gis
Ta­vi­dan aci­le­ba (mag. tes­ti, oTa­xis da­la­ge­ba).
ma­ga­li­Tad, Tu mas­wav­le­be­li mos­wav­les da­pir­de­ba, rom igi
ga­moc­das aRar Ca­a­ba­rebs, Tu yo­vel gak­ve­Til­ze mom­za­de­bu­
li mo­va da sa­ni­mu­Sod mo­iq­ce­va, ga­moc­da am Sem­Tx­ve­va­Si ara­
sa­si­a­mov­no Se­de­gi, anu uar­yo­fi­Ti gan­mam­t­ki­ce­be­lia. am Sem­
Tx­ve­va­Si mos­wav­le kar­gi saq­ci­e­liT Ta­vi­dan iri­debs mis­T­vis
uar­yo­fiT Se­degs.
mo­viy­va­noT ori ma­ga­li­Ti:
ele­nem da­va­le­ba kar­gad Se­as­ru­la, mas­wav­le­be­li eub­ne­ba ,,
ele­ne, rad­gan dRes kar­gad Se­as­ru­le da­va­le­ba, gak­ve­Ti­le­bis
Sem­deg dar­Ce­na da mi­si gan­me­o­re­biT Ses­ru­le­ba aRar mo­gi­wevs
`. anu mas­wav­le­bel­ma ara­sa­sur­ve­li Se­de­gi aari­da ele­nes mi­
si kar­gi qce­vis sa­nac­v­lod.
le­va­ni xSi­rad ig­vi­a­nebs gak­ve­Til­ze, yo­ve­li dag­vi­a­ne­bi­sas
mas­wav­le­be­li mas kla­sis wi­na­Se say­ve­durs eub­ne­ba. Tu mas­
wav­le­be­li mas Se­a­qebs gak­ve­Til­ze dro­u­lad mos­v­lis­T­vis es
uk­ve iq­ne­ba uar­yo­fi­Ti gan­m­t­ki­ce­bis ma­ga­li­Ti. rac uf­ro xSi­
rad Se­a­qebs mas­wav­le­be­li, sa­va­ra­u­dod mos­wav­le ec­de­ba ad­re
mo­vi­des da ar da­ig­vi­a­nos.
un­da aRi­niS­nos, rom mas­wav­leb­leb­ma uf­ro me­tad un­da ga­mo­
i­ye­non da­de­bi­Ti gan­m­t­ki­ce­ba. uar­yo­fi­Ti gan­m­t­ki­ce­ba mok­le­
va­di­an stra­te­gi­ad ga­mod­ge­ba da grZel­va­di­a­ni Se­de­gi­saT­vis
ar aris gan­kuT­v­ni­li.
qce­vis gaq­ro­ba
Tu­ki da­de­bi­Ti da uar­yo­fi­Ti gan­m­t­ki­ce­ba ama Tu im qce­vas aZ­
li­e­rebs, das­ji­sa da qce­vis gaq­ro­bis stra­te­gia asus­tebs ama
Tu im qce­vas an aq­robs mas.

qce­vis gaq­ro­bis stra­te­gi­as, mas­wav­leb­le­bi mi­mar­Ta­ven ra­Ta

SeZ­lon klas­Si uar­yo­fi­Ti qce­vis ga­mov­li­ne­bis maq­si­ma­lu­
104 sofio gorgoZe

rad Sem­ci­re­ba.xSi­rad qce­vis gaq­ro­bas da­geg­mil ig­no­ri­re­ba­

sac uwo­de­ben (ever­t­so­ni da va­in­s­ta­i­ni, 2006).

war­mo­vid­gi­noT, rom mos­wav­le svams Se­kiTx­vebs, rac gak­ve­

Tils ar ukav­Sir­de­ba, ma­ga­li­Tad ,,ro­dis un­da mo­vawyoT Se­
jib­ri fren­bur­T­Si?~ an ,,ro­mel sa­aT­ze gvaqvs dRes sa­di­li?~
Tu mas­wav­le­be­li am kiTx­vebs ra­i­me for­miT yu­radRe­bas mi­
aq­cevs, es qce­va uf­ro gan­m­t­kic­de­ba da mos­wav­le ga­nag­r­Zobs
ase­Ti kiTx­ve­bis das­mas. Tun­dac ub­ra­lo ko­men­ta­ri mas­wav­
leb­lis mxri­dan imis Se­sa­xeb, rom ,,ax­la amis dro ar aris~ Se­
i­nar­Cu­nebs am qce­vas. am Sem­Tx­ve­va­Si uke­Te­sia yu­radRe­ba ar
mi­vaq­ci­oT mos­wav­lis mi­er das­mul kiTx­vas. ama­ve dros mas­
wav­le­bel­ma yu­radRe­ba un­da mi­aq­ci­os gak­ve­Til­Tan da­kav­Si­
re­bul kiTx­vebs, ra­Ta ga­nam­t­ki­cos am ti­pis kiTx­ve­bis das­ma
ara­re­le­van­tu­ri kiTx­ve­bis sa­wi­na­aR­m­de­god.

am stra­te­gi­is ga­mo­ye­ne­bi­sas, yu­radRe­biT un­da vi­yoT. Tu mos­

wav­lis mi­er das­mu­li kiTx­va an ko­men­ta­ri sxva mos­wav­le­e­bis
yu­radRe­bas ipy­robs, ma­Sin mas­wav­le­bel­ma ki­de­vac rom ar mi­aq­
ci­os yu­radRe­ba mi­si qce­va ma­inc gan­m­t­kic­de­ba. am Sem­Tx­ve­va­Si
ig­no­ri­re­ba ar ga­mod­ge­ba da mas­wav­le­bels das­Wir­de­ba uf­ro
aq­ti­u­ri swav­le­bis pro­ce­sis or­ga­ni­ze­ba da am pro­ces­Si ­Car­
Tu­lo­bi­saT­vis po­zi­ti­u­ri gan­mam­t­ki­ceb­le­bis ga­mo­ye­ne­ba.
das­ja

mi­u­xe­da­vad imi­sa, rom das­jis ga­mo­ye­ne­bam­de qce­vis da­de­bi­Ti

da uar­yo­fi­Ti gan­mam­t­ki­ceb­le­bi­sa da qce­vis gaq­ro­bis stra­
te­gi­is ga­mo­ye­ne­baa re­ko­men­de­bu­li, zo­gi­er­Ti qce­vis aR­mo­
safx­v­re­lad das­ja (Tum­ca ara fi­zi­ku­ri das­ja) mniS­v­ne­lo­van
stra­te­gi­as war­mo­ad­gens.

zog­jer das­jas ga­ni­xi­la­ven mxo­lod da mxo­lod ro­gorc say­

ve­durs, ga­kicx­vas an fi­zi­kur das­jas. Tum­ca das­jis erT-er­
Ti for­maa, ro­de­sac mos­wav­les var­T­mevT im pri­vi­le­gi­as rac
man mo­i­po­va. ma­ga­li­Tad, Tu mos­wav­lem kar­gi qce­vi­saT­vis 30
wu­Ti ko­mi­u­ter­Tan Ta­ma­Sis uf­le­ba da­im­sa­xu­ra, cu­di qce­vi­
sa­Tis, mas mo­po­ve­bu­li jil­do­dan ram­de­ni­me wu­Ti ga­mo­ak­l­
de­ba (mniS­v­ne­lo­va­nia rom mTli­a­nad ar wa­var­vaT es dro).

rac Se­e­xe­ba fi­zi­kur das­jas, sko­leb­sa da mas­wav­leb­lebs ka­

klasis marTva
105

no­niT ek­r­Za­le­baT mos­wav­lis fi­zi­ku­ri das­ja. mi­u­xe­da­vad

imi­sa, rom fi­zi­ku­ri das­ja Se­iZ­le­ba mok­le­va­di­an Se­degs iZ­
le­o­des, grZel­va­di­an per­s­peq­ti­va­Si igi prob­le­mas ar ag­va­
rebs. mos­wav­le­e­bi ga­ag­r­Ze­le­ben cu­dad moq­ce­vas, ro­de­sac
is vinc am­g­va­rad sjis, ax­los ar iq­ne­ba. gar­da ami­sa, am­g­va­ri
das­jiT mos­wav­le­ebs cud ma­ga­liTs vaZ­levT da maT ad­vi­lad
Se­iZ­le­ba ga­vu­Ci­noT Su­ris­Zi­e­bis sur­vi­li.

gTa­va­zobT cxrils sa­dac gan­xi­lu­lia Ti­Te­u­li stra­te­gi­is

kon­k­re­tu­li ma­ga­li­Te­bi, rom­le­bic asus­tebs an aZ­li­e­rebs
ama Tu im qce­vas:

savaraudo
gamovlenili
strategia qcevis Sedegi efeqti qcevze
qceva
momavalSi
1 2 3 4

qeTi momavalSic
qeTi miTiTebis
gaagrZelebs
dadebiTi gareSe qeTis mSoblebi
maTematikis
ganmtkiceba mecadineobs mas aqeben
mecadineobas
maTematikas
miTiTebis gareSe

maswavlebeli
mas kargi
Tengo momavalSic
dadebiTi Tengo wynarad yofaqcevisTvis
gaagrZelebs
ganmtkiceba zis da muSaobs gankuTvnil
wynarad muSaobas
mwvane baraTs
aZlevs
iasoni wuwunebs,
rom ufrosi iasonis iasoni
uaryofiTi biWebi mas sul mSoblebi mas momavalSic
ganmtkiceba scemen da amitom nebas rTaven saxlSi darCeba da
skolaSi wasvla saxlSi darCes gaacdens skolas
ar unda
bela momavalSic
belas nebas
bela Civis, rom moimizezebs
rTaven daiZinos
uaryofiTi Tavi stkiva maSin Tavis tkivils,
davalebis
ganmtkiceba roca davaleba yovelTvis
Sesrulebis
unda daweros roca davalebis
nacvlad
daweris dro mova

giorgi TamaSis giorgi momavalSi

qcevis mas aravin aqcevs
Semdeg skolis aRar asufTavebs
gaqroba yuradRebas
baRs asufTavebs skolis baRs
106 sofio gorgoZe

1 2 3 4

amas aravin
ana momavalSi
aqcevs
qcevis ana daTos skamze aRar daasxams
yuradRebas,
gaqroba wyals asxams daTos skamze
qceva
wyals
ignorirebulia

marTas
sayveduroben
marTa skamis marTa aRar
yovelTvis
dasja misayudebelze dajdeba skamis
roca skamis
zis misayudebelze
misayudebelze
jdeba

Temo Teos maswavlebeli Temo momavalSi

dasja kikinaze Temos joxs aRar wausvams
saRebavs usvams wamoartyams Teos saRbavs

adaptirebulia Sedegi wyarodan: uokeri, j.e da Si t. m. qcevis

marTva: praqtikuli midgoma ganaTlebis specialistebi­saT­
vis. niu iorki: makmilani. 1991.

cxril­Si mo­ce­mu­li bo­lo Sem­Tx­ve­va aR­wers fi­zi­kur das­jas.

nu ga­mo­i­ye­nebT das­jis am for­mas. bav­S­vebs ase­Ti ti­pis das­
jiT fi­zi­kur da fsi­qo­lo­gi­ur tki­vils aye­nebT. Se­sa­ba­mi­sad,
isi­ni Tqvens mi­marT ag­re­si­iT ga­newyo­bi­an. ase­ve isi­ni is­wav­
li­an, rom fi­zi­ku­ri Se­u­racx­yo­fa ur­Ti­er­To­bis mog­va­re­bis
Cve­u­li for­maa da Ta­va­dac ga­mo­i­ye­ne­ben sxveb­Tan mi­mar­Te­
ba­Si. mas­wav­le­be­li fi­zi­ku­ri das­jiT Ta­vad aZ­levs ma­ga­liTs
mos­wav­le­ebs, ro­go­ri qce­va Se­iZ­le­ba iyos mi­sa­Re­bi. fi­zi­ku­
ri das­ja aka­no­nebs Za­la­do­bas da igi uar­yo­fi­Tad moq­me­debs
kla­sis kli­mat­ze, ro­me­lic ur­Ti­er­T­pa­ti­vis­ce­mi­Ta da Ta­nam­
S­rom­lo­biT un­da iyos gam­s­W­va­lu­li. zo­ga­dad, kvle­ve­bi aC­ve­
nebs, rom mas­wav­leb­le­bi, rom­le­bic am gziT cdi­lo­ben prob­
le­me­bis mog­va­re­bas uf­ro ner­vi­u­li, im­pul­su­ri da nak­le­bad
yu­radRe­bi­a­ni ari­an ( kan­ge­lo­si, 2007).

zog­jer mas­wav­le­bels Se­iZ­le­ba mo­u­wi­os fi­zi­ku­ri Za­la­do­ba

mos­wav­le­e­bis ga­kon­t­ro­le­bis an Ta­vis dac­vis miz­niT, am Sem­
Tx­ve­va­Si saq­me ar gvaqvs das­jas­Tan.

ma­ga­li­Tad: mas­wav­le­be­li xe­davs rom de­re­fan­Si ori mos­wav­

klasis marTva
107

le er­T­ma­neTs da­u­zo­ga­vad scems, is da­u­yov­neb­liv ere­va da

Za­liT aS­ve­lebs maT. mas Sem­deg rac mos­wav­lis muS­ti Ta­va­
dac xvde­ba, cdi­lobs Ta­vis dac­vis miz­niT Za­lis ga­mo­ye­ne­biT
ga­a­ka­vos. es ar Ca­iT­v­le­ba fi­zi­kur das­jad. Tu mas­wav­le­be­li
kon­f­liq­tis amo­wur­vis Sem­deg scem­da mos­wav­les an ra­i­me sa­
xis fi­zi­kur tki­vils mi­a­ye­neb­da, es aq­ti fi­zi­kur Za­la­do­bad
Ca­iT­v­le­ba (kan­ge­lo­si, 2007)

mos­wav­le­eb­Tan da mSob­leb­Tan ur­Ti­er­To­ba

mos­wav­le­eb­Tan ur­Ti­er­To­ba

mos­wav­le­eb­Tan po­zi­ti­u­ri ur­Ti­er­To­be­bis dam­ya­re­ba, mas­

wav­leb­lis qce­va da mos­wav­le­e­bi­sad­mi da­mo­ki­de­bu­le­ba kla­
sis mar­T­vis um­niS­v­ne­lo­va­ne­si kom­po­nen­tia, vi­na­i­dan mas­zea
da­mo­ki­de­bu­li mos­wav­le­Ta mo­ti­va­cia da klas­Si sa­sur­ve­li
qce­va.xSi­rad xde­ba, rom mos­wav­le erT mas­wav­le­bel­Tan kar­
gad iq­ce­va, sxva mas­wav­le­bel­Tan ki cu­dad. am Sem­Tx­ve­va­Si
prob­le­mis ga­daW­ris sa­u­ke­Te­so gza Se­saZ­loa mas­wav­leb­lis
qce­vi­sa da da­mo­ki­de­bu­le­bis cvli­le­ba iyos. mas­wav­le­bel­ma
gan­sa­kuT­re­bu­li yu­radRe­ba un­da mi­aq­ci­os ara mxo­lod urC
da ag­re­si­ul, ara­med morcxv da pa­si­ur mos­wav­le­eb­sac, un­da
SeZ­los maT­Tan po­zi­ti­u­ri ur­Ti­er­To­bis dam­ya­re­ba.

kvle­ve­bi adas­tu­rebs, rom aka­de­mi­ur mos­w­re­bas did­wi­lad

gan­sazR­v­ravs mos­wav­li­sa da mas­wav­leb­lis ur­Ti­er­To­ba (to­
ma­si, 2000).

sa­mar­T­li­a­no­ba da we­se­bis mud­mi­vad dac­va zrdis mas­wav­leb­

lis mi­marT mos­wav­le­Ta pa­ti­vis­ce­mas. ro­de­sac, adeq­va­tu­ri
mcde­lo­bis mi­u­xe­da­vad ara­sa­sur­ve­li qce­va me­or­de­ba, mas­wav­
leb­le­bi amas pi­rad Se­u­racx­yo­fad iRe­ben da mos­wav­les ada­
na­Sa­u­le­ben. es sa­kiTxi­sad­mi aras­wo­ri mid­go­maa.

mas­wav­le­bel­ma yve­la mos­wav­lis mi­marT un­da ga­mo­i­Ci­nos er­T­

na­i­ri in­te­re­si da yu­radRe­ba. yve­la mos­wav­les sWir­de­ba da­
fa­se­ba. sam­wu­xa­rod, sak­ma­od xSi­ria, ro­ca klas­Si ram­de­ni­me
mos­wav­le ga­mok­ve­Ti­lia, ro­gorc mas­wav­leb­lis ,,fa­vo­ri­ti~.
108 sofio gorgoZe

zog­jer mas­wav­leb­le­bi mos­wav­le­eb­Tan kar­gi ur­Ti­er­To­bis

da­sam­ya­reb­lad bevr daT­mo­ba­ze mi­di­an. mos­wav­le­ebs im­de­nad
ume­gob­r­de­bi­an, rom maT So­ris zRva­ri iS­le­ba. mos­wav­le­e­bi
mas­wav­leb­lis pa­ti­vis­ce­mas kar­ga­ven. ar aris auci­le­be­li,
Ti­To­e­u­li maT­ga­nis me­go­ba­ri gax­deT. mos­wav­le­ebs gar­k­ve­u­
li kon­t­ro­li sWir­de­baT mas­wav­leb­lis mxri­dan, es su­lac ar
niS­navs rom kla­sis mar­T­vis av­to­ri­ta­ru­li sti­li air­Ci­oT.
ub­ra­lod, iya­viT Tan­mim­dev­ru­li Tqvens moTxov­neb­Si, da­a­fa­
seT yve­la mos­wav­le da eca­deT mos­wav­le­s ga­u­Ci­noT Seg­r­Z­ne­ba
rom, ma­Ti az­ri Tqven­T­vis mniS­v­ne­lo­va­nia.

efeq­tu­ri ko­mu­ni­ka­ci­i­saT­vis, auci­le­be­lia mos­wav­le­ebs mis­

ceT uku­kav­Si­ri, kar­gi saq­ci­e­lis­T­vis. xSi­rad Se­a­qoT isi­ni da
aux­s­naT ras mo­e­liT maT­gan.

mos­wav­les­Tan kar­gi ur­Ti­er­To­bis dam­ya­re­ba pir­ve­li­ve dRi­

dan un­da da­iwyoT. maT in­te­re­seb­Si gar­k­ve­va da mzrun­ve­lo­ba,
mos­wav­le­ebs Tqven­da­mi da­de­bi­Tad ga­nawyobs.

gvTa­va­zobT ram­de­ni­me stra­te­gi­as, ro­me­lic aum­jo­be­sebs

mos­wav­le­eb­Tan Ta­nam­S­rom­lo­bas:

• per­so­na­lu­ri mi­sal­me­ba, Se­mos­v­li­sas yve­las sa­xe­le­

biT mi­e­sal­meT.
• ma­Ti gan­wyo­bis ga­sar­k­ve­vad das­viT Se­kiTx­ve­bi;
• kiTx­ve­bi maT cxov­re­ba­ze sko­lis ga­reT. ga­mo­na­xeT
dro, rom ga­e­sa­ub­roT mos­wav­le­ebs kla­sis ga­reT mom­
x­dar am­beb­ze.
• ma­Ti prob­le­me­bis da am­be­bis mos­me­na. kar­gia mos­wav­
le­ebs ga­uC­n­deT Seg­r­Z­ne­ba, rom Tqven ga­in­te­re­sebT
ra xde­ba maT cxov­re­ba­Si sak­la­so oTa­xi­sa da aka­de­mi­
u­ri mos­w­re­bis miR­ma, ro­go­ria ma­Ti pi­ra­di in­te­re­se­
bi da saq­mi­a­no­be­bi;
• sa­sa­di­lo­Si maT­Tan er­Tad sa­di­li;
• da­ba­de­bis dRis mi­loc­va;
• ma­Ti ho­bi­sa da gan­sa­kuT­re­bu­li in­te­re­se­bis ga­mok­v­
le­va;
klasis marTva
109

• Ro­nis­Ze­beb­ze er­Tob­li­vi das­w­re­ba (spor­tu­li Se­jib­

re­ba, speq­tak­li, fil­mi)
• is­to­ri­is mo­yo­la sa­ku­Ta­ri cxov­re­bi­dan;
gan­sa­kuT­re­biT mniS­v­ne­lo­va­nia mos­wav­le­ebs swam­deT,
rom ma­Ti una­re­bi da Se­saZ­leb­lo­be­bi Ri­re­bu­li da
da­fa­se­bu­lia. mas­wav­le­bel­ma un­da wa­a­xa­li­sos da­de­bi­
Ti sa­u­ba­ri mos­wav­le­eb­Tan, ker­Zod:

• uTxa­riT, rom Se­uZ­li­aT war­ma­te­bis miR­we­va;

• aR­niS­neT ma­Ti axa­li da­de­bi­Ti qce­ve­bi da ga­mo­mu­Sa­ve­

bu­li una­re­bi;

• ma­Ti war­ma­te­be­bi aR­niS­neT sxva mos­wav­le­eb­Tan er­Tad;

• prob­le­mu­ri dRis Sem­deg ime­di ga­moT­q­viT, rom xval

uke­Te­si dRe iq­ne­ba.

mSob­leb­Tan ur­Ti­er­To­ba

mSo­be­li mas­wav­leb­li­saT­vis mniS­v­ne­lo­van re­surs war­mo­ad­

gens prob­le­mu­ri qce­vis pre­ven­cia/aR­k­ve­Tis Tval­saz­ri­siT.
sam­wu­xa­rod, uf­ro xSir Sem­Tx­ve­eb­Si mSob­le­bis ro­li ugul­
ve­bel­yo­fi­lia, an maT mxo­lod im Sem­Tx­ve­a­Si mi­mar­Ta­ven ro­ca
si­tu­a­cia gan­sa­kuT­re­biT rTul­de­ba.

mSob­leb­Tan ur­Ti­er­To­ba da­ma­te­biT dro­sa da ener­gi­as mo­

iTxovs, Tum­ca mSob­leb­Tan efeq­tu­ri Ta­nam­S­rom­lo­ba se­ri­
o­zu­li qce­vi­Ti prob­le­me­bis Ta­vi­dan aci­le­bis Se­sa­niS­na­vi
sa­Su­a­le­baa.

mSob­leb­Tan Ta­nam­S­rom­lo­bis­T­vis sa­sur­ve­lia sko­lis ad­mi­

nis­t­ra­ci­am, mas­wav­leb­leb­ma Se­i­mu­Sa­on pro­ce­du­re­bi, ro­me­
lic asa­xu­li iq­ne­ba sko­lis Si­na­ga­na­wes­Si. sko­lis Si­na­ga­na­
wes­ma Se­iZ­le­ba asa­xos mSob­leb­Tan Sex­ved­ris pe­ri­o­du­lo­ba,
maT­Tan ga­sa­xil­ve­li sfe­ro­e­bis nus­xa, Sex­ved­ris for­ma­ti da
Sex­ved­ra­Si mo­na­wi­le ada­mi­a­ne­bi.

gTa­va­zobT ram­de­ni­me re­ko­men­da­ci­as, ro­me­lic da­gex­ma­re­baT

mSob­leb­Tan efeq­tur Ta­nam­S­rom­lo­ba­Si.
110 sofio gorgoZe

mSob­le­bis in­for­mi­re­ba

mSob­le­bi Tqvens mo­kav­Si­re­e­bad rom aq­ci­oT, mniS­v­ne­lo­va­nia

ma­Ti mud­mi­vi in­for­mi­re­ba. mSob­lebs yo­vel­T­vis ain­te­re­sebT
ro­gor iq­ce­va da ro­go­ri aka­de­mi­u­ri mos­w­re­ba aqvT maT Svi­
lebs.

ma­Ti in­for­mi­re­bi­saT­vis Se­giZ­li­aT da­geg­moT sxva­das­x­va Ro­

nis­Zi­e­be­bi: sas­wav­lo wlis da­sawyis­Si ga­i­ca­niT yve­la mSo­be­
li da ga­a­ca­niT maT Tqve­ni geg­me­bi da mu­Sa­o­bis we­se­bi, mi­a­wo­
deT yve­la mniS­v­ne­lo­va­ni in­for­ma­cia.

wi­nas­war da­geg­meT, ro­gor api­rebT mSob­le­bis in­for­mi­re­bas.

zo­gi­er­Ti mas­wav­le­be­li kvi­ris bo­los mSob­lebs ug­zav­nis
Setyo­bi­ne­bas Svi­lis Se­fa­se­bi­sa da kvi­ris gan­mav­lo­ba­Si mi­
si qce­vis Se­sa­xeb. ur­Ti­er­To­bis es for­ma efeq­tu­ria rad­gan:

-Ta­vi­dan aga­ri­debT iseT Sem­Tx­ve­vebs, ro­de­sac mSo­be­li mxo­

lod ma­Sin iRebs in­for­ma­ci­as Svi­lis Se­sa­xeb, ro­de­sac si­tu­
a­cia gam­w­va­ve­bu­lia.

mSob­le­bi Za­li­an da­ka­ve­bu­le­bi ari­an da xSi­rad ver axer­xe­ben

sko­la­Si mos­v­las. Svi­lis qce­vi­sa da aka­de­mi­u­ri mos­w­re­bis
Se­sa­xeb Tqvens Setyo­bi­ne­bas an sa­te­le­fo­no zars mSob­le­bi
mxo­lod prob­le­mur si­tu­a­ci­eb­Si ar un­da iReb­d­nen.

nu aiZu­lebT mSo­bels Tav­dac­vis po­zi­cia air­Ci­os

mSo­bel­Tan prob­le­mis mo­sag­va­reb­lad da­kav­Si­re­bi­sas da­i­

max­sov­reT, rom kri­ti­ka mSob­lis­T­vis ar aris mar­ti­vi mi­sa­Re­
bi. ad­vi­li Se­saZ­le­be­lia, rom mSo­bel­ma Svi­lis po­zi­cia da­i­ka­
os da eca­dos Svi­li da­ic­vas da mas­wav­leb­lis saq­ci­el­Si eZi­os
mi­si Svi­lis cu­di qce­vis mi­ze­zi. ami­tom kar­gad aux­se­niT mSo­
bels, ris­T­vis da­i­ba­reT da ra­tom aris mniS­v­ne­lo­va­ni Sex­ved­
ra Ta­vad mos­wav­li­saT­vis. eca­deT ga­mo­na­xoT ra­i­me da­de­bi­Ti
ma­Ti Svi­lis qce­va­Si da mxo­lod ara­sa­si­a­mov­no prob­le­meb­ze
ar esa­ub­roT. ma­ga­li­Tad, Se­giZ­li­aT mSo­bels uTx­raT, rom Za­
li­an afa­sebT, rom maT­ma Svil­ma ga­i­az­ra ram­de­nad ara­sa­si­a­
mov­no iyo mi­si qce­va. ase­ve, mi­a­wo­deT ko­men­ta­ri kon­k­re­tul
qce­va­ze da ara zo­ga­dad imis Se­sa­xeb Tu ro­gor ,,Tav­xe­dobs~
an ,,uz­r­de­lad~ iq­ce­va ma­Ti Svi­li.
klasis marTva
111

prob­le­mu­ri qce­vis aR­sak­ve­Tad da­ix­ma­reT mSo­be­li

mas Sem­deg, rac mSo­be­li in­for­mi­re­bu­lia, sca­deT Car­ToT is

mos­wav­lis cu­di qce­vis aR­k­ve­Ta­Si, ra­i­me kon­k­re­tu­li da­va­
le­ba mi­e­ciT. ma­ga­li­Tad, Tu cu­di qce­va ar Sewy­de­ba, mSo­bels
Se­uZ­lia Svils kom­pi­u­ter­Tan Ta­ma­Sis an te­le­vi­zo­ris yu­re­
bis dro Se­uzRu­dos. gar­da ami­sa, ro­de­sac bav­S­vi xvde­ba, rom
mas­wav­le­be­li da mSo­be­li er­Ti gun­di ari­an, uf­ro di­di San­sia
rom Sewy­vi­tos cu­di qce­va.

da­geg­meT Ro­nis­Zi­e­be­bi mSob­leb­Tan er­Tad

mSob­leb­Tan kar­gi ur­Ti­er­To­bis da­sam­ya­reb­lad mniS­v­ne­lo­

va­nia da­geg­moT ra­i­me Ro­nis­Zi­e­ba maT­Tan er­Tad. es Se­iZ­le­ba
iyos eq­s­kur­sia, an sadRe­sas­wa­u­lo kon­cer­ti, mu­ze­um­Si stum­
ro­ba d.a.S. Se­giZ­li­aT mo­xa­li­se mSob­le­bi Car­ToT sxva ti­pis
saq­mi­a­no­ba­Sic, ma­ga­li­Tad sTxo­voT da­gex­ma­roT sko­lis mo­
wes­ri­ge­ba­Si, de­re­fan­Si mo­ri­ge­o­ba­Si d. a.S. ase­ve kar­gi iq­ne­ba
Tu mSo­bels mis­cemT Se­saZ­leb­lo­bas da­ges­w­roT gak­ve­Til­ze.

Se­moq­me­de­bi­Tad mi­u­de­qiT kla­sis mar­T­vas

mas­wav­leb­le­bi Ta­vad qmni­an ori­gi­na­lur stra­te­gi­ebs da maT

pi­rad war­ma­te­bul ga­moc­di­le­bebs sa­ja­rod uzi­a­re­ben yve­
las. ze­moT vax­se­neT, rom kla­sis mar­T­vas­Tan ram­de­ni­me Te­
o­riaa da­kav­Si­re­bu­li, Tum­ca yve­la maT­ga­ni de­ta­lu­rad ar
gag­vi­xi­lavs. ime­dia, aq mo­ce­mu­li ma­ga­li­Te­bi, mas­wav­leb­lebs
da­ex­ma­re­ba kla­sis mar­T­vis sakuTari efeq­tu­ri Te­o­ria Seq­
m­nan. amas­Ta­na­ve ar un­da da­vi­viwyoT, rom kla­sis mar­T­va ar
aris TviT­mi­za­ni. mTa­va­ria mos­wav­le­e­bis mo­ti­va­cia amaR­l­des
da maT Se­saZ­leb­lo­be­bis maq­si­mu­mi ga­mo­av­li­non.

ma­ga­li­Tad, erT-er­T­ma mas­wav­le­bel­ma dawye­biT

kla­seb­Si aseT ram mo­i­fiq­ra: ro­de­sac bav­S­ve­bi
xma­u­ro­ben igi aniS­nebs mos­wav­les, ro­me­lic xma­
u­robs fex­ze ad­ges, am mos­wav­les Se­uZ­lia daj­des
ro­gorc ki da­i­na­xavs sxva mos­wav­les, ro­me­lic
xma­u­robs, Tum­ca ro­gorc we­si bav­S­ve­bi ma­Sin­ve
Cum­de­bi­an ra­Ta fex­ze dad­go­ma ar mo­u­wi­oT.
112 sofio gorgoZe

da­bal kla­seb­Si xma­u­ris Se­sam­ci­reb­lad Se­saZ­le­

be­lia fum­fu­la sa­Ta­ma­Sos ga­mo­ye­ne­ba. sa­u­ba­ri ar
Se­iZ­le­ba Tu sa­Ta­ma­Sos ar ges­v­ri­an, mas­wav­le­be­li
es­v­ris vi­sac surs sa­u­ba­ri an vi­sac kiTx­vas us­vams,
Sem­deg kon­k­re­tu­li mos­wav­le es­v­ris sa­Ta­ma­Sos
sxva mos­wav­les d.a.S.

ki­dev er­Ti stra­te­gia fum­fu­la sa­Ta­ma­Sos ga­mo­

ye­ne­biT: dawye­biT sa­fe­xur­ze, klas­Si aris sa­Ta­ma­
So, ma­ga­li­Tad ZaR­li, ro­me­lic kar­gavs an iRebs
sa­Cuq­rebs(Zvals, pa­ta­ra burTs d.a.S.) imis mi­
xed­viT, Tu ro­gor iq­ce­vi­an bav­S­ve­bi. gak­ve­Ti­lis/
dRis bo­los mas­wav­le­be­li da bav­S­ve­bi er­Tad aja­
me­ben imas, Tu ra­tom mi­i­Ro an da­kar­ga sa­Ta­ma­Som
esa Tu is sa­Cu­qa­ri.

mi­u­xe­da­vad imi­sa, rom kvle­ve­bi adas­tu­rebs, rom kla­sis efeq­

tu­ri mar­T­va praq­ti­ki­sa da swav­lis Se­de­gia, un­da aRi­niS­nos
rom yve­la kla­si uni­ka­lu­ria. yve­la mas­wav­le­bels met­nak­le­
bad gan­s­x­va­ve­bu­li prob­le­me­bis ga­daW­ra ux­de­ba. ami­tom, mniS­
v­ne­lo­va­nia stra­te­gia mas­wav­le­bel­ma Se­ar­Ci­os sa­Wi­ro­e­bi­dan
ga­mom­di­na­re da Ta­vad gan­sazR­v­ros Tu ra imu­Sa­vebs mis klas­
Si da ra ve­ra.

gar­da ami­sa, un­da aRi­niS­nos, rom kla­sis mar­T­vis una­re­bi mas­

wav­le­bels mxo­lod ram­de­ni­me wli­a­ni praq­ti­kis Sem­deg uya­
lib­de­ba. saq­me ima­Sia, rom kla­sis efeq­tu­ri mar­T­va gu­lis­x­
mobs ara mxo­lod praq­ti­kis Se­de­gad Ca­mo­ya­li­be­bul una­rebs,
ara­med, Te­o­ri­ul cod­nas, Tan­mim­dev­ru­lo­ba­sa da bav­S­v­ze
ori­en­ti­re­bu­li ga­re­mos Seq­m­nas sak­la­so oTax­Si. kla­sis mar­
T­va mra­va­li stra­te­gi­is ga­moc­das da Sec­do­meb­ze swav­la­
sac gu­lis­x­mobs, rac sak­ma­od rTu­lia, swo­red ami­tom aris
mas­wav­leb­lis pro­fe­sia erT-er­Ti yve­la­ze mniS­v­ne­lo­va­ni da
pro­fe­si­o­nal mas­wav­leb­leb­ze moTxov­na sul uf­ro mzar­di.
klasis marTva
113

ga­mo­ye­ne­bu­li li­te­ra­tu­ra

Can­ge­lo­si, Ja­mes S. Clas­s­ro­om Management Stra­te­gi­es. Gaining and

Maintaining Stu­dents’ Co­o­pe­ra­ti­on. New Jer­sey: John Wi­ley & Sons,
2007.
Co­vin­g­ton, Martin. ,, Intrinsic ver­sus Extrinsic Motivation in Scho­
ols: A Re­con­ci­li­a­ti­on,~ Cur­rent Directions in Psychological Sci­en­ce
9 (2000): 22-25.
Evertson, Ca­rolyn and Ca­rol Si­mon We­in­s­te­in. Handbook of Clas­s­ro­om
Management: Re­se­arch, Practice, and Con­tem­po­rary Issues. New Jer­
sey: Lawrence Erlbaum Associates, 2006.
Jo­nes, Vernon F., and Louise Jo­nes. Res­pon­sib­le Clas­s­ro­om Discipline.
Boston: Allyn and Bacon, 1981.
Marzano, Ro­bert, Ja­na S. Marzano, and Debra J. Pickering. Clas­s­ro­om
Management that Works : Re­se­arch-ba­sed Stra­te­gi­es for Every Te­ac­her.
Alexandria: Association for Su­per­vi­son and Cur­ri­cu­lum Development,
2003.
Mather, Nancy and Sam Goldstein. Learning Disabilities and Chal­len­
ging Behaviors: A Guide to Intervention and Clas­s­ro­om Management.
2001. Baltimore. Paul H. Brookes.
Sprick, Ran­dall S. Discipline in the Se­con­dary Clas­s­ro­om: Positive
Approach to Behavior Management. San Francisco: Jos­sey-Bass,
2006.
Tho­mas, David. Lives on the Boundary. The Presence of Others. Ed.
Marilyn Moller. Boston: Bedford/St. Martin’s. 2000.
Midlarsky, Su­san. ,,Measuring Te­ac­her Quality: Clas­s­ro­om
Management vs. Con­tent.~ http://su­san­mid­larsky.com/blog/blog_fi­les/
me­a­su­ring_te­ac­her_qu­a­lity.php. Accessed March 15, 2012.
Froyen, Len and Annette Iverson. Scho­ol­wi­de and Clas­s­ro­om
Management: The Ref­lec­ti­ve Educator Leader. Upper Sad­d­le Ri­ver,
N.J.: Prentice-Hall. 1999 .
Green, Elisabeth. ,,Building a Better Te­ac­her.~ March 2, 2010.
http://www.nyti­mes.com/2010/03/07/ma­ga­zi­ne/07Teachers-t.
html?_r=1. Accessed March 13.
Clas­s­ro­om Te­ac­her Re­so­ur­ces. `Parent-Te­ac­her Com­mu­ni­ca­ti­on and
114 sofio gorgoZe

Positive Clas­s­ro­om Discipline~ . http://www.classroom-teacher-

resources.com/classroom-discipline-escalation-involving-parents-1.
html#ixzz1qDlDbs4X. Accessed March 13.
Tas­sell, Gene. ,,Clas­s­ro­om Management~ . Practical Clas­s­ro­om
Applications of Cur­rent Brain Re­se­arch. http://www.brains.org/
classroom_management.htm. Accessed March 13.
National Education Association. ,,Clas­s­ro­om Management. ` http://
www.nea.org/to­ols/Clas­s­ro­omManagement.html. Accessed March
18.
Wag­ner K.J. ,, Ro­u­ti­nes and Procedures for Managaing Your Clas­s­ro­
om~ . Education Oasis. http://www.educationoasis.com/instruction/cm/
routines.htm. Accessed March 18..
Kizlik, Bob. ,,Clas­s­ro­om Management, Management of Stu­dent Con­
duct, Effective Praise Guidelines, and a Few Things to Know abo­ut
ESOL Thrown in for Go Measure~ . 2012. http://www.adprima.com/
managing.htm. Accessed March 19.
mas­wav­le­bel­Ta pro­fe­si­u­li gan­vi­Ta­re­bis cen­t­ri. sas­
wav­lo da pro­fe­si­u­li ga­re­mo. Tbi­li­si, mpgc: 2008.
 115

mos­w av­l e­z e ori­e n­t i­r e­b u­l i sas­k o­l o
fi­z i­k u­r i ga­r e­m o

si­mon ja­na­Sia

sas­ko­lo ga­re­mos mniS­v­ne­lo­ba

gav­le­na swav­la­ze

sas­ko­lo fi­zi­kur ga­re­mos Se­uZ­lia gav­le­na iqo­ni­os mos­wav­

le­e­bis da­mo­ki­de­bu­le­ba­ze swav­lis mi­marT. sas­ko­lo ga­re­mo
mniS­v­ne­lo­van gzav­ni­lebs Se­i­cavs imas­Tan da­kav­Si­re­biT, Tu
ram­de­nad aRi­a­re­bu­lia aka­de­mi­u­ri war­ma­te­be­bi, rac mo­ti­va­
ci­is efeq­tu­ri wya­roa.

sas­ko­lo ga­re­mos swo­ri mowyo­ba uz­run­vel­yofs mos­wav­le­e­

bis­T­vis ga­re­mos, sa­dac swav­la da gan­vi­Ta­re­ba kom­for­tul,
usaf­r­Txo da aka­de­mi­u­rad mdi­dar siv­r­ce­Si xde­ba. ga­re­mo­
zea da­mo­ki­de­bu­li, Tu ram­de­nad xel­mi­saw­v­do­mia re­sur­se­bi
mos­wav­lis­T­vis. kom­pi­u­te­ru­li la­bo­ra­to­ria, bib­li­o­Te­ka
er­Ta­der­Ti re­sur­si ar aris, ro­mel­sac mos­wav­le Se­iZ­le­ba
iye­neb­des. mos­wav­le­e­bis­T­vis mniS­v­ne­lo­va­nia is er­Ti Se­xed­
viT aka­de­mi­u­rad usar­geb­lo ga­re­mo (ko­ri­do­re­bi, ezo­e­bi da
sxv.), ro­me­lic si­nam­d­vi­le­Si xels uwyobs mos­wav­le­ebs So­ris,
ag­reT­ve, mos­wav­le­eb­sa da mas­wav­leb­lebs So­ris in­for­ma­ci­is
efeq­tu­rad gac­v­las. mniS­v­ne­lo­va­nia ise­Ti siv­r­cis ar­se­bo­
ba, ro­me­lic xels uwyobs Ta­nam­S­rom­lo­biT da ga­moc­di­le­biT
swav­le­bas.

sko­la sa­ku­Ta­ri fi­zi­ku­ri ga­re­mos mowyo­biT gar­k­ve­ul­wi­lad

un­da Se­e­sa­ba­me­bo­des sko­lis sa­gan­ma­naT­leb­lo fi­lo­so­fi­
as. sko­le­bis ume­te­so­ba­Si dRes, sam­wu­xa­rod, jer ki­dev gav­
r­ce­le­bu­lia mid­go­ma, ro­me­lic ga­naT­le­bis qar­x­nul mo­dels
efuZ­ne­ba. am mo­de­lis mi­xed­viT, mos­wav­le sko­lis pro­duq­tia,
sak­la­so oTa­xe­bi ki is in­s­t­ru­men­te­bi - ` daz­ge­bi~, ro­mel­Ta
ga­mo­ye­ne­bi­Tac es stan­dar­tu­li pro­duq­te­bi iq­m­ne­ba. stan­da­
tu­li sak­la­so oTa­xe­bi, am oTa­xeb­Si mer­xe­bis stan­dar­tu­li
gan­la­ge­ba, stan­dar­tu­lad Ser­Ce­u­li pla­ka­te­bi, sko­lis fo­i­
116 si­m on ja­n a­S ia

e­e­bi, stan­dar­tu­li Ses­ve­ne­be­bis gan­ri­gi da stan­dar­tu­li mo­

wo­de­be­bi sko­lis ked­le­bi­dan mos­wav­le­ebs nak­le­bad aZ­levs
imis Se­saZ­leb­lo­bas, rom Ta­vi sas­ko­lo sa­zo­ga­do­e­bis sru­
luf­le­bi­an wev­re­bad, in­di­vi­de­bad ig­r­Z­non.

gav­le­na qce­va­ze

sko­lis ga­re­mos mowyo­bam Se­saZ­loa gar­k­ve­u­li ara­sa­sur­ve­

li qce­ve­bi SezRu­dos. in­f­ras­t­ruq­tu­ris swo­rad da­geg­m­vis
Sem­Tx­ve­va­Si, Se­saZ­le­be­li xde­ba mos­wav­le­e­bis usaf­r­Txo­e­bis
zrda aras­wo­ri qce­ve­bis (ko­ri­do­reb­Si sir­bi­li, Za­la­do­ba,
van­da­liz­mi da a.S.) pre­ven­ci­is gziT.

sas­ko­lo ga­re­mom Se­saZ­loa gav­le­na iqo­ni­os swo­ri Ri­re­bu­le­

be­bis Ca­mo­ya­li­be­ba­ze, rac Ta­vis­Ta­vad kav­Sir­Sia po­zi­ti­u­ri
qce­ve­bis gan­m­t­ki­ce­bas­Tan. sko­lis te­ri­to­ri­a­ze Ri­re­bu­le­
be­bis Sem­c­ve­li sim­bo­lu­ri gzav­ni­le­bi mos­wav­le­ebs Se­saZ­loa
gar­k­ve­u­li qce­vis for­me­bis­T­vis ga­nawyob­des.

fi­zi­ku­ri ga­re­mo Se­saZ­loa xels uwyob­des emo­ci­u­ri sta­bi­

lu­ro­bis miR­we­vas mos­wav­le­eb­Si. sa­si­a­mov­no, Tbi­li da usaf­
r­Txo ga­re­mo mos­wav­le­ebs sxve­bi­sa da sko­lis in­f­ras­t­ruq­tu­
ris mi­marT da­de­bi­Tad ga­nawyobs.

gav­le­na jan­m­r­Te­lo­ba­ze

sko­la­Si ar­se­bul fi­zi­kur ga­re­mos mniS­v­ne­lo­va­ni gav­le­na

aqvs mos­wav­le­e­bis jan­m­r­Te­lo­ba­ze. swo­rad da­geg­mi­li da ga­
mo­ye­ne­bu­li in­f­ras­t­ruq­tu­ris pi­ro­beb­Si, mos­wav­le­e­bi uf­
ro iS­vi­a­Tad avad­de­bi­an, nak­le­bad grZno­ben Se­uZ­lod Tavs
da nak­le­bad zi­an­de­bi­an sko­la­Si yof­nis dros. ara­sa­sur­ve­li
gac­de­ne­bi mniS­v­ne­lov­nad ze­moq­me­debs aka­de­mi­ur miR­we­veb­ze.

gav­le­na sko­lis gan­vi­Ta­re­ba­sa da war­ma­te­ba­ze

sko­lis ga­re­mos ke­Til­gan­wyo­ba mos­wav­le­e­bis mi­marT mniS­v­

ne­lo­va­ni wi­na­pi­ro­baa imis­T­vis, rom sko­la­dam­Tav­re­bu­lebs
sko­lis gan­vi­Ta­re­ba­Si Car­T­va mo­un­deT. sas­ko­lo ga­re­mo mniS­
v­ne­lo­van wi­na­pi­ro­bas qmnis mas­wav­leb­le­bis­T­vis da sko­lis
ad­mi­nis­t­ra­ci­is­T­vis - kom­for­tu­li da sa­si­a­mov­no sa­mu­Sao
mos­w av­l e­z e ori­e n­t i­r e­b u­l i sas­k o­l o fi­z i­k u­r i ga­r e­m o
117

pi­ro­be­bis Seq­m­nis Tval­saz­ri­siT. es ki xSi­rad ga­na­pi­ro­bebs

mas­wav­leb­le­bis mzad­yof­nas, me­ti dro ga­a­ta­ron sko­la­Si da
mos­wav­le­ebs gak­ve­Ti­le­bis Sem­deg me­ti dro da­uT­mon. ase­ve,
uke­Tes fi­zi­kur ga­re­mo­Si mas­wav­leb­le­bi Se­saZ­loa me­ti si­a­
mov­ne­biT rCe­bod­nen sko­la­Si pro­fe­si­u­li gan­vi­Ta­re­bis­T­vis.

sas­ko­lo ga­re­mos mowyo­bis Zi­ri­Ta­di prin­ci­pe­bi

sis­te­mu­ro­ba

ga­re­mos mowyo­bis er­Ti ro­me­li­me ele­men­ti cal­ke aRe­bu­lad

ar ax­dens gav­le­nas mos­wav­le­ze. yo­ve­li­ve un­da gan­vi­xi­loT,
ro­gorc di­di sis­te­mis na­wi­li. ma­ga­li­Tad, ko­ri­dor­Si mos­
wav­le­e­bis na­mu­Sev­re­bis ga­mo­fe­na ukav­Sir­de­ba Ri­re­bu­le­be­
bis dam­k­vid­re­bas, mos­wav­le­e­bis in­di­vi­du­a­liz­mis aRi­a­re­bas,
ko­ri­do­re­bis ga­na­Te­bas, sas­wav­lo geg­mas, mas­wav­leb­le­bis da­
mo­ki­de­bu­le­bas mos­wav­le­e­bis na­mu­Sev­re­bis mi­marT, mSob­le­bis
da­in­te­re­se­bas sas­ko­lo cxov­re­biT da sxv. ami­tom ga­re­mos
mowyo­bi­sas un­da vi­fiq­roT ima­ze, Tu ras ga­mo­iw­vevs Cve­ni qme­
de­ba sis­te­mis Tval­saz­ri­siT.

mos­wav­le­eb­ze gav­le­na Se­saZ­loa um­ci­res de­tal­sac hqon­des.

yve­la­fers aqvs mniS­v­ne­lo­ba, ras­Ta­nac mos­wav­le­ebs aqvT yo­
vel­dRi­u­ri Se­xe­ba, ke­del­ze amo­kaw­ru­li na­we­ri­dan dawye­bu­
li, sko­lis Se­no­ba­Si oTa­xe­bis gan­la­ge­biT dam­Tav­re­bu­li. ga­
re­mos gav­le­na aqvs ima­ze, Tu ro­gor moZ­ra­o­ben mos­wav­le­e­bi
da mas­wav­leb­le­bi, ras xe­da­ven isi­ni, ro­gor grZno­ben Tavs
sko­la­Si da ras ake­Te­ben Ta­vad. xan­da­xan im faq­tor­sac, rom
mos­wav­le­e­bi ra­Ra­cas ver xe­da­ven, di­di gav­le­na aqvs maT­ze.
ma­ga­li­Tad, ro­de­sac mos­wav­le­e­bi ver xe­da­ven ra­i­mes iseTs,
rac sko­lis is­to­ri­a­ze mi­u­Ti­Tebs, Se­saZ­loa, am faq­tor­ma zo­
gi­erT maT­gan­Si sko­lis mi­marT pa­ti­vis­ce­mis grZno­ba Se­am­ci­
ros. swo­red amis ga­mo, ne­bis­mi­e­ri ga­dawy­ve­ti­le­bis mi­Re­bi­sas
sko­la­Si un­da da­fiq­r­d­nen, Tu ram­de­nad eq­ne­ba am ga­dawy­ve­ti­
le­bas gav­le­na mos­wav­le­eb­ze. ma­ga­li­Tad, Se­iZ­le­ba dav­s­vaT
kiTx­ve­bi: ko­ri­do­re­bis re­mon­ti­sas ra fe­ris un­da iyos ked­
le­bi? ori­ve ke­de­li er­Ti fe­ris iyos Tu Se­saZ­le­be­lia sxva­
das­x­va ke­de­li sxva­das­x­va fe­ris iyos imis gaT­va­lis­wi­ne­biT,
Tu ra xde­ba ked­lis miR­ma?
118 si­m on ja­n a­S ia

in­k­lu­zi­u­ro­ba

mniS­v­ne­lo­va­nia, rom ga­re­mos mowyo­ba­Si mos­wav­le­e­bic Cav­r­

ToT. amiT maT­Si sko­lis mi­marT kuT­v­ni­le­bis grZno­bas ga­va­
CenT. mos­wav­le­ebs un­da Se­eZ­loT, rom gar­k­ve­u­li cvli­le­be­bi
Se­i­ta­non im siv­r­ce­Si, ro­mel­Sic cxov­re­bis sak­ma­od did na­
wils ata­re­ben. wi­na­aR­m­deg Sem­Tx­ve­va­Si, bevr maT­gans uWirs,
sas­ko­lo ga­re­mos or­ga­nul na­wi­lad ig­r­Z­nos Ta­vi. amis gar­da,
sas­ko­lo ga­re­mo auci­leb­lad un­da iyos adap­ti­re­bu­li sxva­
das­x­va sa­Wi­ro­e­bis mos­wav­le­e­bis­T­vis. es gu­lis­x­mobs, upir­ve­
les yo­ve­li­sa, mniS­v­ne­lo­va­ni siv­r­ce­e­bis xel­mi­saw­v­do­mo­bas
im mos­wav­le­e­bis­T­vis, rom­le­bis­T­vi­sac ga­da­ad­gi­le­ba rTu­lia
da rom­le­bic, Se­saZ­loa, spe­ci­a­lur teq­ni­kur sa­Su­a­le­bebs
iye­neb­d­nen.

Ri­re­bu­le­beb­ze ori­en­ti­re­ba

sas­ko­lo fi­zi­ku­ri ga­re­mo Sed­ge­ba yve­la im siv­r­cis­gan, ro­

mel­Sic mos­wav­le gar­k­ve­ul dros ata­rebs. yve­la es siv­r­ce
er­T­g­va­ri eq­s­p­li­ci­tu­ri (ga­mo­xa­tu­li) an im­p­li­ci­tu­ri (Si­
na­ga­nad ar­se­bu­li) gzav­ni­lis ma­ta­re­be­lia. ma­ga­li­Tad, sa­mas­
wav­leb­lo­Si mas­wav­leb­le­bis ma­gi­de­bis mdgo­ma­re­o­ba Se­saZ­loa
gar­k­ve­ul in­for­ma­ci­as ata­reb­des mos­wav­lis­T­vis. mis­T­vis
es imis ma­ga­li­Tia, Tu ro­gor Se­iZ­le­ba iq­ce­od­nen pro­fe­si­
ul ga­re­mo­Si uf­ro­si ada­mi­a­ne­bi. es gzav­ni­li im­p­li­ci­tu­ria.
Tum­ca, ar­se­bobs spe­ci­a­lu­rad Se­mu­Sa­ve­bu­li for­me­bi imis­
T­vis, rom mos­wav­le­ebs gar­k­ve­u­li Ri­re­bu­le­be­bi ga­das­cen.
Ri­re­bu­le­beb­ze yu­radRe­bis ga­max­vi­le­bis yve­la­ze mar­ti­vi da
Se­saZ­loa zog­jer ar­c­Tu war­ma­te­bu­li for­maa am Ri­re­bu­le­
beb­Tan da­kav­Si­re­bu­li teq­s­te­bis sko­lis te­ri­to­ri­a­ze ga­mok­
v­ra. bev­r­gan mi­na­xavs, ro­gor aris gak­ru­li pla­ka­te­bi, rom­le­
bic mo­u­wo­debs mos­wav­les iyos be­ji­Ti, pa­ti­vi sce­s uf­ro­sebs
da sxv. am­g­va­ri xer­xiT mo­wo­de­ba zog Sem­Tx­ve­va­Si amar­T­lebs,
mag­ram uf­ro mniS­v­ne­lo­va­nia, rom Cven gar­k­ve­u­li for­miT
vaC­ve­noT mos­wav­le­ebs, ras va­ni­WebT mniS­v­ne­lo­bas, ra fas­de­ba
Cvens sko­la­Si, ro­go­ri qce­vaa aRi­a­re­bu­li mi­sa­ba­Zad da sxv.
amis ga­ke­Te­ba mra­val­g­va­rad Se­iZ­le­ba da qve­moT Se­mog­Ta­va­
zebT ram­de­ni­me gzas, Tu ro­gor un­da Sev­xe­doT am sa­kiTxebs.
mos­w av­l e­z e ori­e n­t i­r e­b u­l i sas­k o­l o fi­z i­k u­r i ga­r e­m o
119

ga­re­mo­ze zrun­va

sko­la­Si mos­wav­le­e­bi Tavs ukeT grZno­ben iq, sa­dac ga­re­mo

kom­for­tu­lia. es ga­re­mos si­suf­Ta­ve­sac gu­lis­x­mobs. xSi­
rad na­xavT sak­la­so oTax­Si day­ril qa­Ral­debs, mze­sum­zi­ris
na­Wu­Webs, sa­we­ri kal­me­bis nam­t­v­re­vebs da sxv. zo­gi­erT sko­
la­Si prob­le­ma is aris, rom ko­ri­do­reb­Si, sak­la­so oTa­xeb­Si
an ezo­Si ver na­xavT nag­vis ur­nebs. nag­vis ur­ne­bis ar­se­bo­ba
xels uwyobs mos­wav­le­eb­Si na­gav­Tan ur­Ti­er­To­bis Cve­ve­bis
Ca­mo­ya­li­be­bas da Ta­vis­Ta­vad cxa­dia si­suf­Ta­vis dac­va­sac.
na­gav­Tan ur­Ti­er­To­bis er­Ti na­wi­lia ase­ve nag­vis ga­cal­ke­ve­
ba. Tbi­lis­Si - da Se­saZ­loa sxva­ga­nac - ar­se­bobs spe­ci­a­lu­ri
sam­sa­xu­re­bi, rom­le­bic mzad ari­an usas­yid­lod mo­em­sa­xu­ron
ne­bis­mi­er or­ga­ni­za­ci­as, ro­me­lic maT me­o­rad qa­Ralds mi­aw­
v­dis. am or­ga­ni­za­ci­e­bis war­mo­mad­gen­le­bi re­gu­la­ru­lad mo­
di­an da mi­aqvT ma­ku­la­tu­ra imis­T­vis, rom qa­Ral­dis ga­da­mu­Sa­
ve­biT xis ma­sa­la da­zo­gon. Se­saZ­loa, sko­lam da­a­xa­ris­xe­bi­nos
na­ga­vi mos­wav­le­ebs da qa­Ral­dis na­ga­vi spe­ci­a­lu­rad ga­mo­yo­
fil yu­Teb­Si Se­i­na­xos. am­g­va­rad, Se­saZ­le­be­li xde­ba bav­S­veb­
Si ga­re­mos­Tan pa­su­xis­m­geb­lo­bi­a­ni moq­ce­vis Ri­re­bu­le­be­bis
dam­k­vid­re­ba.

sas­ko­lo pat­ri­o­tiz­mi

cno­bi­lia, rom mos­wav­le­e­bi uke­Te­sad grZno­ben Tavs, ro­de­

sac sko­lis mi­marT da­de­bi­Ti emo­ci­u­ri gan­wyo­be­bi uC­n­de­baT.
Tu sko­la maT­T­vis Zvir­fa­si xde­ba, ma­Sin isi­ni sko­lis qo­ne­ba­
sac me­ti pa­ti­vis­ce­miT epy­ro­bi­an. ase­ve, sko­las­Tan sa­ku­Ta­ri
Ta­vis ga­i­gi­ve­biT, isi­ni Tavs sas­ko­lo sa­zo­ga­do­e­bis wev­re­bad
mi­iC­ne­ven. es ki xels uwyobs imas, rom mos­wav­le­eb­ma er­T­ma­neTs
ara­sa­sur­ve­li qce­vis Se­de­geb­ze mi­u­Ti­Ton. ro­de­sac mos­wav­
le­e­bi Tavs sas­ko­lo sa­zo­ga­do­e­bis wev­re­bad Tvli­an, ma­Sin
me­tia imis al­ba­To­ba, rom prob­le­mur sa­kiTxeb­Tan da­kav­Si­re­
biT isi­ni uf­ro­seb­Ta­nac iTa­nam­S­rom­le­ben.

mos­wav­le­e­bis sko­las­Tan uf­ro mWid­rod da­kav­Si­re­bis er­Ti

gza maT­Si e.w. sas­ko­lo pat­ri­o­tiz­mis gan­c­dis geg­ma­zo­mi­e­
ri gan­vi­Ta­re­baa. sas­ko­lo pat­ri­o­tiz­mi xSi­rad ma­Sin Cnde­ba,
ro­de­sac sko­la gar­k­ve­u­li niS­niT gan­s­x­vav­de­ba sxva sko­le­
bis­gan. Se­saZ­loa, kon­k­re­tul sko­la­Si gar­k­ve­u­li pro­ce­se­bi
120 si­m on ja­n a­S ia

Za­li­an hgav­des sxva, ax­lom­de­ba­re sko­la­Si mim­di­na­re pro­ce­

sebs, mag­ram gar­k­ve­u­li sim­bo­lo­e­bis ga­mo­ye­ne­biT sko­lam Ta­
vi­si gan­s­x­va­ve­bu­lo­ba ma­inc ga­mok­ve­Tos.

sas­ko­lo pat­ri­o­tiz­mi vi­Tar­de­ba, ro­de­sac sko­las sxve­bis­gan

gan­s­x­va­ve­bu­li sa­xe­li, de­vi­zi, mi­sia, lo­go aqvs. Tu zo­gi­erTi
am sim­bo­los Se­mu­Sa­ve­ba­Si mos­wav­le­e­bic mo­na­wi­le­o­ben, ma­Sin
sko­lis am ga­mo­xa­tu­le­be­bis mi­marT da­de­bi­Ti da­mo­ki­de­bu­le­
ba uf­ro met mos­wav­les uC­n­de­ba. sas­ko­lo siv­r­ce­Si am ga­mo­xa­
tu­le­be­bis aq­ti­u­rad ga­mo­fe­na mniS­v­ne­lo­va­nia imis­T­vis, rom
mos­wav­le­eb­ma Ta­vi gan­sa­kuT­re­bu­li ga­re­mos wev­re­bad aRiq­
van. ga­mo­a­ka­riT ko­ri­do­reb­Si sko­lis de­vi­zi, sko­lis mi­sia.
Seq­me­niT sko­lis lo­go, ro­me­lic Tqvens mi­si­as ga­mo­xa­tavs da
Se­e­ca­deT, rom es lo­go sko­la­Si sxva­das­x­va siv­r­ce­Si xSi­rad
xvde­bo­deT mos­wav­le­ebs.

sas­ko­lo pat­ri­o­tiz­mis grZno­ba gan­sa­kuT­re­biT mZaf­r­de­ba

xol­me sxva sko­las­Tan Se­jib­re­be­bis dros. Tu sko­la cdi­
lobs, rom rac Se­iZ­le­ba bevr spor­tul Se­jib­r­Si, olim­pi­a­da­
Si, kon­kur­s­Si mi­i­Ros mo­na­wi­le­o­ba, ma­Sin Se­saZ­loa, rom sko­
lis gun­debs sa­ku­Ta­ri sa­xe­le­bi da em­b­le­me­bi hqon­deT.

mniS­v­ne­lo­va­nia, rom mos­wav­le­e­bis Se­jib­re­beb­Si ga­mar­j­ve­bis

aRi­a­re­ba ise mox­des, rom es mTe­li sas­ko­lo sa­zo­ga­do­e­bis­T­
vis iyos cno­bi­li. xSi­rad na­xavT, rom sko­lis mi­er mo­po­ve­bu­
li Ta­se­bi, si­ge­le­bi an mos­wav­le­e­bis mi­er mo­po­ve­bu­li olim­
pi­a­deb­Si ga­mar­j­ve­bis da­ma­das­tu­re­be­li ser­ti­fi­ka­te­bi di­
req­to­ris ka­bi­net­Sia mo­Tav­se­bu­li. Tu ga­mar­j­ve­be­bis am sim­
bo­lo­ebs ga­mo­sa­Cen ad­gi­las (ko­ri­dor­Si, sko­lis fo­i­e­Si da
sxv.) ga­mo­ak­ravT an dad­gamT, am sim­bo­lo­ebs ga­ci­le­biT uf­ro
me­ti dat­vir­T­va eq­ne­ba. mos­wav­le­e­bi da­i­na­xa­ven, Tu ram­de­nad
aRi­a­rebs sko­la maT miR­we­vebs da ram­de­nad is am miR­we­vebs sa­
ku­Ta­ri miR­we­ve­bis na­wi­lad miiCnevs.

Tu sko­la mo­a­xer­xebs da Seq­m­nis er­T­g­var sa­rek­la­mo pro­duq­

ci­a­sac, rom­lis yid­vac mos­wav­le­ebs, mSob­lebs, mas­wav­leb­
lebs da sko­la­dam­Tav­re­bu­lebs Se­eZ­le­baT, maSin sko­lis lo­
go, em­b­le­me­bi, de­vi­zi da msgav­si sim­bo­lu­ri ga­mo­xa­tu­le­be­bi
met ga­mo­ye­ne­bas Se­i­Zens. zo­gi­er­Ti sko­la, sa­qar­T­ve­lo­Si da
sazR­var­ga­re­Tac, msgav­si su­ve­ni­e­re­bis ga­yid­vi­dan Se­mo­su­li
mos­w av­l e­z e ori­e n­t i­r e­b u­l i sas­k o­l o fi­z i­k u­r i ga­r e­m o
121

Tan­xis na­wils sko­lis gan­vi­Ta­re­bas ax­mars. ti­pu­ri niv­Te­bia

xol­me sko­lis em­b­le­mi­a­ni pas­te­bi, blok­no­te­bi, rve­u­le­bi,
ma­i­su­re­bi, jem­p­re­bi, qur­Tu­ke­bi. ro­de­sac mos­wav­le Ta­vi­si
sko­lis gun­dis em­b­le­mi­an tan­sac­mels sa­ku­Ta­ri sur­vi­liT ic­
vams, es uk­ve imis ni­Sa­nia, rom is sko­lis Te­mis sa­zo­ga­do­e­bis
wev­ria. is sko­lis mo­si­a­ru­le rek­la­mac xde­ba da amis gac­no­bi­
e­re­biT cdi­lobs, rom mis Tem­Si dam­k­vid­re­bu­li Ri­re­bu­le­be­
bis Se­sa­ba­mi­sad mo­iq­ces, ro­gorc sko­la­Si, ise mis far­g­lebs
ga­re­Tac.

to­le­ran­to­ba

sko­la, romelic pa­tivs scems gan­s­x­va­ve­bul mo­saz­re­bebs, war­

mo­mav­lo­bas, kul­tu­ras, tra­di­ci­ebs, es mis fi­zi­kur siv­r­ce­
Sic aisa­xe­ba xol­me. Tu sa­ku­Ta­ri siv­r­cis mowyo­bi­sas, sko­la
ro­me­li­me re­li­gi­is, an ro­me­li­me eT­ni­ku­ri jgu­fis upi­ra­te­
so­ba­ze mi­a­niS­nebs, am Sem­Tx­ve­va­Si prob­le­maa sxva eT­ni­ku­ri an
re­li­gi­u­ri jgu­fe­bis ar­se­bo­bis Ri­re­bu­le­bis aRi­a­re­baa. ami­
tom sa­u­ke­Te­so ga­mo­sa­va­lia, sko­la iyos ne­it­ra­lu­ri siv­r­ce,
sa­dac ro­me­li­me jgu­fis upi­ra­te­so­bis xaz­gas­ma ar xde­ba.

sko­lis ko­ri­do­reb­Si, sak­la­so oTa­xeb­Si da sxva siv­r­ce­eb­Si

Tu ga­mo­fe­ni­li iqneba xe­lov­ne­bis ni­mu­Se­bi, an Tu iq­ne­ba mos­
wav­le­e­bis na­mu­Sev­re­bi, rom­le­bic yo­vel­T­vis ar mi­e­kuT­v­ne­bi­
an xe­lov­ne­bis an mos­wav­le­Ta naS­ro­me­bis Zi­ri­Ta­dad gav­r­ce­
le­bul for­mebs, es xels Se­uwyobs imis aRi­a­re­bas, rom TviT­
ga­mo­xat­va Se­saZ­le­be­lia mra­va­li sxva­das­x­va for­miT da am
for­me­bis pa­ti­vis­ce­ma, ma­Ti upi­ro­bod da uk­ri­ti­kod mi­Re­bis
ga­re­Sec Se­saZ­le­be­lia.

to­le­ran­tu­li qce­vis ma­ga­li­Tia, ro­de­sac sko­la mos­wav­le­

ebs sa­Su­a­le­bas aZ­levs, sa­ku­Ta­ri kri­ti­ku­li da­mo­ki­de­bu­le­
ba ga­moT­q­van sko­la­Si mim­di­na­re pro­ce­seb­Tan da­kav­Si­re­biT.
ra Tqma un­da, mniS­v­ne­lo­va­nia, rom am­g­va­ri mo­saz­re­be­bi vi­Ta­
re­bis pa­ti­o­san Se­fa­se­ba­ze iyos da­fuZ­ne­bu­li. ase­ve mniS­v­ne­
lo­va­nia, rom az­ris ga­moT­q­ma mos­wav­le­e­bis­T­vis saf­r­Txes ar
ukav­Sir­de­bo­des da amis­T­vis isi­ni ar is­je­bod­nen. sko­lis fi­
zi­ku­ri Tu vir­tu­a­lu­ri siv­r­ce­e­bi Se­saZ­loa swo­red am­g­va­ri
mo­saz­re­be­bis gan­vi­Ta­re­bis­T­vis iyos mSve­ni­e­ri sa­fuZ­ve­li.
Tu mos­wav­le­ebs eq­ne­baT sas­ko­lo sa­in­for­ma­cio bi­u­le­te­ni,
122 si­m on ja­n a­S ia

sas­ko­lo ga­ze­Ti an sas­ko­lo blo­gi, sa­dac sxva­das­x­va mo­saz­

re­bis mqo­ne mos­wav­le­ebs So­ris, sko­lis mas­wav­leb­leb­sa da
ad­mi­nis­t­ra­ci­as So­ris - di­a­lo­gi ga­i­mar­Tos, es mniS­v­ne­lov­
nad Se­uwyobs xels de­mok­ra­ti­u­li, usaf­r­Txo, sa­si­a­mov­no sas­
ko­lo kli­ma­tis Seq­m­nas, sa­dac qvey­nis mo­ma­va­li li­de­re­bi da
pa­su­xis­m­geb­lo­bis mqo­ne mo­qa­la­qe­e­bi ya­lib­de­bi­an.

hi­gi­e­na da jan­m­r­Te­lo­ba

mos­wav­le­e­bis ga­naT­le­bis xa­ris­x­ze mniS­v­ne­lo­van gav­le­nas ax­

dens is, Tu ram­de­nad iS­vi­a­Tad ari­an isi­ni avad. amas­Tan er­
Tad, sko­la un­da am­za­deb­des mos­wav­le­ebs mo­ma­va­li jan­sa­Ri
cxov­re­bis­T­vis. sko­lis fi­zi­ku­ri in­f­ras­t­ruq­tu­ris mowyo­
bas Se­uZ­lia, ro­gorc da­de­bi­Ti, ise uar­yo­fi­Ti ro­li iTa­ma­
Sos mos­wav­le­e­bis jan­m­r­Te­lo­bis sa­kiTx­Si.

mniS­v­ne­lo­va­nia, rom is siv­r­ce­e­bi, sa­dac mos­wav­le­e­bi dros

ata­re­ben, kar­gad ni­av­de­bo­des. es xels uS­lis ga­dam­de­bi da­
a­va­de­be­bis gav­r­ce­le­bas. Ca­xu­Tu­li ha­e­ri cu­dad moq­me­debs
mos­wav­le­e­bis go­neb­riv mu­Sa­o­ba­ze. am­g­var, ga­re­mo­Si mos­wav­
le­ebs xSi­rad eZi­ne­baT, an Ta­vis tki­vi­li ewye­baT. gan­sa­kuT­re­
biT mniS­v­ne­lo­va­nia sak­la­so oTa­xe­bis kar­gi ga­ni­a­ve­ba. mas Sem­
deg, rac sko­leb­Si da­iwyo me­ta­lo-plas­t­ma­sis kar-fan­j­ris
da­ye­ne­ba, ga­ni­a­ve­ba prob­le­ma gax­da mra­va­li Tval­saz­ri­siT.
bevr sko­la­Si me­ta­lo-plas­t­ma­sis fan­j­rebs sa­xe­lu­re­bi aqvs
mom­Z­v­ra­li ma­Ti da­ba­li xa­ris­xis ga­mo da fan­j­re­bi praq­ti­ku­
lad aRar iRe­ba. es oTa­xeb­sa da ko­ri­do­reb­Si suf­Ta ha­e­ris
nak­le­bo­bas iw­vevs.

suf­Ta ha­e­ri gan­sa­kuT­re­biT prob­le­mu­ria im sko­leb­Si, sa­

dac swav­la or cvla­Si mim­di­na­re­obs. aq ha­e­ri gan­sa­kuT­re­biT
mZi­mea. gvi­a­ni ga­zafxu­li­sa da ad­re­u­li Se­mod­go­mis Tve­eb­Si
prob­le­ma gan­sa­kuT­re­biT mZaf­ria. epi­de­mi­e­bis, gri­pe­bis xSi­
ri gav­r­ce­le­ba da mos­wav­le­e­bis mxri­dan gak­ve­Ti­leb­ze Se­uZ­
lod yof­nis Tavidan acileba Tu gvin­da, siv­r­ce­e­bi mud­mi­vad
un­da ga­ni­av­des.

da­a­va­de­be­bis gav­r­ce­le­bas zRu­davs xe­le­bis xSi­ri da­ba­na. sam­

wu­xa­rod, sko­le­bis did na­wil­Si tu­a­le­teb­Si wya­li cu­dad mo­
dis. iS­vi­a­Tia sko­la, sa­dac xel­mi­saw­v­do­mia sa­po­ni. ase­ve, iS­
mos­w av­l e­z e ori­e n­t i­r e­b u­l i sas­k o­l o fi­z i­k u­r i ga­r e­m o
123

vi­a­Tia tu­a­le­te­bi, sa­dac mos­wav­lis pi­ra­du­lo­ba aris da­cu­

li. mos­wav­les sxve­bis Tan­das­w­re­biT uwevs xSi­rad sa­ku­Ta­ri
moTxov­ni­le­be­bis dak­ma­yo­fi­le­ba. es ki gan­sa­kuT­re­biT prob­
le­mu­ria mor­cx­vi bav­S­ve­bis­T­vis. ase­ve, prob­le­mu­ria am­g­va­ri
vi­Ta­re­ba mos­wav­le­ebs So­ris Za­la­do­bis Tval­saz­ri­siT. mos­
wav­le­e­bi xSi­rad tu­a­le­teb­Si er­T­ma­ne­Tis da­cin­vis msxver­p­li
xde­bi­an. ami­tom mniS­v­ne­lo­va­nia, rom tu­a­le­teb­Si ar­se­bob­des
ka­riT da­xu­ru­li in­di­vi­du­a­lu­ri ka­bi­ne­bi, sa­dac mos­wav­les
Se­eZ­le­ba, gan­mar­to­e­biT mi­xe­dos sa­ku­Tar Tavs.

sko­lis tu­a­le­te­bi prob­le­mu­ria mra­va­li Tval­saz­ri­siT.

bevr sko­la­Si mZaf­rad ig­r­Z­no­ba tu­a­le­ti­dan ga­mo­ma­va­li su­
ni. tu­a­le­tis su­nis ar­se­bo­ba, TiT­qos, sko­lis erT-er­Ti sa­vi­
zi­to ba­ra­Tia. bev­ri sko­lis di­req­to­ris­gan ga­i­gebT, rom maT
sko­las hyavs dam­la­ge­be­li, ro­me­lic Tav­da­u­zo­ga­vad Sro­
mobs, xo­lo si­bin­Zu­res mos­wav­le­e­bis aras­wo­ri qce­va iw­vevs.
bav­S­vebs sWir­de­baT swav­le­ba, Tu ro­gor un­da mo­iq­c­nen tu­a­
let­Si. dam­la­ge­be­li ki dRe­Si ram­den­jer­me un­da ala­geb­des
tu­a­lets. sko­lis ad­mi­nis­t­ra­ci­as Se­uZ­lia, ise­ve, ro­gorc
es mra­val or­ga­ni­za­ci­a­Sia, ga­mo­ak­ras tu­a­le­teb­Si da­la­ge­bis
gra­fi­ki, sa­dac dam­la­ge­be­li xels mo­a­wers xol­me yo­ve­li da­
la­ge­bis Sem­deg. am gra­fi­kis meS­ve­o­biT, dam­la­geb­le­bis pa­su­
xis­m­geb­lo­ba ma­tu­lobs.

es sa­kiTxe­bi mar­Ta­lia gar­k­ve­ul xar­jeb­Tan aris da­kav­Si­re­

bu­li, mag­ram sa­sur­ve­lia, sko­lam iz­ru­nos sko­lis te­ri­to­ri­
a­ze hi­gi­e­nu­ri nor­me­bis dac­va­ze. sxva mxriv, ase­ve gag­vi­Wir­de­
ba mos­wav­le­e­bis­T­vis imis swav­le­ba, Tu ro­gor un­da mo­iq­c­nen
isi­ni sko­lis Sem­deg.

so­ci­a­li­za­cia

sko­la­Si mos­wav­le ara mxo­lod unar-Cve­vebs an cod­nas iZens.

aq xde­ba mi­si Ca­mo­ya­li­be­ba sa­zo­ga­do­e­bis wev­rad. Se­sa­ba­mi­sad,
mniS­v­ne­lo­va­nia, rom mos­wav­les sko­la­Si im ga­moc­di­le­bis Se­
Ze­na Se­eZ­los, rac cxov­re­ba­Si gan­s­x­va­ve­bul ada­mi­a­neb­Tan an
ada­mi­an­Ta jgu­feb­Tan ur­Ti­er­To­ba­Si da­ex­ma­re­ba. swo­red amis
ga­mo, sko­la gan­sa­kuT­re­bu­lad un­da zru­nav­des ise­Ti ga­re­mos
Seq­m­na­ze, sa­dac mos­wav­lis aq­ti­u­ri so­ci­a­li­za­cia xde­ba.
mniS­v­ne­lo­va­nia, rom mos­wav­le­eb­ma bav­S­vo­bi­dan­ve is­wav­lon
124 si­m on ja­n a­S ia

zrdas­ru­leb­Tan ur­Ti­er­To­ba. es maT da­ex­ma­re­ba mo­ma­val­Si

efeq­tu­ri ko­mu­ni­ka­ci­is dam­ya­re­ba­Si. sko­la­Si sak­ma­od ad­vi­
lia imis Sem­C­ne­va, Tu ram­de­nad efeq­tu­ria in­te­raq­cia uf­
ro­seb­sa da bav­S­vebs So­ris. ko­ri­do­reb­Si, sko­lis bu­fet­Si
Tu sas­ko­lo mo­ed­neb­ze, gak­ve­Ti­lebs So­ris, an sas­ko­lo dRis
dam­Tav­re­bis Sem­deg, sa­sar­geb­loa, ro­de­sac zrdas­ru­le­bi
bav­S­vebs esa­ub­re­bi­an maT in­te­re­seb­ze, miR­we­veb­ze, prob­le­
meb­ze. mos­wav­le­eb­ze da­de­bi­Tad moq­me­debs, ro­de­sac uf­ro­se­
bi ara mxo­lod ma­Ti aka­de­mi­u­ri war­ma­te­be­biT ari­an da­in­te­
re­se­bul­ni.

ro­de­sac mos­wav­le­eb­sa da zrdas­ru­lebs So­ris sa­er­To in­te­

re­se­bi Cnde­ba, ma­Sin klu­beb­Si Tu wre­eb­Si mo­na­wi­le­o­ba uf­ro
sa­in­te­re­soa. sas­ko­lo aq­ti­vo­be­bis da­geg­m­vi­sa da gan­xor­ci­e­
le­bis Ta­na­mo­na­wi­le­o­bi­sas, mos­wav­le­e­bi xSi­rad da pro­duq­
ti­u­lad ur­Ti­er­To­ben zrdas­ru­leb­Tan. am dros swav­lo­ben
isi­ni, Tu ras niS­navs kom­p­ro­mis­ze was­v­la, kon­sen­su­sis miR­we­
va, prob­le­me­bis Se­moq­me­de­bi­Tad ga­daW­ra da sxv.

sa­qar­T­ve­los mra­val sko­la­Si mos­wav­le­e­bis did na­wils sak­

ma­od SezRu­du­li ra­o­de­no­bis Ta­na­tol­Tan aqvs ko­mu­ni­ka­cia.
amas did sko­leb­Si am­ya­rebs mos­wav­le­e­bis ga­na­yo­fe­bad da­yo­
fis tra­di­cia. xSi­ria, ro­de­sac mos­wav­les mxo­lod Ta­vis ga­
na­yof­Si ar­se­bul bav­S­veb­Tan aqvs Se­xe­ba. am prob­le­mas ema­te­
ba mos­wav­lis sak­ma­od SezRu­du­li dro Ta­vi­su­fa­li in­te­raq­
ci­is­T­vis. das­ve­ne­be­bi sak­ma­od mok­lea. gak­ve­Ti­le­bis Sem­deg
zog sko­la­Si mos­wav­le­ebs ar aqvT sa­Ta­na­do ad­gi­li, sa­dac
dar­Ce­nas, Sek­re­bas, Ta­maSs an ub­ra­lod sa­u­bars SeZ­leb­d­nen.
am Sem­Tx­ve­va­Si izRu­de­ba mos­wav­lis Se­saZ­leb­lo­ba, rom ipo­
vos sa­sur­ve­li me­go­ba­ri, Ta­na­mo­az­re, sa­er­To in­te­re­sis mqo­
ne ada­mi­a­ni. mos­wav­le­e­bis na­wils, gan­sa­kuT­re­biT ki imaT, vinc
axa­li gad­mo­su­lia sko­la­Si, xSi­rad uWirs in­teg­ri­re­ba ma­nam­
de Ca­mo­ya­li­be­bul jgu­feb­Si. mos­wav­le­e­bis jgu­fe­bis izo­li­
re­ba ase­ve xels uS­lis mos­wav­le­e­bis mi­er sko­lis, ro­gorc er­
Ti­a­ni sa­zo­ga­do­e­bis, war­mod­ge­nas.

ga­mo­sa­va­li er­Tis mxriv, xe­lov­nu­ri ba­ri­e­re­bis ga­uq­me­ba­Sia,

xo­lo, me­o­res mxriv, in­f­ras­t­ruq­tu­ris im­g­va­rad mowyo­ba­Si,
rom mos­wav­les sxveb­Tan ur­Ti­er­To­ba ga­u­ad­vil­des. sak­ma­od
mar­ti­via ma­Ral kla­seb­Si ga­na­yo­fe­bis ga­uq­me­ba da imis uz­
mos­w av­l e­z e ori­e n­t i­r e­b u­l i sas­k o­l o fi­z i­k u­r i ga­r e­m o
125

run­vel­yo­fa, rom mos­wav­le­ebs sxva­das­x­va gak­ve­Ti­li Se­re­ul

jguf­Si Ca­u­tar­deT. am mid­go­mis da­de­bi­Ti mxa­re isic aris,
rom umaR­le­seb­Si was­v­lis Sem­deg mos­wav­le­ebs uad­vil­de­baT
iseT ga­re­mo­Si ori­en­ti­re­ba, sa­dac ga­na­yo­fe­bis sis­te­ma ar
moq­me­debs.

me­o­re mxriv, sko­lam sak­ma­od mci­re Za­lis­x­me­viT Se­iZ­le­ba so­

ci­a­li­za­ci­is­T­vis efeq­tu­ri siv­r­ce­e­bi Seq­m­nas. ma­ga­li­Tad,
ko­ri­do­reb­Si ska­me­bis, an - sa­dac siv­r­ce amis Se­saZ­leb­lo­bas
iZ­le­va - ma­gi­de­bis dad­g­mi­Tac, mos­wav­le­ebs uC­n­de­baT siv­r­ce,
sa­dac gak­ve­Ti­le­bis Sem­deg dar­Ce­na da er­Tob­liv pro­eq­t­ze
mu­Sa­o­ba, an, ub­ra­lod, ur­Ti­er­To­baa Se­saZ­le­be­li. im Sem­Tx­
ve­va­Si, ro­de­sac gve­Si­nia, rom ska­mebs an ma­gi­debs mos­wav­le­e­bi
ga­da­ad­gi­le­ben, da­a­zi­a­ne­ben an sxvag­va­rad ara­sa­Ta­na­dod ga­
mo­i­ye­ne­ben, Seg­viZ­lia, rom ga­mo­vi­ye­noT mZi­me, ma­si­u­ri ave­ji
an isi­ni ise da­va­mon­taჟoT, rom ma­Ti ga­da­ad­gi­le­ba Se­saZ­le­be­
li ar iyos.

ska­me­bi da ma­gi­de­bi mniS­v­ne­lo­va­nia sko­lis ezo­eb­Sic. sko­lis

ezo­e­bi da sko­lis Zi­ri­Ta­di Se­sas­v­le­lis win ar­se­bu­li te­ri­
to­ria sa­qar­T­ve­lo­Si ume­te­sad ca­ri­e­li da ga­mo­u­ye­ne­be­lia,
ma­Sin, ro­de­sac sa­u­ke­Te­so ad­gi­lia imis­T­vis, rom aq mra­va­li
ska­mi da ma­gi­da gan­Tav­s­des. am ad­gi­lis am­g­va­rad ga­mo­ye­ne­ba
efeq­tu­ria mra­va­li mi­ze­zis ga­mo. am ska­meb­ze da ma­gi­deb­ze
Ca­moj­do­ma Se­iZ­le­ba swavlis dawye­bam­de, gakveTilebis Sem­
deg an did das­ve­ne­ba­zec. Tan am siv­r­ce­ebs Zi­ri­Ta­dad kar­gad
akon­t­ro­lebs sko­lis ad­mi­nis­t­ra­cia, rac am­ci­rebs am ad­gi­
leb­Si mos­wav­le­ebs So­ris Za­la­do­bis Se­saZ­leb­lo­bas.

sas­ko­lo sa­zo­ga­do­e­bis Car­T­va

sko­lis gan­vi­Ta­re­ba­ze da­de­bi­Ti efeq­ti sko­lis cxov­re­ba­

Si sko­la­dam­Tav­re­bu­le­bis, mSob­le­bis, sko­lis me­zob­lad
mcxov­reb­Ta Car­T­vas Se­iZ­le­ba hqon­des. am ada­mi­a­nebs Se­uZ­li­
aT mra­va­li ram Ses­Zi­non sko­lis cxov­re­bas. gar­da imi­sa, rom
maT sko­lis fi­nan­su­rad dax­ma­re­ba Se­uZ­li­aT, ara­nak­leb mniS­
v­ne­lo­va­nia, rom maT sa­ku­Ta­ri ga­moc­di­le­bis ga­zi­a­re­biT ga­
am­did­ron sko­la. imis­T­vis, rom am ada­mi­a­ne­bis Car­T­va mox­des,
mniS­v­ne­lo­va­nia, rom sko­lam maT mo­ti­vi­re­ba­ze iz­ru­nos.
126 si­m on ja­n a­S ia

fi­zi­ku­ri ga­re­mos mowyo­bam, Se­saZ­loa, ga­aq­ti­u­ros sko­lis

Te­mis Car­T­va sko­lis cxov­re­ba­Si. Te­mis wev­rebs un­da da­va­na­
xoT, rom sko­la pa­tivs scems maT wvlils da es pa­ti­vis­ce­ma
ga­mo­xa­tu­li iq­ne­ba sko­la­Si im­g­va­rad, rom ma­Ti Rvaw­lis Se­
sa­xeb yve­las eco­di­ne­ba. am miz­niT Se­saZ­le­be­lia sko­lis gan­
vi­Ta­re­ba­Si wvli­lis mqo­ne ada­mi­a­ne­bis spe­ci­a­lu­ri da­fis ga­
ke­Te­ba, sa­dac Ca­moT­v­li­li iq­ne­ba ma­Ti sa­xe­le­bi da gva­re­bi.
mniS­v­ne­lo­va­ni wvli­lis Se­ta­nis Sem­Tx­ve­va­Si, Se­saZ­le­be­lia,
ma­Ti sa­xe­li da­er­q­vas sko­lis ro­me­li­me na­wils: bib­li­o­Te­kas,
dar­bazs, bu­fets, sak­la­so oTaxs da a.S. ase­ve, da­sav­leT­Si gav­
r­ce­le­bu­lia praq­ti­ka, ro­de­sac Se­mom­wir­ve­lebs aZ­le­ven Se­
saZ­leb­lo­bas, rom sa­ku­Ta­ri fi­lo­so­fi­is Sem­c­ve­li fra­ze­bi
ga­na­Tav­son sko­lis te­ri­to­ri­a­ze: ma­ga­li­Tad, be­to­nis fi­leb­
ze, sko­lis ezo­Si mdgar ska­meb­ze, sko­lis ko­ri­do­reb­Si da sxv.
sko­la­dam­Tav­re­bu­le­bis mo­ti­vi­re­bis­T­vis, Se­saZ­loa, erT-er­
Ti yve­la­ze mar­ti­vi da efeq­tu­ri xer­xi iyos yo­vel wels sko­
la­dam­Tav­re­bul­Ta fo­tos ga­da­Re­ba da sko­lis ko­ri­dor­Si an
Se­sas­v­lel­Si gan­Tav­se­ba. Se­saZ­le­be­lia fo­to dam­ri­geb­leb­
Tan an da­mam­Tav­re­be­li kla­sis mas­wav­leb­leb­Tan er­Tad iyos
ga­da­Re­bu­li. es fo­to­e­bi, rom­le­bic sko­lis ked­lebs nel-ne­
la av­sebs, moswavleebTan erTad sko­lis is­to­ri­is na­wi­li xde­
ba.

efeq­tu­ria sko­lis we­liw­de­u­le­bis ga­mo­ce­mis praq­ti­ka. mTe­li

wlis gan­mav­lo­ba­Si, im pe­ri­od­Si da­mam­Tav­re­be­li kla­sis mos­
wav­le­e­bis­gan Sem­d­ga­ri jgu­fi ag­ro­vebs ma­sa­lebs da­mam­Tav­
re­be­li kla­si­sa da sko­lis Se­sa­xeb, ra­sac Sem­deg wig­nis sa­xiT
akin­Zavs. ra Tqma un­da, Se­saZ­le­be­lia ase­ve in­ter­net­ver­si­is
mom­za­de­ba, sa­dac gan­Tav­se­bu­li iq­ne­ba kon­k­re­tul we­li­wads
da­mam­Tav­re­be­li kla­se­bis mos­wav­le­Ta sia da ma­Ti fo­to­e­bi.
am­g­va­ri mid­go­me­bi xSi­rad ex­ma­re­ba sko­las, rom sko­la­dam­Tav­
re­bu­le­bis in­te­re­si sko­lis mi­marT mra­va­li wlis gan­mav­lo­
ba­Si Se­i­nar­Cu­nos.
mos­w av­l e­z e ori­e n­t i­r e­b u­l i sas­k o­l o fi­z i­k u­r i ga­r e­m o
127

usaf­r­Txo­e­bis uz­run­vel­yo­fa

Za­la­do­ba

sas­ko­lo in­f­ras­t­ruq­tu­ras Se­iZ­le­ba da­de­bi­Ti gav­le­na

hqon­des mos­wav­le­ebs So­ris Za­la­do­bis Sem­ci­re­ba­ze. swo­rad
da­geg­mil sko­lis te­ri­to­ri­a­ze nak­le­bia imis Se­saZ­leb­lo­
ba, rom Za­la­do­ba Se­um­C­ne­ve­li dar­Ces. ase­ve mniS­v­ne­lo­va­nia
imis ga­az­re­ba, rom gar­k­ve­u­li Tval­saz­ri­siT ara­sa­Ta­na­dod
mowyo­bi­li sko­la, Se­saZ­loa, Ta­vad gax­des Za­la­do­bis sawyi­si
wya­ro.

mniS­v­ne­lo­va­nia, rom sko­la­Si ar iyos bne­li, ga­u­na­Te­be­li da

mig­de­bu­li ad­gi­le­bi. gan­sa­kuT­re­biT prob­le­mu­ria mos­wav­le­
e­bis tu­a­le­te­bi da am mxriv, mniS­v­ne­lo­va­nia, rom am siv­r­ce­ze
gar­k­ve­u­li mo­ni­to­rin­gi xde­bo­des. sa­sur­ve­lia, rom da­ba­li
da ma­Ra­li kla­se­bis tu­a­le­te­bi gan­cal­ke­ve­bu­li iyos.

mniS­v­ne­lo­va­nia isic, Tu ro­gor aris mowyo­bi­li sko­la. Tu

sko­la­Si Cnde­ba ad­gi­li, sa­dac xSi­rad ik­ri­be­bi­an mos­wav­le­e­
bi er­T­ma­neT­Tan ur­Ti­er­To­be­bis ga­sar­k­ve­vad, mniS­v­ne­lo­va­nia,
rom sko­lam zo­me­bi mi­i­Ros am ad­gi­lis Sec­v­lis­T­vis, an am ad­
gi­lis mo­ni­to­rin­gis­T­vis.

ro­de­sac mos­wav­le­e­bis di­di ma­sa viw­ro ki­be­eb­ze er­T­d­ro­u­

lad moZ­ra­obs, an ro­de­sac mos­wav­le­e­bis di­di ra­o­de­no­ba er­
T­d­ro­u­lad cdi­lobs bu­fe­tis SezRu­du­li re­sur­se­bis aT­vi­
se­bas, an ro­de­sac das­ve­ne­beb­ze tu­a­le­te­bi da­ka­ve­bu­lia, iz­r­
de­ba imis al­ba­To­ba, rom mos­wav­le­eb­Si ara­jan­sa­Ri kon­ku­ren­
cia ga­iz­r­de­ba am siv­r­ce­e­bis da­ka­ve­bis miz­niT.

prob­le­mu­ria spor­tu­li mo­ed­ne­bis ga­mo­ye­ne­bis sa­kiTxi, kom­

pi­u­te­ru­li oTa­xe­bis re­sur­seb­ze xel­mi­saw­v­do­mo­ba da ko­
ri­do­reb­Si moZ­ra­o­bis prin­ci­pe­bi. zo­gi­er­Ti mos­wav­le cdi­
lobs, sxve­bis xar­j­ze mo­i­po­vos upi­ra­te­si uf­le­ba SezRu­dul
re­sur­seb­ze, rac kon­f­liq­tebs iw­vevs. gar­da imi­sa, rom sko­
la aq­ti­u­rad un­da as­wav­li­des mos­wav­le­ebs, Tu ro­gor un­da
mo­iq­c­nen, sko­lam Se­saZ­loa ase­ve sa­ku­Ta­ri fi­zi­ku­ri ga­re­mos
ga­mo­ye­ne­bis efeq­tu­ri da­geg­m­vis me­qa­niz­me­bic ga­mo­i­ye­nos. ma­
128 si­m on ja­n a­S ia

ga­li­Tad, gak­ve­Ti­le­bis cxri­lis va­ri­re­ba sa­sar­geb­loa imis­

T­vis, rom di­di das­ve­ne­be­bi sxva­das­x­va kla­sis mos­wav­le­ebs
sxva­das­x­va dros hqon­deT. aman Se­saZ­loa Se­am­ci­ros sxva­das­
x­va siv­r­cis dat­vir­T­va da Se­am­ci­ros kon­ku­ren­cia, rac zog
Sem­Tx­ve­va­Si kon­f­liq­tebs iw­vevs.

Tu sko­la­Si prob­le­mu­ri siv­r­ce­e­bi ar­se­bobs, Se­saZ­le­be­lia

sa­meT­val­yu­reo ka­me­re­bis ga­mo­ye­ne­bac. Tum­ca, am ka­me­re­bis
ga­mo­ye­ne­ba su­lac ar aris efeq­tu­ri grZel­va­di­an per­s­peq­ti­
va­Si: ka­me­re­bi nak­le­bad as­wav­lis mos­wav­le­ebs imas, Tu ro­gor
un­da mo­iq­c­nen da ubiZ­gebs maT, kon­f­liq­ti iseT ad­gi­leb­Si ga­
da­i­ta­non, sa­dac sko­lis war­mo­mad­gen­le­bi ver da­i­na­xa­ven.

sko­lis in­f­ras­t­ruq­tu­ra imis­T­vi­sac Se­iZ­le­ba ga­mo­vi­ye­noT,

rom Za­la­do­bis sa­wi­na­aR­m­de­go po­zi­ti­u­ri gzav­ni­le­bi ga­
vug­zav­noT mos­wav­le­ebs. cno­bi­lia, rom TviT­dam­k­vid­re­bis
prob­le­ma mniS­v­ne­lov­nad ga­na­pi­ro­bebs mos­wav­le­e­bis mid­re­
ki­le­bas Za­la­do­bis­ken. Tu sko­lis te­ri­to­ri­a­ze iq­ne­ba mos­
wav­le­e­bis aRi­a­re­bis mra­va­li ni­mu­Si Se­saZ­loa es po­zi­ti­u­ri
gan­m­t­ki­ce­ba da TviT­dam­k­vid­re­bis po­zi­ti­u­ri gza re­a­lu­ri
al­ter­na­ti­va gax­des mos­wav­le­e­bis­T­vis.

bu­neb­ri­vi ka­tak­liz­me­bi

ne­bis­mi­e­ri sko­la sa­qar­T­ve­lo­Si mzad un­da iyos mi­wis­Z­v­riT

ga­mow­ve­u­li Se­saZ­lo ngre­vis­T­vis. amis­T­vis mniS­v­ne­lo­va­nia,
rom sko­lam pe­ri­o­du­lad Se­a­mow­mos sa­ku­Ta­ri in­f­ras­t­ruq­
tu­ra da dro­u­lad eca­dos aR­mofx­v­ras is xar­ve­ze­bi, ra­mac Se­
saZ­loa mi­wis­Z­v­ris dros kri­ti­ku­li prob­le­me­bi ga­mo­iw­vi­os.
ked­leb­ze, Wer­ze, iatak­ze, ki­be­eb­ze ar­se­bu­li bza­re­bi mniS­v­
ne­lo­va­ni in­di­ka­to­re­bia imis­T­vis, rom sko­la­Si yof­na mi­wis­
Z­v­ris dros Se­saZ­loa usaf­r­Txo ar iyos. zo­gi­erT sko­la­Si
ase­ve mniS­v­ne­lo­va­nia wyal­di­do­beb­Tan an mewye­reb­Tan da­kav­
Si­re­u­li zo­me­bis mi­Re­bac.

sko­lam un­da as­wav­los mos­wav­le­eb­sa da sa­ku­Tar per­so­nals,

Tu ro­gor un­da mo­iq­c­nen mi­wis­Z­v­ris Sem­Tx­ve­va­Si. mi­wis­Z­v­ris
dros mniS­v­ne­lo­va­nia, rom mos­wav­le­ebs vas­wav­loT, ro­gor
da­to­von Se­no­ba, xo­lo im Sem­Tx­ve­veb­Si, ro­de­sac Se­no­bis da­
mos­w av­l e­z e ori­e n­t i­r e­b u­l i sas­k o­l o fi­z i­k u­r i ga­r e­m o
129

to­ve­ba saf­r­Txes­Tan aris da­kav­Si­re­bu­li (mag. ki­be­e­bis ga­mo­

ye­ne­ba da sxv), ro­gor un­da mo­ix­ma­ron sko­lis in­ven­ta­ri (ma­ga­
li­Tad mer­xe­bi) Ta­vis da­sa­ca­vad.

sko­lam wlis gan­mav­lo­ba­Si auci­leb­lad un­da Ca­a­ta­ros var­ji­

Si ka­tak­liz­meb­Tan da­kav­Si­re­biT, sa­dac re­a­lu­ri vi­Ta­re­bis
si­mu­li­re­ba mox­de­ba. mniS­v­ne­lo­va­nia, rom sko­la­Si ar­se­bob­
des xmo­va­ni sig­na­li, ro­me­lic sko­lis mTel Se­mad­gen­lo­bas
saf­r­Txis Se­sa­xeb ac­no­bebs. ase­ve mniS­v­ne­lo­va­nia, rom sko­la­
Si mra­val Tval­sa­Ci­no ad­gi­las ga­mok­ru­li iyos mok­led, ga­sa­
ge­bad da Se­saZ­leb­lo­bis far­g­leb­Si vi­zu­a­lu­rad ga­mo­xa­tu­li
in­s­t­ruq­cia, Tu ro­gor un­da mo­iq­ces mos­wav­le an per­so­na­lis
war­mo­mad­ge­ne­li kri­ti­kul si­tu­a­ci­a­Si.

xan­Za­ri

xan­Zar­sa­wi­na­aR­de­go zo­me­bi mra­val moq­me­de­bas gu­lis­x­mobs.

sa­Wi­roa, rom sko­la yu­radRe­bas aq­cev­des, Tu ra ma­sa­lebs
ina­xavs Ta­vis te­ri­to­ri­a­ze. xSi­rad, prob­le­mu­ria sar­da­fe­bi­
sa da sxve­nis mdgo­ma­re­o­ba, sa­dac, na­ga­vi grov­de­ba da zog­jer
ga­u­mar­Ta­via eleq­t­ro­gay­va­ni­lo­ba. amas­Tan er­Tad, sa­bu­ne­
bis­mety­ve­lo la­bo­ra­to­ri­eb­Si Se­saZ­loa ina­xe­bo­des ad­vi­lad
aale­ba­di qi­mi­ka­te­bi an ga­zis ba­lo­ne­bi.

sko­lis ad­mi­nis­t­ra­ci­am re­gu­la­ru­lad un­da Ca­a­ta­ros sko­

lis daT­va­li­e­re­ba xan­Zar­sa­wi­naR­m­de­go Tval­saz­ri­siT. mniS­v­
ne­lo­va­nia, rom es Se­mow­me­be­bi for­ma­li­ze­bu­li iyos da ar­se­
bob­des am Se­mow­me­be­bis an­ga­ri­Se­bi. am Sem­Tx­ve­va­Si, Se­mow­me­bis
Cam­ta­reb­lis pa­su­xis­m­geb­lo­ba maR­l­de­ba. man icis, ris Se­mow­
me­bas elis mis­gan ad­mi­nis­t­ra­cia.

sko­las, eva­ku­a­ci­is geg­ma un­da hqon­des. mag­ram, amas­Tan er­Tad,

mniS­v­ne­lo­va­nia, rom es geg­ma ga­sa­ge­bi iyos mos­wav­le­e­bis­T­vis
da sas­ko­lo per­so­na­lis­T­vis. swo­red am miz­nis miRwevisTvis
mniS­v­ne­lo­va­nia, rom sko­la­Si var­ji­Se­bi Ca­tar­des.

eva­ku­a­ci­is geg­mis gar­da, sko­la­Si Se­no­bis da­to­ve­bis ram­de­ni­

me gza un­da ar­se­bob­des. aefeqturi evakuaciisTvis, mniS­v­ne­
lo­va­nia, rom sko­lis ki­be­e­bi Ta­vi­su­fa­li iyos ba­ri­e­re­bis­gan.
130 si­m on ja­n a­S ia

xan­Z­ris gav­r­ce­le­bas xels uS­lis ko­ri­do­rebs So­ris da­ke­ti­

li ka­ris ar­se­bo­ba.

sag­zao usaf­r­Txo­e­ba

sko­le­bis ume­te­so­ba gzeb­Tan ax­los mde­ba­re­obs. sa­Wi­ro xde­ba

mos­wav­le­e­bis­T­vis sag­zao usaf­r­Txo­e­bis swav­le­ba. amav­d­ro­u­
lad, sko­le­bi Se­saZ­loa zru­nav­d­nen qu­Ca­Si im­g­va­ri ba­ri­e­re­
bis da­ye­ne­ba­ze, rom­le­bic xels Se­uS­lis mos­wav­le­ebs qu­Ca­ze
ga­dairbinon. mra­val qve­ya­na­Si, mSob­lebs So­ris mo­xa­li­se­e­bs
ar­Ce­ven, isi­ni sag­zao moZ­ra­o­bas are­gu­li­re­ben, ra­Ta mos­wav­
le­e­bs gakveTilebis dasrulebis Semdeg qu­Ca­ze usaf­r­Txod
ga­das­v­lis Se­saZ­leb­lo­ba mi­e­ces.

sko­lis usaf­r­Txo­e­bis­T­vis, gan­sa­kuT­re­biT ki, um­c­ros­k­la­

se­le­bis usaf­r­Txo­e­bis­T­vis, mniS­v­ne­lo­va­nia, sko­lis ezo iyos
SemoRobili. es mi­ni­mu­mam­de da­iy­vans mos­wav­le­e­bis ara­da­geg­
mil moZ­ra­o­bas sko­lis te­ri­to­ri­i­dan qu­Cis­ken.
mos­w av­l e­z e ori­e n­t i­r e­b u­l i sas­k o­l o fi­z i­k u­r i ga­r e­m o
131

Zi­ri­Ta­di siv­r­ce­e­bis mowyo­ba

sak­la­so oTa­xe­bi

dRis ume­tes na­wils mos­wav­le­e­bi sak­la­so oTa­xeb­Si ata­re­ben.

ami­tom, mniS­v­ne­lo­va­nia, rom kla­seb­Si jan­sa­Ri, kom­for­tu­li
da po­zi­ti­u­ri qce­ve­bis wa­ma­xa­li­se­be­li ga­re­mo iyos Seq­m­ni­li.
cxa­dia, ga­re­mo­Si, pir­vel rig­Si, igu­lis­x­me­ba so­ci­a­lu­ri ga­
re­mo, ur­Ti­er­To­be­bi sxva bav­S­veb­Tan, mas­wav­leb­leb­Tan, stum­
reb­Tan. Tum­ca, ga­re­mos mniS­v­ne­lo­va­ni Se­mad­ge­ne­lia mi­si fi­
zi­ku­ri na­wi­lic.

sam­wu­xa­rod, sa­qar­T­ve­los mra­val sko­la­Si sak­la­so oTa­xeb­Si

sak­ma­od Ra­ri­bi fi­zi­ku­ri ga­re­moa. dawye­biT sa­fe­xur­ze Se­da­
re­biT xSi­rad vxvde­biT xol­me sak­la­so oTa­xeb­Si mos­wav­le­e­bis
na­mu­Sev­re­biT gam­did­re­bul Tbil siv­r­ce­ebs. sa­ba­zo da sa­Su­a­
lo sa­fe­xu­reb­ze ked­le­bi xSi­rad ca­ri­e­lia. zogierT sko­la­Si
sak­la­so oTa­xeb­Si kedlebze Camokidebuli TvassaCinoebebi
mos­wav­le­e­bis Si­na­gan in­te­ress nak­le­bad Se­e­sa­ba­me­ba. es zog­
jer aris ra­i­me stan­dar­tu­li pla­ka­ti an fo­to-rep­ro­duq­
cia. xSi­ria sak­la­so oTa­xeb­Si lo­zun­ge­bi, rom­le­bic droTa
ganmavlobaSi Ta­vis mniS­v­ne­lo­bas kar­gaven.

sak­la­so oTa­xe­bis ked­le­bi mniS­v­ne­lo­van in­for­ma­ci­as ata­

rebs sko­la­Si dam­k­vid­re­bu­li Ri­re­bu­le­be­bis Se­sa­xeb. sak­la­
so oTax­Si, sa­dac Tval­sa­Ci­no ad­gi­las ga­mok­ru­lia is, Tu ra
mo­lo­di­ne­bi aqvs mas­wav­le­bels kla­sis mi­marT, mos­wav­le­e­bi
uke­Te­sad moq­ce­vas cdi­lo­ben. iq, sa­dac sak­la­so oTax­Si mer­
xe­bi Ta­vi­suf­lad aris gan­la­ge­bu­li, an iq, sa­dac mer­xe­bi ise
dgas, rom mas­wav­leb­le­bi da mos­wav­le­bi er­T­ma­ne­Tis­gan fi­zi­
ku­rad ar ari­an gan­cal­ke­ve­bul­ni an ierar­qi­u­lad daq­vem­de­ba­
re­bu­le­bi, vi­ciT, rom mos­wav­le­e­bi da mas­wav­leb­le­bi er­T­ma­
ne­Tis mo­saz­re­bebs pa­ti­vis­ce­miT epy­ro­bi­an.

efeq­tu­ria, ro­de­sac sak­la­so oTa­xis ked­lebs mos­wav­le­e­bi

sa­ku­Ta­ri mo­saz­re­be­bis ga­mo­sa­xa­ta­vad iye­ne­ben. es Se­iZ­le­ba
ked­leb­ze qa­Ral­de­bis gak­v­ri­Tac mox­des. Tum­ca, im sko­leb­Si,
sa­dac amis sa­Su­a­le­ba ar­se­bobs, ase­ve Se­saZ­le­be­lia ked­le­bis
spe­ci­a­lu­ri xsna­riT (sa­Re­ba­vis­mag­va­ri ma­sa­liT) da­mu­Sa­ve­ba,
ro­mel­zec mar­ke­re­biT Seg­viZ­lia vwe­roT. ro­de­sac sa­xa­ta­vi
132 si­m on ja­n a­S ia

da sa­we­ri siv­r­ce iz­r­de­ba, mos­wav­le­ebs xSi­rad imis sur­vi­li

uC­n­de­baT, rom axal ide­eb­ze grZel­va­di­a­nad imu­Sa­on. sa­we­rad
di­di siv­r­ce­e­bis ar­se­bo­ba sa­Su­a­le­bas iZ­le­va, rom erT gak­ve­
Til­ze war­mo­So­bi­li idea, waS­lis ga­re­Se, Sem­deg gak­ve­Til­ze,
an Sem­deg dRes gan­vi­Tar­des.

sak­la­so oTa­xis siv­r­ce mor­ge­bu­li un­da iyos mos­wav­le­e­bis

asaks. ma­Sin, ro­de­sac mos­wav­le­e­bi jer pa­ta­re­bi ari­an, mniS­
v­ne­lo­va­nia, rom ara mxo­lod mer­xe­bi da ska­me­bi, ara­med sxva
ave­jic da zo­ga­dad kla­sis mowyo­bac ma­Ti Se­sa­ba­mi­si iyos.
pa­ta­re­bi kom­for­tu­lad grZno­ben Tavs iatak­ze jdo­mi­sas,
ro­de­sac Se­saZ­leb­lo­ba aqvT, zo­gi­erT gak­ve­Til­ze nox­ze an
far­dag­ze das­x­d­nen da er­T­ma­neTs an mas­wav­le­bels mo­us­mi­non.
ase­ve mniS­v­ne­lo­va­nia, rom tan­sac­m­lis an Can­Te­bis sa­ki­de­bi im
si­maR­le­ze iyos gan­la­ge­bu­li, rom mos­wav­le­e­bi da­mo­u­ki­deb­
lad axer­xeb­d­nen sa­ku­Ta­ri niv­Te­bis mov­las. mniS­v­ne­lo­va­nia,
rom mos­wav­le­e­bis si­maR­les Se­e­sa­ba­me­bo­des im Ta­ro­e­bis si­
maR­le, sa­dac Se­saZ­loa sxva­das­x­va niv­Ti an wig­ne­bi iyos gan­
la­ge­bu­li.

ven­ti­la­cia

sak­la­so oTa­xeb­Si sak­ma­ri­si ven­ti­la­ci­is sa­Wi­ro­e­ba­ze uk­ve

vi­sa­ub­reT, ami­tom aq mxo­lod imas da­va­ma­teb, rom ga­ni­a­ve­bas­
Tan da­kav­Si­re­biT mi­Ti­Te­be­bi yve­la mas­wav­le­bels un­da mi­
e­ces. ase­ve, ven­ti­la­ci­is mniS­v­ne­lo­bis Se­sa­xeb, sa­sur­ve­lia,
rom mSob­leb­sac ga­ne­mar­toT. axa­li mas­wav­leb­le­bis sko­la­Si
mi­Re­bis dros maT un­da ga­ne­mar­toT, rom sko­la­Si moq­me­debs
gar­k­ve­u­li we­se­bi imas­Tan da­kav­Si­re­biT, Tu ro­gor un­da iz­
ru­nos mas­wav­le­bel­ma sak­la­so oTa­xe­bis ga­ni­a­ve­ba­ze.

ga­na­Te­ba

sak­la­so oTax­Si ara mxo­lod sak­ma­ri­si ga­na­Te­baa mniS­v­ne­lo­

va­ni, ara­med isic, rom ga­na­Te­ba xels ar uS­li­des swav­lis pro­
cess. far­debi an ma­Ti sa­ki­de­bi advilad zi­an­de­ba. sak­la­so
oTa­xe­bis dac­va pir­da­pi­ri mzis­gan mniSvnelovania jan­sa­Ri ga­
re­mos ar­se­bo­bis­T­vis. sak­la­so oTa­xeb­Si dRis ga­na­Te­ba unda
War­bob­des xe­lov­nur ga­na­Te­bas. Tumca aucilebelia pir­da­pi­
ri mzis sxi­ve­biT ga­mow­ve­u­li dis­kom­for­tis Sem­ci­reba.
mos­w av­l e­z e ori­e n­t i­r e­b u­l i sas­k o­l o fi­z i­k u­r i ga­r e­m o
133

far­deb­ze uke­Te­si ga­mo­sa­va­lia fan­j­re­bis Tav­ze, ga­re­dan spe­

ci­a­lu­ri, mar­ti­vi mzis da­sab­lo­ki maC­r­di­leb­le­bis ga­ke­Te­ba.
ma­Ti meS­ve­o­biT, Su­adRis mwve­li mze nak­le­bad Se­a­wu­xebs mos­
wav­le­ebs. amav­d­ro­u­lad, isi­ni ar sa­Wi­ro­ebs xSir ga­moc­v­las
da grZel­va­di­an per­s­peq­ti­va­Si nak­leb xar­jeb­Tan aris da­kav­
Si­re­bu­li.

mniS­v­ne­lo­va­nia, rom sak­la­so oTa­xe­bis ked­le­bi im­g­va­ri ma­

sa­liT iyos da­fa­ru­li, rac si­naT­lis Se­ma­wu­xe­bel arek­v­las
Se­am­ci­rebs. es exe­ba ase­ve imas, Tu ra ki­dia sak­la­so oTa­xe­
bis ked­leb­ze. Tu ked­leb­ze Su­Sa­Si Cas­mu­li rep­ro­duq­ci­e­bi,
an pla­ka­te­bi ki­dia da oTa­xis ga­na­Te­ba pir­da­pi­ri mzis Su­qiT
xde­ba, ana­rek­l­ma Se­saZ­loa swav­las xe­li Se­u­Sa­los.

sak­la­so oTa­xe­bis uke­Tes ga­na­Te­ba­ze moq­me­debs isic, Tu ro­

go­ria fan­j­re­bi. fan­j­re­bi rom mud­mi­vad suf­Ta un­da iyos,
al­baT Ta­vis­Ta­vad cxa­dia. kom­for­tu­li da sa­si­a­mov­no ga­na­
Te­bis uz­run­vel­sa­yo­fad ki Se­saZ­le­be­lia fan­j­re­bis spe­ci­a­
lu­ri sa­Re­ba­ve­biT mo­xat­vac. amas bev­ri sko­la ake­Tebs sa­qar­
T­ve­lo­Si, mag­ram ume­te­sad dawye­biT kla­seb­Si. mo­xat­va xSi­rad
axa­li wlis ar­da­de­ge­bis win xde­ba xol­me. sa­ba­zo da sa­Su­a­lo
sa­fe­xur­zec da ara mxo­lod zam­T­ris ar­da­de­ge­bis win, mos­wav­
le­ebs fan­j­re­bis mo­xat­va sak­ma­od exa­li­se­baT.

ka­re­bi

sa­qar­T­ve­los bevr sko­la­Si sak­la­so oTa­xe­bis ka­re­bi sak­ma­

od cud dRe­Sia. bev­ri maT­ga­ni Se­lan­ZRu­lia ma­Ti aras­wo­rad
ga­mo­ye­ne­bis ga­mo. mos­wav­le­e­bi xSi­rad uxe­Sad epy­ro­bi­an maT.
sa­sur­ve­lia, rom ka­rebs hqon­des spe­ci­a­lu­ri mowyo­bi­lo­be­bi,
rom­le­bic Se­am­ci­rebs ma­Ti ga­ja­xu­ne­bis al­ba­To­bas. ase­ve Se­
saZ­le­be­lia, sko­lam Se­mo­i­Ros we­sad, rom Ses­ve­ne­be­bi­sas kla­
sis ka­ri Ri­ad rCe­bo­des. imis­T­vis, rom ka­ris xSi­ri ga­Re­ba ar
iyos sa­Wi­ro da imis­T­vis, rom vi­co­deT Tu ra xde­ba kars miR­ma,
kargis Tu, ka­ris na­wi­li Su­Sis­aa. mos­wav­le ad­vi­lad mi­ag­nebs
mas­wav­le­bels, xolo sko­lis ad­mi­nis­t­ra­ci­a ko­ri­dor­Si gav­
li­sas na­xavs, ro­me­li oTa­xia da­ka­ve­bu­li.

sko­lis di­za­i­nis Se­mu­Sa­ve­bi­sas ase­ve Se­saZ­le­be­lia ga­viT­va­

lis­wi­noT, rom sak­la­so oTa­xe­bis ka­re­bi er­T­ma­ne­Tis gver­diT
134 si­m on ja­n a­S ia

da zus­tad er­T­ma­ne­Tis pi­ris­pir ar iyos gan­la­ge­bu­li. am­g­va­

ri gan­la­ge­ba xels uwyobs sak­la­so oTa­xebs So­ris xma­u­ris ad­
vi­lad gav­r­ce­le­bas. ka­ri uf­ro uke­Te­sad ata­rebs xmas, vid­re
ke­de­li. Se­sa­ba­mi­sad, Tu mos­wav­le­ebs films vaC­ve­nebT, sa­sur­
ve­lia, rom gver­diT oTax­Si fil­mis xma xels ar uS­li­des gak­
ve­Ti­lis Ca­ta­re­bas.

usaf­r­Txo­e­bis­T­vis ase­ve mniS­v­ne­lo­va­nia, rom sak­la­so oTa­xis

ka­ri ko­ri­do­ris mxa­res iRe­bo­des. im Sem­Tx­ve­va­Si, Tu bav­S­ve­
bis eva­ku­a­ciaa sa­Wi­ro, Se­saZ­loa, bav­S­ve­bi ara­or­ga­ni­ze­bu­lad
mi­awy­d­nen kars. ro­de­sac ka­ri Sig­niT iRe­ba, ma­Sin mi­si ga­Re­ba
Znel­de­ba. es prob­le­ma exe­ba ase­ve sko­lis Zi­ri­Ta­di Se­mo­sas­
v­le­lis, spor­tu­li dar­ba­zis, bu­fe­tis, sa­aq­to dar­ba­zi­sa da
ko­ri­do­re­bis Cam­ket ka­reb­sac.

wig­ne­bi

mos­wav­le­e­bs kiTx­vis mi­marT interesi rom gauCndes, mniS­v­ne­

lo­va­nia, sak­la­so oTa­xeb­Si iyos wig­ne­bi. es ar aris rTu­li.
Se­saZ­loa, mos­wav­le­eb­ma Ta­vad mo­i­ta­non sax­li­dan ram­de­ni­me
wig­ni. sasurvelia, sko­la­Si Ca­tar­des wig­ne­bis Seg­ro­ve­bis Ro­
nis­Zi­e­be­bi, sa­dac sko­lis Te­mi, sko­la­dam­Tav­re­bu­le­bi da sko­
lis me­gob­re­bi ama Tu im klass sak­la­so bib­li­o­Te­kebs Seq­m­na­Si
da­em­x­ma­re­bi­an.

klas­Si ar­se­bu­li wig­ne­bi swo­red bav­S­ve­bis mi­er da bav­S­ve­bis

in­te­re­se­bi­dan ga­mom­di­na­re iyos Ser­Ce­u­li. xan­da­xan uf­ro­
se­bi cdi­lo­ben, bav­S­vebs ma­Ti asa­kis Se­u­sa­ba­mo li­te­ra­tu­ra
Ses­Ta­va­zon. mos­wav­le­e­bis na­wils wig­nis ga­reg­no­ba an mo­cu­
lo­ba aSi­nebs da maT wa­kiTx­va­ze uars am­bobs. mas­wav­le­bel­ma
mi­zan­mi­mar­Tu­lad unda ga­mo­i­ye­nos es wig­ne­bi. sa­sar­geb­loa,
rom gak­ve­Ti­le­bis na­wi­li mxolod kiTx­vas da­eT­mos. aseT
dros bav­S­ve­bi Ta­vad ir­Ce­ven kla­sis bib­li­o­Te­ka­Si ar­se­bul
ro­me­li­me wigns da gak­ve­Ti­lis gan­mav­lo­ba­Si kiTxu­lo­ben mas.
Se­saZ­le­be­lia wig­ne­bis ga­ta­na sax­l­Si Sa­baT-kvi­ras da ar­da­de­
geb­ze.
mos­w av­l e­z e ori­e n­t i­r e­b u­l i sas­k o­l o fi­z i­k u­r i ga­r e­m o
135

teq­no­lo­gi­e­bi

kom­pi­u­te­ru­li dar­ba­ze­bi

kom­pi­u­te­ru­li dar­ba­ze­bi sxva­das­x­va sko­la­Si sxva­das­x­va war­

ma­te­biT ga­mo­i­ye­ne­ba. mi­na­xavs sko­le­bi, sa­dac gak­ve­Ti­le­bis
Sem­deg kom­pi­u­te­re­bis oTax­Si praq­ti­ku­lad ara­vin aris xol­
me. es ise­Ti sko­le­bia, sa­dac kom­pi­u­te­re­bis da­zi­a­ne­bis­gan
dac­va­ze mets fiq­ro­ben, vid­re ima­ze, rom mos­wav­le­ebs dro
mis­cen kom­pi­u­te­re­bis ga­mo­sa­ye­neb­lad. mos­wav­le­e­bis ume­te­
so­bas sa­qar­T­ve­lo­Si jer ki­dev ar aqvs kom­pi­u­te­ri sax­l­Si.
sko­lis kom­pi­u­te­ri, aseT Sem­Tx­ve­va­Si, mos­wav­lis­T­vis Se­saZ­
loa am teq­no­lo­gi­is ga­mo­ye­ne­bis er­Ta­der­Ti sa­Su­a­le­ba iyos.
mniS­v­ne­lo­va­nia, sko­lam iz­ru­nos ima­ze, rom sa­ku­Ta­ri re­sur­
se­bi maq­si­ma­lu­rad mo­ax­ma­ros mos­wav­le­ebs. amis­T­vis sa­sur­ve­
lia, rom sko­lam gak­ve­Ti­le­bis Sem­deg kom­pi­u­te­ru­li oTa­xi
Ria da­to­vos imis­T­vis, rom mos­wav­le­eb­ma mi­si Ta­vi­su­fa­li ga­
mo­ye­ne­ba SeZ­lon.

cxa­dia, rom kom­pi­u­te­rebs sa­Ta­na­do mov­la sWir­de­ba, rad­gan

ma­Ti aras­wo­ri ga­mo­ye­ne­ba ga­uT­va­lis­wi­ne­bel da did xar­jebs
Se­iZ­le­ba da­u­kav­Sir­des. ami­tom, im sko­leb­Si, sa­dac mos­wav­
le­ebs Ta­vi­suf­lad Se­uZ­li­aT gak­ve­Ti­le­bis Sem­deg ko­mi­u­te­
re­bis ga­mo­ye­ne­ba, kom­pi­u­te­ru­li dar­ba­ze­bis mo­ni­to­rin­gic
auci­leb­lad xde­ba. sa­u­ke­Te­so gzaa, ro­de­sac kom­pi­u­te­rul
dar­baz­Si TanamSromeli, sa­u­ke­Te­so Sem­Tx­ve­va­Si, sko­lis in­
for­ma­ci­u­li me­ne­je­ri an ko­mu­ni­ka­ci­u­ri teq­no­lo­gi­e­bis mas­
wav­le­be­li im­yo­fe­ba. aseT Sem­Tx­ve­va­Si, am ada­mi­ans gar­k­ve­u­li
rCe­ve­bis mi­ce­mac Se­uZ­lia mos­wav­le­e­bis­T­vis.

bevr sko­la­Si prob­le­ma kom­pi­u­te­re­bis sim­ci­rea. es ki Se­saZ­

loa ara­jan­saR kon­ku­ren­ci­as iw­vev­des SezRu­du­li re­sur­se­
bis mox­ma­re­ba­ze. Tu sko­las ram­de­ni­me kom­pi­u­te­ru­li dar­ba­
zis sa­Su­a­le­ba aqvs, Se­saZ­le­be­lia, rom dar­ba­ze­bi asa­kob­ri­vi
niS­niT da­i­yos. er­Ti dar­ba­zi ga­mo­yo­fi­li iyos dawye­bi­Ti sa­
fe­xu­ris, me­o­re - sa­ba­zo da me­sa­me - sa­Su­a­lo sa­fe­xu­ris­T­vis.
cxa­dia, ase­Ti Se­saZ­leb­lo­ba mxo­lod er­Te­ul sko­lebs aqvT.
ami­tom ga­mo­sa­va­li kom­pi­u­te­ru­li dar­ba­ze­bis ga­mo­ye­ne­bis
gra­fi­kis da­we­se­ba Se­iZ­le­ba iyos, ro­de­sac kvi­ris gar­k­ve­ul
136 si­m on ja­n a­S ia

dRe­eb­Si an dRis sxva­das­x­va sa­aT­Si dar­ba­zi gar­k­ve­u­li sa­fe­

xu­ris mos­wav­le­bis mi­er ga­mo­i­ye­ne­ba.

kom­pi­u­te­ru­li dar­ba­zi, bib­li­o­Te­ka da msgav­si siv­r­ce­e­bi,

Se­saZ­loa, mniS­v­ne­lo­va­ni iyos im mos­wav­le­e­bis­T­vis, rom­leb­
sac gak­ve­Ti­le­bis dam­Tav­re­bis Sem­deg sax­l­Si ma­Sin­ve was­v­la
ar un­daT. zo­gi gan­sa­kuT­re­bu­lad da­in­te­re­se­bu­lia teq­no­
lo­gi­e­bis Ses­wav­liT. zogs ki sax­l­Si ima­ze uare­si fi­zi­ku­ri
an fsi­qo­lo­gi­u­ri ga­re­mo elis, vid­re sko­la­Si. Se­saZ­le­be­lia,
rom sko­lam es siv­r­ce­e­bi mos­wav­le­ebs Ses­Ta­va­zos, ro­gorc
gak­ve­Ti­le­bis­ Sem­d­go­mi ser­vi­sis da­geg­mi­li na­wi­li. es da­ex­ma­
re­bo­da mSob­lebs, rom­leb­sac ar aqvT sa­Su­a­le­ba, gak­ve­Ti­le­
bis dam­Tav­re­bis­Ta­na­ve mo­a­kiTxon sa­ku­Tar Svi­lebs. mSob­lebs
eco­di­ne­bo­daT, rom ma­Ti Svi­li rCe­ba kom­pi­u­te­rul dar­baz­Si,
ro­mel­sac mud­mi­vad adev­nebs Tval­yurs zrdas­ru­li.

kom­pi­u­te­rul dar­ba­zeb­Si erT-er­Ti prob­le­mu­ri na­wi­lia

mos­wav­le­e­bis kon­ku­ren­cia maT So­ris - vi­sac kom­pi­u­te­re­bis
sa­Ta­ma­Sod ga­mo­ye­ne­ba surs da maT So­ris - vi­sac kom­pi­u­te­ri
aka­de­mi­u­ri miz­nis mi­saR­we­vad sWir­de­ba. sko­la un­da zru­nav­
des ima­ze, rom swo­red me­o­re jgufs mis­ces upi­ra­te­so­ba, xo­
lo pir­ve­li jgu­fi ga­nawyos, rom kom­pi­u­te­re­bi aka­de­mi­u­ri
miz­ne­bis­T­vis ga­mo­i­ye­nos. Tu sko­las aqvs Ta­ma­Se­bis sa­wi­na­aR­
m­de­go po­li­ti­ka, ma­Sin mniS­v­ne­lo­va­nia, rom kom­pi­u­te­re­bi ise
iyos gan­la­ge­bu­li, rom ad­vi­lad Can­des, Tu vin ri­Tia da­ka­
ve­bu­li kom­pi­u­te­rul dar­baz­Si. yve­la­ze efeq­tu­ri am mxriv,
kom­pi­u­te­re­bis ked­le­bis gas­w­v­riv wri­u­lad gan­la­ge­baa. am­g­
va­ri gan­la­ge­ba ase­ve in­ter­ne­tis Si­na­ar­sis mo­ni­to­rin­gis uke­
Tes sa­Su­a­le­bas iZ­le­va.

mos­wav­le­e­bi kom­pi­u­te­rebs xSi­rad iye­ne­ben jgu­fu­rad. xan­da­

xan isi­ni pro­eq­t­ze, ra­i­me sa­in­te­re­so in­for­ma­ci­is mo­Zi­e­ba­ze
an ga­da­ce­ma­ze er­Tad mu­Sa­o­ben. ami­tom, mniS­v­ne­lo­va­nia, rom
ram­de­na­dac Se­saZ­le­be­lia, ska­me­bis ra­o­de­no­ba kom­pi­u­te­rul
dar­baz­Si aRe­ma­te­bo­des kom­pi­u­te­re­bis ra­o­de­no­bas.

SeZ­le­bul sko­leb­Si kom­pi­u­te­ru­li oTa­xe­bis­T­vis xSi­rad yi­

du­lo­ben gor­go­la­We­bi­an sa­o­fi­se ska­mebs. ase­Ti ska­me­bi sak­ma­
od prob­le­mu­ria. mos­wav­le­e­bi si­a­mov­ne­biT da­go­ra­ven kom­pi­
u­te­ru­li dar­ba­zis mTel siv­r­ce­Si, rac, xma­u­ris gar­da, Se­ja­
mos­w av­l e­z e ori­e n­t i­r e­b u­l i sas­k o­l o fi­z i­k u­r i ga­r e­m o
137

xe­bebs iw­vevs. gor­go­la­We­bi ad­vi­lad fuW­de­ba. am­g­va­ri ska­mis

fe­xe­bi ki ad­vi­lad is­v­re­ba imis ga­mo, rom maT­ze mos­wav­le­e­bi
fe­xebs awyo­ben. ami­tom, ga­moc­di­le­ba gvaC­ve­nebs, rom uke­Te­
sia, Tu kom­pi­u­te­rul oTax­Si Cve­u­leb­riv, gam­Z­le ska­mebs gan­
va­Tav­sebT.

in­ter­ne­ti

in­ter­ne­tis ar­se­bo­ba sko­la­Si mniS­v­ne­lov­nad cvlis ga­re­mos.

ma­Sin, ro­de­sac mo­bi­lu­ri teq­no­lo­gi­e­bi sul uf­ro xel­mi­
saw­v­do­mi xde­ba da am teq­no­lo­gi­e­bis meS­ve­o­biT in­ter­net­Si
Ses­v­la mar­ti­via, mos­wav­le­e­bi xSi­rad iwye­ben mis ga­mo­ye­ne­bas
swav­lis pro­ces­Si da pro­ce­sis pa­ra­le­lu­rad. es, er­Ti mxriv,
mra­val prob­le­mas­Tan aris da­kav­Si­re­bu­li, mag­ram mniS­v­ne­
lov­nad po­zi­ti­u­ri gav­le­nis mom­ta­nic Se­iZ­le­ba iyos.

Tu sko­la mis te­ri­to­ri­a­ze uka­be­lo in­ter­ne­tis qse­lis ga­

ke­Te­bas ga­dawy­vets da mos­wav­le­eb­sac Car­Tavs mas­Si, erT-er­
Ti prob­le­ma rac auci­leb­lad moh­y­ve­ba am­g­var ga­dawy­ve­tas,
iq­ne­ba mos­wav­le­e­bis­T­vis xel­mi­saw­v­do­mi Si­na­ar­sis re­gu­li­
re­ba. Se­saZ­loa, sas­ko­lo sa­in­ter­ne­to qse­li gar­k­ve­ul ti­pis
sa­i­tebs fil­t­rav­des, mag­ram es ma­inc ara­so­des aris sak­ma­ri­
si. mos­wav­le­ebs yo­vel­T­vis aqvT Se­saZ­leb­lo­ba, rom sis­te­
mis gver­dis av­liT ma­inc ga­vid­nen ara­sa­sur­vel Si­na­ar­s­ze. am
mxriv mniS­v­ne­lo­va­nia, rom sko­la sa­ku­Ta­ri sa­in­ter­ne­to qse­
lis mo­ni­to­rings ax­den­des. Tum­ca, me­o­re mxriv, cxa­dia, rom
mos­wav­le­ebs un­da vas­wav­loT swo­rad qce­va, sa­ku­Ta­ri Ta­vis
dac­va ara­sa­sur­ve­li Si­na­ar­sis­gan.

er­Ti prob­le­ma, rac msgavs Se­saZ­leb­lo­bas mo­aqvs, isic aris,

rom mos­wav­le­e­bi gak­ve­Ti­leb­ze axer­xe­ben mas­wav­leb­lis mi­er
mo­wo­de­bu­li in­for­ma­ci­is ga­da­mow­me­bas da al­ter­na­ti­u­li
in­for­ma­ci­is Se­Ta­va­ze­bas sa­ku­Ta­ri kla­se­le­bis­T­vis an mas­
wav­leb­lis­T­vis. mas­wav­leb­le­bis­T­vis da zog­jer sko­lis ad­mi­
nis­t­ra­ci­is­T­vi­sac es yo­vel­T­vis mi­sa­Re­bi ar aris. mos­wav­le­
e­bis­T­vis sa­in­for­ma­cio ga­re­mos Seq­m­na sko­lis Sig­niT auci­
le­be­lia, rad­gan es swo­red is ga­re­moa, rac maT sko­lis ga­
reT xvde­baT da rac auci­leb­lad iq­ne­ba sko­lis dam­Tav­re­bis
Sem­d­go­mi cxov­re­bis ga­nu­yo­fe­li na­wi­li. ami­tom, ga­mo­sa­va­li,
al­baT, mas­wav­leb­le­bis mi­er am Se­saZ­leb­lo­be­bis maq­si­ma­lu­ri
138 si­m on ja­n a­S ia

ga­mo­ye­ne­baa. Se­saZ­loa, mas­wav­leb­le­bi Ta­vad zru­nav­d­nen mos­

wav­le­e­bis Ta­na­mo­na­wi­le­o­bis gaz­r­da­ze, in­for­ma­ci­is mo­wo­de­
bis Tval­saz­ri­siT.

in­ter­ne­ti sko­lis fi­zi­ku­ri SezRud­ve­bis na­wils ane­it­ra­

lebs. ma­Sin, ro­de­sac sko­las ar aqvs gar­k­ve­u­li Se­saZ­leb­lo­
be­bi fi­zi­ku­ri in­f­ras­t­ruq­tu­ris Tval­saz­ri­siT, vir­tu­a­lu­
ri siv­r­cis ga­mo­ye­ne­bam Se­saZ­loa am nak­le­bo­bis kom­pen­si­re­ba
SeZ­los. sko­lis veb-gver­de­bi sko­lis fi­zi­ku­ri in­f­ras­t­ruq­
tu­ris er­T­g­va­ri gag­r­Ze­le­baa. am siv­r­cis da­geg­m­vac ara­nak­
leb mniS­v­ne­lo­va­nia, vid­re - fi­zi­ku­ri siv­r­cis. igu­lis­x­me­ba
ara is, rom vir­tu­a­lu­ri siv­r­ce iyos mim­s­gav­se­bu­li fi­zi­kur­
Tan sa­ku­Ta­ri kon­fi­gu­ra­ci­is Tval­saz­ri­siT; mniS­v­ne­lo­va­nia,
rom vir­tu­a­lu­ri siv­r­ce xels uwyob­des ima­ve Ri­re­bu­le­be­bi­
sa da ima­ve gzav­ni­le­bis ga­da­ce­mas, ra­sac fi­zi­ku­r siv­r­ce­e­bis
meS­ve­o­biT vcdi­lobT.

vir­tu­a­lu­ri siv­r­ce xSi­rad uf­ro iafi al­ter­na­ti­vaa gar­k­ve­

u­li Tval­saz­ri­siT Ri­re­bu­le­be­bis ga­da­sa­ce­mad, vid­re fi­zi­
ku­ri siv­r­ce. ma­ga­li­Tad, Tu fi­zi­kur siv­r­ce­Si sa­pa­tio da­fis
ga­ke­Te­ba gar­k­ve­ul xar­jeb­Tan aris da­kav­Si­re­bu­li, sko­lis
veb-sa­it­ze ima­ve in­for­ma­ci­is gan­Tav­se­ba praq­ti­ku­lad ufa­
sod aris Se­saZ­le­be­li. Tum­ca, ar un­da vi­fiq­roT, rom vir­tu­
a­lu­ri siv­r­ce av­to­ma­tu­rad Ca­a­nac­v­lebs fi­zi­ku­ri siv­r­ces,
Tu iq in­for­ma­ci­as gan­va­Tav­sebT.

ad­mi­nis­t­ra­ci­u­li siv­r­ce­e­bi

mos­wav­le­ebs da mSob­lebs uwevT xol­me sko­lis ad­mi­nis­t­ra­

ci­as­Tan ur­Ti­er­To­ba. es xSi­rad gar­k­ve­u­li ara­sa­si­a­mov­no
sa­Wi­ro­e­be­biT aris gan­pi­ro­be­bu­li, mag­ram Se­saZ­loa sko­la­Si
ad­mi­nis­t­ra­ci­as­Tan gar­k­ve­u­li Se­Tan­x­me­be­bis mi­saR­we­vad an
kiTx­ve­bis da­sas­me­lad bav­S­ve­bi ase­ve xSi­rad ur­Ti­er­Tob­d­nen.
mniS­v­ne­lo­va­nia, rom ad­mi­nis­t­ra­ci­u­li siv­r­ce­e­bi im­g­va­rad
iyos mowyo­bi­li, rom mos­wav­le­ebs ar eSi­no­deT ma­Ti ga­mo­ye­
ne­ba.

di­req­to­ris ka­bi­ne­ti erT-er­Ti siv­r­cea, sa­dac mos­wav­le­ebs

uwevT Ses­v­la. mniS­v­ne­lo­va­nia, rom di­req­to­ri sa­ku­Ta­ri av­
to­ri­te­tis dam­k­vid­re­bis­T­vis ar iye­neb­des xe­lov­nur me­To­
mos­w av­l e­z e ori­e n­t i­r e­b u­l i sas­k o­l o fi­z i­k u­r i ga­r e­m o
139

debs da xe­lov­nu­rad Seq­m­nil ierar­qi­is ga­mom­xat­vel sim­bo­

lo­ebs. is, rom sko­lis di­req­tors mra­va­li mniS­v­ne­lo­va­ni
ga­dawy­ve­ti­le­bis mi­Re­bis uf­le­ba aqvs, uk­ve sak­ma­ri­si sa­fuZ­
ve­lia imis­T­vis, rom mi­si Za­la­uf­le­ba aRi­a­re­bu­li iyos. Tu
di­req­to­ri mos­wav­le­e­bis sa­Wi­ro­e­be­bi­sa da in­te­re­se­bis pa­
ti­vis­ce­ma­sac ga­mo­xa­tavs, es mxo­lod da­de­bi­Tad imoq­me­debs
mos­wav­le­e­bis pa­su­xis­m­geb­li­an pi­rov­ne­be­bad aR­z­r­da­ze.

sko­lis di­req­to­re­bi maT oTax­Si Se­sul stum­rebs, maT So­ris,

mos­wav­le­eb­sac, xSi­rad sa­ku­Ta­r sa­mu­Sao ma­gi­das­Tan msxdo­
me­bi esa­ub­re­bi­an. stu­ma­ri sim­bo­lu­rad me­o­re­ xa­ris­xo­van ad­
gi­las zis. amiT di­req­to­ri xSi­rad sa­ku­Ta­ri Za­la­uf­le­bis
de­mon­s­t­ri­re­bas ax­dens. mniS­v­ne­lo­va­nia, rom mos­wav­le­ebs
di­req­to­ri spe­ci­a­lu­rad mowyo­bil Sex­ved­re­bis ma­gi­das­Tan
xvde­bo­des. es da­de­biT gan­wyo­bas qmnis mo­sa­ub­re­eb­Tan, rad­
gan maT sa­Wi­ro­e­beb­sa da pi­rov­nul Rir­se­bas aRi­a­rebs. Sex­ved­
re­bis sa­er­To ma­gi­da mo­la­pa­ra­ke­bis pro­ces­zec da­de­bi­Tad
moq­me­debs. mo­sa­ub­re Tavs aRiq­vams ara di­req­ti­ve­bis mim­Re­
bad, ara­med di­a­lo­gis mo­na­wi­led, sa­dac mas Se­uZ­lia, Ta­vi­si
mo­saz­re­be­bi usaf­r­Txod ga­moT­q­vas.

ad­mi­nis­t­ra­cia mniS­v­ne­lo­van ma­ga­liTs aZ­levs mos­wav­le­ebs

imis Se­sa­xeb, Tu ro­gor Se­iZ­le­ba sa­zo­ga­do­e­ba­Si de­mok­ra­ti­
u­lad Ta­nacxov­re­ba. yo­vel­dRi­u­ri in­te­raq­ci­i­sas er­Ti Se­
xed­viT um­niS­v­ne­lo qce­vac ki xSi­rad mos­wav­le­e­bis­T­vis mniS­
v­ne­lo­va­ni gak­ve­Ti­lia. ma­ga­li­Tad, mos­wav­le­e­bi yu­radRe­bas
aq­ce­ven, Tu­ki uf­ro­si fex­ze dge­ba, ro­de­sac mas­Tan oTax­Si
Se­di­an. mos­wav­le­e­bi did mniS­v­ne­lo­bas ani­We­ben ima­sac, Tu
ro­gor mi­mar­Ta­ven maT. ro­de­sac sko­la­Si mos­wav­le­ebs Tqve­
no­biT mi­mar­Ta­ven, maT es, er­Ti mxriv, da­fa­se­bu­lo­bis grZno­
bas uCens, me­o­re mxriv - pa­ti­vis­ce­mas umaR­lebs zrdas­ru­le­
bis mi­marT, me­sa­me mxriv ki da­de­bi­Tad moq­me­debs ma­Ti pa­su­
xis­m­geb­lo­bis do­nis amaR­le­ba­zec. mos­wav­le, ro­me­lic mniS­
v­ne­lo­va­nia zrdas­ru­lis­T­vis, me­ti al­ba­To­biT mo­iq­ce­va ise,
ro­gorc mniS­v­ne­lo­va­ni ro­lis mqo­ne ada­mi­a­ni.

ad­mi­nis­t­ra­ci­u­li siv­r­ce­e­bis swo­ri fi­zi­ku­ri mowyo­ba po­zi­

ti­u­rad moq­me­debs mos­wav­le­e­bis maT­Tan ur­Ti­er­To­bis gan­
wyo­ba­ze. Tu di­req­to­ris ka­bi­ne­tis ka­ri xSi­rad Riaa, an ad­mi­
nis­t­ra­ci­u­li saq­miT da­ka­ve­bu­li ada­mi­a­ne­bis sa­mu­So ad­gi­li
140 si­m on ja­n a­S ia

uf­ro me­tad Ria siv­r­ce­eb­Sia gan­Tav­se­bu­li, ma­Sin am siv­r­ce­e­

bis mi­marT da­de­bi­Ti gan­wyo­ba ad­vi­lad Cnde­ba.

mniS­v­ne­lo­va­nia sim­bo­lo­e­bi, rom­le­bic ad­mi­nis­t­ra­ci­ul siv­

r­ce­eb­Sia gan­Tav­se­bu­li. sa­qar­T­ve­lo­Si, di­req­to­ris ka­bi­
net­Si an sxva­ga­nac, xSi­rad na­xavT po­li­ti­ku­ri figurebis an
re­li­gi­u­ri liderebis fo­to­ebs. bev­ri di­req­to­ri fiq­robs,
rom am sim­bo­lo­e­bis gan­Tav­se­biT sa­ku­Tar pat­ri­o­tizms Tu
mo­ra­lur Ri­re­bu­le­bebs us­vams xazs. si­nam­d­vi­le­Si, msgav­si
sim­bo­lo­e­bis gan­Tav­se­ba xe­lov­nu­ria da er­T­g­va­rad ko­ni­un­q­
tu­ru­lia, rac Se­saZ­loa mos­wav­le­ebs Za­la­uf­le­bis upi­ro­bo
aRi­a­re­bas as­wav­li­des da ara ra­i­me ide­is kri­ti­ku­lad Se­fa­se­
bas. ga­ci­le­biT uf­ro efeq­tu­ria, ro­de­sac di­req­to­ri Ta­vi­si
Ri­re­bu­le­be­bis Se­sa­xeb ara­pir­da­pir, sxva­das­x­va ar­te­faq­tis
meS­ve­o­biT mog­viTx­robs. ma­ga­li­Tad, sa­xel­m­wi­fos dro­Sa an
sa­xel­m­wi­fos ru­ka uf­ro me­tad mety­ve­lebs ada­mi­a­nis pat­ri­o­
tiz­m­ze, vid­re pre­zi­den­tis fo­to. pre­zi­den­tis fo­to uf­ro
me­tad par­ti­ul kuT­v­ni­le­bas­Tan aso­cir­de­ba, vid­re sa­xel­m­wi­
fos mi­marT lo­i­a­lo­bas­Tan. sko­lis ad­mi­nis­t­ra­ci­is wev­re­bis
par­ti­u­li kuT­v­ni­le­ba ki ra­i­me aka­de­mi­ur miz­nebs ar em­sa­xu­
re­ba.

ad­mi­nis­t­ra­ci­u­li Ta­nam­de­bo­bis mqo­ne ada­mi­a­ne­bis sa­mu­Sao

ad­gi­le­bi ume­te­sad Se­no­bis erT siv­r­ce­Sia kon­cen­t­ri­re­bu­
li. Se­saZ­loa, mo­sa­xer­xe­be­lia, rom ad­mi­nis­t­ra­ci­is wev­re­bi
swra­fad ukav­Sir­de­bod­nen er­T­ma­neTs. did sko­leb­Si, sa­dac
siv­r­ce­e­bi amis sa­Su­a­le­bas iZ­le­va, xan­da­xan uke­Te­sia, rom ad­
mi­nis­t­ra­ci­is wev­re­bi Se­no­be­bis sxva­das­x­va na­wil­Si is­x­d­nen.
amiT sas­wav­lo na­wi­le­bis, di­req­to­ris, di­req­to­ris mo­ad­gi­
le­e­bis da sxva per­so­na­lis ur­Ti­er­To­ba mos­wav­le­eb­Tan uf­ro
in­ten­si­u­ri gax­de­ba. siv­r­ce­e­bis de­mok­ra­ti­za­cia da Za­la­uf­
le­bis fi­zi­ku­ri ga­da­na­wi­le­ba xels uwyobs mar­T­vis de­mok­ra­
ti­za­ci­a­sac. es ki mos­wav­le­eb­Si, Se­saZ­loa, met mim­Reb­lo­bas
aCen­des di­req­ci­as­Tan Ta­nam­S­rom­lo­bis Tval­saz­ri­siT.

ko­ri­do­re­bi

sko­lis ko­ri­do­re­bi sko­le­bis ti­pu­ri Se­no­be­bis Seq­m­ni­sas

isea da­geg­mi­li, rom gam­Wo­lad Can­des mTe­li siv­r­ce. es aad­
vi­lebs kon­t­rols, rad­gan ko­ri­do­ris bo­lo­dan Se­saZ­le­be­lia
mos­w av­l e­z e ori­e n­t i­r e­b u­l i sas­k o­l o fi­z i­k u­r i ga­r e­m o
141

mis mTel sig­r­Ze­ze da­vi­na­xoT, Tu ra xde­ba aq. me­o­re mxriv,

sko­le­bis did na­wil­Si ko­ri­do­ris ori­ve mxa­res sak­la­so oTa­
xe­bia gan­la­ge­bu­li. es ase siv­r­ce­e­bis maq­si­ma­lu­rad eko­no­mi­
u­rad ga­mo­ye­ne­bis­T­vis da­i­geg­ma. saq­me is aris, rom sko­le­bis
ume­te­so­ba­Si ko­ri­do­ri, Zi­ri­Ta­dad, ga­da­ad­gi­le­bis­T­vis ga­
mo­i­ye­ne­ba da ara swav­lis­T­vis. es ki niS­navs imas, rom sko­lis
te­ri­to­ri­is sak­ma­od di­di na­wi­li, me­oTxe­di da zog­jer me­sa­
me­dic ki, mxo­lod dam­x­ma­re miz­nis­T­vis ga­mo­i­ye­ne­ba. ara­da, am
siv­r­cis ga­mo­ye­ne­ba mSve­niv­rad aris Se­saZ­le­be­li aka­de­mi­u­ri
miz­ne­bis­T­vis. ase­ve Se­saZ­le­be­lia ko­ri­do­re­bis ise da­geg­m­va,
rom man xe­li Se­uwyos mos­wav­le­e­bis so­ci­a­li­za­ci­as, Se­am­ci­
ros ne­ga­ti­u­ri qce­ve­bi da ga­nawyos mos­wav­le­e­bi sa­sur­ve­li
Ri­re­bu­le­be­bis mi­Re­bi­sa da ga­Ta­vi­se­bis­ken.

mos­wav­le­e­bis da­fa­se­ba

mos­wav­le­eb­ze po­zi­ti­u­rad moq­me­debs, ro­de­sac maT na­mu­Sev­

rebs sko­la pa­ti­vis­ce­miT epy­ro­ba da ro­de­sac maT Se­moq­me­
de­bas da aka­de­mi­ur mon­do­me­bas sak­ma­ris yu­radRe­bas aq­cevs.
sko­lis ko­ri­do­re­bi da Se­sas­v­le­li erT-er­Ti sa­u­ke­Te­so siv­
r­cea imi­saT­vis, rom sko­lam mos­wav­le­ebs sa­ku­Ta­ri da­mo­ki­de­
bu­le­ba ga­ac­nos.

ko­ri­do­reb­Si mos­wav­le­e­bis fo­to­e­bis, ma­Ti miR­we­ve­bis Se­sa­

xeb in­for­ma­ci­is, ma­Ti na­mu­Sev­re­bis gan­Tav­se­ba sa­u­ke­Te­sod
moq­me­debs mos­wav­le­eb­ze. Tu sko­las aqvs Se­saZ­leb­lo­ba, kar­
gia, ro­de­sac ko­ri­do­reb­Si gan­Tav­se­bu­lia vit­ri­ne­bi, sa­dac
mos­wav­le­e­bis moR­va­we­o­bis am­sax­ve­li sim­bo­lu­ri ga­mo­xa­tu­
le­be­bia gan­Tav­se­bu­li. es Se­iZ­le­ba iyos si­ge­le­bi, pri­ze­bi,
jil­do­e­bis ga­da­ce­mis am­sax­ve­li fo­to­e­bi da sxv.

mos­wav­le­e­bis da­fa­se­ba ara mxo­lod maT So­ris sa­u­ke­Te­so­

e­bis Se­sa­xeb in­for­ma­ci­is ga­moq­vey­ne­biT aris Se­saZ­le­be­li.
sko­lis kar­gad da­geg­mil ko­ri­dor­Si gan­cxa­de­be­bis da­febs
Sex­v­de­biT. Tu gan­cxa­de­bis da­fa­ze mos­wav­le­e­bi sa­ku­Ta­ri saq­
mi­a­no­bis Se­sa­xeb aTav­se­ben in­for­ma­ci­as, ese igi mos­wav­le­e­bi
aq­ti­u­rad gan­sazR­v­ra­ven sko­lis cxov­re­bas da Tavs sas­ko­lo
sa­zo­ga­do­e­bis sru­luf­le­bi­an wev­re­bad mi­iC­ne­ven.

gan­cxa­de­be­bis Si­na­ar­si Ta­vis­Ta­vad mog­viTx­robs, Tu ra xde­

142 si­m on ja­n a­S ia

ba sko­la­Si. mos­wav­le­eb­ze ori­en­ti­re­bul sko­leb­Si xSi­rad na­

xavT gan­cxa­de­bebs, sa­dac mos­wav­le­e­bi Ta­na­to­lebs sko­la­Si
Tu sko­lis ga­reT ga­mar­Tul Ro­nis­Zi­e­beb­ze iw­ve­ven. gan­cxa­de­
bebs aq­vey­ne­ben skolis klu­be­bi da wre­e­bi. ase­ve, na­xavT xol­
me cal­ke­u­li mos­wav­le­e­bis ga­nacxa­debs imis Se­sa­xeb, rom maT
gar­k­ve­u­li sakiTxis ir­g­v­liv sxva mos­wav­le­eb­Tan da­kav­Si­re­ba
surT da sxv.

ko­ri­do­ris sas­wav­lo miz­ne­biT ga­mo­ye­ne­ba

cno­bi­lia, rom mos­wav­le­e­bi swav­lis mi­marT gan­sa­kuT­re­bul

pa­su­xis­m­geb­lo­bas iCe­nen ma­Sin, ro­de­sac ma­Ti swav­lis Se­degs,
maT na­mu­Se­vars, ara mxo­lod ma­Ti mas­wav­le­be­li da ara mxo­
lod ma­Ti kla­se­le­bi, ara­med uf­ro far­To audi­to­ria xe­davs.
ami­tom, efeq­tu­ria mos­wav­le­ebs ise­Ti na­mu­Sev­re­bis Seq­m­na da­
va­va­loT, rom­le­bic sko­lis ko­ri­do­reb­Si ga­mo­i­fi­ne­ba.

ar un­da war­mo­vid­gi­noT, rom ko­ri­do­reb­Si mxo­lod xe­lov­

ne­bis gak­ve­Til­ze Seq­m­ni­li na­mu­Sev­re­bi un­da ga­mo­i­fi­nos.
sa­qar­T­ve­lo­Si, ume­te­sad, dawye­bi­Ti kla­se­bis mos­wav­le­e­bis
na­mu­Sev­re­bi da isic, ume­te­sad, na­xa­te­bi ga­mo­i­fi­ne­ba xol­me.
uf­ro sa­in­te­re­soa, ro­de­sac na­mu­Sev­re­bi sxva­das­x­va sag­nis
far­g­leb­Sia Seq­m­ni­li da ro­de­sac isi­ni gar­k­ve­u­li pe­ri­o­dis
Sem­deg ic­v­le­ba xol­me.

na­mu­Sev­re­bis sag­nob­riv ka­bi­ne­teb­Tan ga­mok­v­ra mTel sko­las

atyo­bi­nebs, Tu ra xde­ba am ka­bi­ne­teb­Si. gar­k­ve­ul­wi­lad, mas­
wav­leb­le­bis­T­vis es aris Se­saZ­leb­lo­ba, rom sa­ku­Ta­ri mu­Sa­o­
bis Se­de­ge­bi mTel sko­las wa­rud­gi­non. cxa­dia, yve­la mas­wav­
le­bels es ar xib­lavs. imis­T­vis, rom mas­wav­leb­lis­T­vis sa­si­a­
mov­no iyos am­g­va­ri na­bi­jis ga­dad­g­ma, di­req­ci­am un­da imu­Sa­os
ima­ze, rom mas­wav­leb­leb­ma ara­pa­ti­o­sa­ni da usa­fuZ­v­lo kri­
ti­kis­gan da­cu­lad ig­r­Z­non Ta­vi.

hu­ma­ni­ta­rul, sa­bu­ne­bis­mety­ve­lo Tu sxva sag­neb­Si Se­saZ­le­

be­lia mos­wav­le­ebs gar­k­ve­u­li Te­mis Ses­wav­la da am Te­mas­Tan
da­kav­Si­re­biT pla­ka­tis Seq­m­na da­va­va­loT. ro­de­sac mos­wav­
le­eb­ma ici­an, rom pla­ka­te­bi sko­lis ko­ri­do­reb­Si ga­mo­ik­v­
re­ba da maT na­mu­Sev­rebs sxva mos­wav­le­e­bic na­xa­ven, ma­Sin maT
uwevT fiq­ri ima­ze, Tu ro­gor un­da we­ron uc­no­bi audi­to­ri­
mos­w av­l e­z e ori­e n­t i­r e­b u­l i sas­k o­l o fi­z i­k u­r i ga­r e­m o
143

is­T­vis ga­sa­ge­bad, an, vTqvaT, ro­gor Se­iZ­le­ba vi­zu­a­li­za­ci­is

ga­mo­ye­ne­ba sa­ku­Ta­ri saT­q­me­lis ukeT ga­da­sa­ce­mad.

sa­sur­ve­lia, rom ase­Ti pla­ka­te­bi ra­i­me fe­no­mens ub­ra­lod ki

ar aR­wer­des, ara­med Se­i­cav­des mos­wav­le­e­bis da­mo­ki­de­bu­le­
ba­sac am fe­no­me­nis mi­marT. bevr sko­la­Si na­xavT xol­me ro­me­
li­me mwer­lis Se­sa­xeb ga­ke­Te­bul pla­kats, sa­dac mi­si bi­og­ra­
fi­u­li mo­na­ce­me­bi, na­war­mo­e­be­bi an na­war­mo­e­bis nawy­ve­te­bia
gan­Tav­se­bu­li. xan­da­xan teq­s­tis na­wi­lad gvxvde­ba ro­me­li­me
cno­bi­li kri­ti­ko­sis ga­mo­naT­q­va­mi am mwer­lis Se­sa­xeb. ase­Ti
pla­ka­tis Seq­m­nas di­di sa­gan­ma­naT­leb­lo Ri­re­bu­le­ba ar ga­aC­
nia. ase­Ti pla­ka­te­bi sxva mos­wav­le­e­bis­T­vi­sac di­dad sa­in­te­
re­so ar aris. mos­wav­le­ebs uf­ro is ain­te­re­sebT, Tu ras fiq­
ro­ben ma­Ti Ta­na­to­le­bi am cno­bi­li mwer­lis Se­sa­xeb, vid­re is,
rac maT sa­xel­m­ZR­va­ne­lo­Si we­ria.

ga­mo­fe­ne­bis ga­mar­T­va sak­ma­od efeq­tu­ria ma­Te­ma­ti­ka­Sic. da­

sav­leT ev­ro­pi­sa da ame­ri­kis sko­leb­Si ar­se­bobs praq­ti­ka,
ro­de­sac mos­wav­le­e­bi ram­de­ni­me kvi­ris gan­mav­lo­ba­Si mu­Sa­o­
ben ra­i­me prob­le­mis ga­daW­ra­ze. Sem­deg am prob­le­mis ga­daW­
ris eta­pe­bis aR­we­ra da Ses­wav­li­li al­ter­na­ti­ve­bi mar­tiv mu­
ya­os sten­d­ze ga­da­aqvT da maT ko­ri­do­reb­Si ga­mo­fe­nen. sko­la
pa­tiჟebs ga­re­Se stum­rebs, rom­le­bic ko­ri­do­reb­Si da­di­an,
sten­deb­Tan Cer­de­bi­an da us­me­nen bav­S­vebs, rom­le­bic sa­ku­Tar
gan­v­lil gzas uy­ve­bi­an. xan­da­xan stum­re­bi mos­wav­le­e­bis Se­fa­
se­ba­Sic mo­na­wi­le­o­ben. isi­ni spe­ci­a­lu­rad da­ri­ge­bul kiTx­va­
rebs av­se­ben. am­g­va­ri ga­mo­fe­ne­bi ara­mar­to mos­wav­le­e­bis pa­
su­xis­m­geb­lo­bas amaR­lebs, ara­med ex­ma­re­ba maT, rom sa­ku­Ta­ri
sas­wav­lo pro­ce­si ukeT ga­ac­no­bi­e­ron.

sko­lis ko­ri­do­re­bis ga­mo­ye­ne­ba ase­ve Se­saZ­le­be­lia gar­k­ve­u­

li eq­s­pe­ri­men­te­bis Ca­sa­ta­reb­lad. es siv­r­ce ga­mod­ge­ba gar­k­
ve­u­li ti­pis man­qa­ne­bis ga­mo­sac­de­lad, ro­mel­Ta meS­ve­o­bi­Tac
Se­saZ­le­be­lia, ma­ga­li­Tad, fi­zi­ka­Si aC­qa­re­bis an iner­ci­is Ses­
wav­la. ko­ri­do­reb­Si Se­saZ­le­be­lia mos­wav­le­e­bis­T­vis is­to­ri­
is swav­le­bis dros imis Cve­ne­ba, Tu ro­gor ga­da­ad­gil­de­bo­da
ber­Z­nu­li fa­lan­ga. ko­ri­do­reb­Si Se­saZ­le­be­lia mos­wav­le­ebs
vas­wav­loT ge­o­met­ri­u­li per­s­peq­ti­vis Se­sa­xeb imis meS­ve­o­
biT, Tu ro­gor ga­mo­i­yu­re­ba sxva­das­x­va sa­ga­ni sxva­das­x­va man­
Zil­ze da sxv.
144 si­m on ja­n a­S ia

ko­ri­do­re­bi sa­u­ke­Te­so siv­r­cea imis­T­vis, rom sko­lis Sem­

deg mos­wav­le­eb­ma er­T­ma­neT­Tan ara­for­ma­lur ga­re­mo­Si ra­i­me
pro­eq­t­ze imu­Sa­on. cxa­dia, ko­ri­dor­Si amis­T­vis ska­me­bi da ma­
gi­de­bi un­da dav­d­gaT.

kom­pi­u­te­re­bi sak­ma­od swra­fad Zvel­de­ba. axa­li prog­ra­me­bis

da­ye­ne­ba Zvel kom­pi­u­te­reb­ze ma­Ti sis­w­ra­fis SezRud­ve­bis
ga­mo Znel­de­ba. Tum­ca, Zve­li kom­pi­u­te­re­bis ga­mo­ye­ne­ba sak­ma­
od efeq­tu­ria in­ter­net­Si sa­mu­Sa­od. zog sko­la­Si aseT kom­
pi­u­te­rebs na­xavT xol­me ko­ri­do­reb­Sic, sa­dac mos­wav­le­ebs
in­ter­net­Si sa­ku­Ta­ri eleq­t­ro­nu­li fos­tis, so­ci­a­lur qse­
le­bis gzav­ni­le­bis swra­fad nax­va Se­uZ­li­aT. rad­gan ar aris
sa­sur­ve­li, rom mos­wav­le­eb­ma ko­ri­do­reb­Si di­di xniT da­i­ka­
von kom­pi­u­te­re­bis ad­gi­le­bi, yve­la­ze efeq­tu­ria, ro­de­sac
kom­pi­u­te­re­bi isea gan­Tav­se­bu­li ke­del­Tan, rom mos­wav­les
fex­ze dam­d­gars uwevs mas­Tan ur­Ti­er­To­ba. am mxriv, is nak­leb
dros xar­javs mas­ze, nak­le­bia imis al­ba­To­ba, rom ska­mi ko­ri­
do­ris sxva bo­lo­Si aR­moC­n­de­ba mos­wav­le­e­bis na­ka­dis, an sxva
ra­i­me mi­ze­zis ga­mo.

mos­wav­le­e­bis­T­vis imis swav­le­ba, Tu ro­dis mTav­r­de­ba da

iwye­ba gak­ve­Ti­le­bi, sa­qar­T­ve­los sko­le­bis ume­te­so­ba­Si za­
ris meS­ve­o­biT xde­ba. da­fiq­r­diT, ra aris imis al­ba­To­ba, rom
mos­wav­le­ebs sko­lis dam­Tav­re­bis Sem­deg iseT sam­sa­xu­reb­Si
mo­u­wevT mu­Sa­o­ba, sa­dac gar­k­ve­u­li pe­ri­o­du­lo­biT za­ris meS­
ve­o­biT aniS­ne­ben xol­me, rom un­da Se­is­ve­non, an axal Te­ma­ze
un­da ga­da­vid­nen? amis al­ba­To­ba Za­li­an da­ba­lia. ara­da, imis
una­ri, rom sko­la­dam­Tav­re­bu­leb­ma icod­nen sa­ku­Ta­ri dro­
is efeq­tu­ri mar­T­va dRis gan­mav­lo­ba­Si, Za­li­an moTxov­na­dia.
sko­lis mos­wav­le­eb­sac, swav­lis pe­ri­od­Si, Za­li­an Wir­de­baT am
Cve­vis ga­mo­mu­Sa­ve­ba. ami­tom za­ri su­lac ar aris sa­u­ke­Te­so sa­
Su­a­le­ba am Cve­vis ga­sa­vi­Ta­reb­lad. pi­ri­qiT, is am Cve­vis ga­mo­
mu­Sa­ve­bas xel­sac ki uS­lis. bevr sko­las uWirs sas­ko­lo zar­
Tan gan­So­re­ba, rad­gan is sas­wav­lo da­we­se­bu­le­bis er­T­g­va­ri
sim­bo­loa. mi­u­xe­da­vad ami­sa, ga­ci­le­biT uf­ro efeq­tu­ria, ro­
de­sac sak­la­so oTa­xeb­Si da ko­ri­do­reb­Si sa­a­Te­bi gvi­ki­dia da
ro­de­sac mos­wav­le­eb­ma ici­an, Tu ro­dis iwye­ba da mTav­r­de­ba
Ses­ve­ne­ba.
mos­w av­l e­z e ori­e n­t i­r e­b u­l i sas­k o­l o fi­z i­k u­r i ga­r e­m o
145

van­da­liz­mi

zo­gi­erT sko­la­Si ko­ri­do­reb­Si gvxvde­ba rep­ro­duq­ci­e­bi an

su­ra­Te­bi, rom­le­bic uc­na­u­rad maR­la aris xol­me ke­del­ze
Ca­mo­ki­de­bu­li. aseT sko­leb­Si eSi­ni­aT, rom mos­wav­le­e­bi am
rep­ro­duq­ci­ebs da­a­zi­a­ne­ben da am­g­va­ri xer­xiT cdi­lo­ben maT
dac­vas. zo­gi­er­Ti di­req­to­ris­gan ase­ve ga­mi­gia, rom isi­ni ko­
ri­do­reb­Si mos­wav­le­e­bis na­mu­Sev­rebs swo­red imi­tom ar ki­de­
ben, rom ma­Ti da­zi­a­ne­baa mo­sa­lod­ne­li.

si­nam­d­vi­le­Si, rac uf­ro met ra­mes dav­ki­debT ko­ri­do­reb­Si

da rac me­tad Se­vaC­vevT mos­wav­le­ebs mdi­dar ga­re­mo­Si yof­nas,
miT uf­ro mo­ik­lebs van­da­liz­mis faq­te­bi. van­da­liz­mis Sem­
Tx­ve­va­Si mniS­v­ne­lo­va­nia, rom, er­Ti mxriv, amis Se­sa­xeb mos­
wav­le­ebs ve­sa­ub­roT. me­o­re mxriv, mniS­v­ne­lo­va­nia, rom van­da­
liz­mis Se­sa­xeb ar­se­bob­des Za­li­an mka­fio pa­su­xis­m­geb­lo­bis
sqe­ma, rom­lis Se­mu­Sa­ve­ba­Sic, sa­u­ke­Te­so Sem­Tx­ve­va­Si, mos­wav­
le­e­bi mi­i­Re­ben mo­na­wi­le­o­bas. me­sa­me, rac ase­ve mniS­v­ne­lo­va­
nia, is aris, rom van­da­liz­mis Se­de­ge­bis aR­mofx­v­ra rac Se­iZ­
le­ba swra­fad un­da mox­des. Tu vxe­davT, rom ko­ri­do­ris (an
ne­bis­mi­e­ri sxva siv­r­cis) ke­de­li mo­xa­tu­lia, an sxva mxriv aris
da­zi­a­ne­bu­li, mniS­v­ne­lo­va­nia, rom es ke­de­li Za­li­an swra­fad
da mos­wav­le­e­bis­T­vis Tval­sa­Ci­nod Se­keT­des. Tu pro­ces­Si im
mos­wav­le­sac Cav­r­TavT, ro­me­lic van­da­liz­mis mo­na­wi­le iyo,
es mniS­v­ne­lo­va­ni gak­ve­Ti­li gax­de­ba mis­T­vis.
mos­wav­le­e­bi iS­vi­a­Tad afu­We­ben sxvis na­mu­Sev­rebs, ma­Sin, ro­
de­sac na­mu­Sev­re­bis ga­mo­fe­na ko­ri­do­reb­Si Cve­u­li ram aris,
ro­de­sac ara mxo­lod sa­u­ke­Te­so ni­mu­Se­bi, ara­med yve­la mos­
wav­lis - maT So­ris, ma­Ti na­mu­Sev­re­bicaa ga­mo­fe­ni­li.

so­ci­a­li­za­cia da das­ve­ne­ba

gak­ve­Ti­lebs So­ris das­ve­ne­be­bis dros, sko­lis dawye­bis win

da sko­lis Sem­deg, mos­wav­le­e­bi yve­la­ze xSi­rad ko­ri­do­reb­
Si ax­de­nen so­ci­a­li­za­ci­as. swo­red aq aqvT maT Se­saZ­leb­lo­ba,
rom ara­for­ma­lur ga­re­mo­Si iur­Ti­er­Ton sa­ku­Tar kla­se­leb­
Tan. swo­red aq xde­ba Se­saZ­le­be­li, rom sxva mos­wav­le­e­bic ga­
ic­non.

ma­Sin, ro­de­sac gak­ve­Ti­le­bis man­Zil­ze mos­wav­le­e­bis ener­gia

146 si­m on ja­n a­S ia

izRu­de­ba, ko­ri­do­reb­Si mos­wav­le­e­bi xSi­rad cdi­lo­ben, rom

swo­red es ener­gia ga­mo­a­Ta­vi­suf­lon. ami­tom isi­ni aq dar­bi­
an, Ta­ma­So­ben, xma­u­ro­ben, Wi­da­o­ben da sxv. ener­gi­is da­xar­j­
va da moZ­ra­o­ba bav­S­ve­bis­T­vis Za­li­an mniS­v­ne­lo­va­nia, gan­sa­
kuT­re­biT ma­Sin, ro­de­sac isi­ni xe­lov­nur ga­re­mo­Si, sak­la­so
oTax­Si TiT­q­mis mTe­li sa­a­Tis gan­mav­lo­ba­Si umoZ­ra­od im­yo­
fe­bi­an. sa­u­ke­Te­soa, ro­de­sac, ko­ri­do­re­bis nac­v­lad, sak­la­so
oTa­xe­bi pir­da­pir ezo­Si ga­dis. ase­ve kar­gia, ro­de­sac sko­lis
ezo­Si ko­ri­do­re­bi­da­nac ad­vi­lia gaR­we­va. amis­T­vis sa­Wi­roa,
rom das­ve­ne­be­bi co­ta met xans grZel­de­bo­des, vid­re 5 wu­Ti.
mi­u­xe­da­vad imi­sa, rom erov­nu­li sas­wav­lo geg­ma swo­red amis­
ken mo­u­wo­debs, bev­ri sko­la am mo­wo­de­bas ar iT­va­lis­wi­nebs.
amiT sko­la mos­wav­le­ebs zRu­davs, rom is­wav­lon er­T­ma­neT­Tan
ur­Ti­er­To­ba, rac ara­nak­leb mniS­v­ne­lo­va­ni unar-Cve­vaa maT
cxov­re­ba­Si vid­re, ma­ga­li­Tad, imis swav­la, Tu ro­gor aris Se­
saZ­le­be­li ro­me­li­me is­to­ri­u­li mov­le­nis in­ter­p­re­ta­cia an
swo­ri gra­ma­ti­ku­li for­mis ga­mo­ye­ne­ba.

im sko­leb­Si, sa­dac prob­le­maa mos­wav­le­e­bis ko­ri­do­reb­Si

sir­bi­li, Se­saZ­le­be­lia ko­ri­do­reb­Si gar­k­ve­u­li ba­ri­e­re­bis
da­ye­ne­ba, rom­le­bic bav­S­vebs sir­bi­lis mo­ti­va­ci­as Se­um­ci­
rebs. bav­S­ve­bis moZ­ra­o­bis re­gu­li­re­ba da six­Si­ris Sem­ci­re­ba
Se­saZ­le­be­lia ave­jis ko­ri­dor­Si dad­g­miT. Se­iZ­le­ba, es ska­me­
bi da ma­gi­de­bi iyos, an oTa­xis di­di mce­na­re­e­bi da­id­gas. ase­ve
Se­saZ­le­be­lia ko­ri­do­re­bis ga­tix­v­ra da­ba­li Ta­ro­e­biT, sa­
dac wig­ne­bi iq­ne­ba dawyo­bi­li. da­ba­li Ta­ro­e­bi Se­saZ­leb­lo­
bas iZ­le­va, rom da­vi­na­xoT, ra xde­ba mTel ko­ri­dor­Si.

moZ­ra­o­bis­T­vis ba­ri­e­re­bis Seq­m­ni­sas, cxa­dia, ar un­da dag­va­

viwy­des usaf­r­Txo­e­bis sxva mxa­re. mniS­v­ne­lo­va­nia, rom ba­ri­
e­re­bi iq ar da­va­ye­noT da ise ar gan­va­Tav­soT, rom kri­ti­kul
mo­men­t­Si, ma­Sin ,ro­de­sac Se­saZ­loa sa­Wi­ro iyos mos­wav­le­e­bis
eva­ku­a­cia, ba­ri­e­reb­ma da­ma­te­bi­Ti xi­fa­Ti ga­mo­iw­vi­os. ba­ri­e­
re­bi ise ar un­da iyos Seq­m­ni­li, rom Ta­vad gax­des mos­wav­le­
e­bis gar­To­bis sa­ga­ni. ska­me­bi, ma­gi­de­bi, sxva ave­ji, ro­mel­sac
ko­ri­do­reb­Si dav­d­gamT, un­da iyos ma­si­u­ri, Zne­lad ga­da­ad­gi­
le­ba­di da xma­u­ris nak­le­bad ga­mom­w­ve­vi.
mos­w av­l e­z e ori­e n­t i­r e­b u­l i sas­k o­l o fi­z i­k u­r i ga­r e­m o
147

akus­ti­ka

mos­wav­le­e­bi das­ve­ne­beb­ze ko­ri­do­reb­Si xSi­rad xma­maR­la

sa­ub­ro­ben, an ise iq­ce­vi­an, rom xma­urs iw­ve­ven. es gan­sa­kuT­
re­biT prob­le­mu­ria ma­Sin, ro­de­sac gak­ve­Ti­le­bi sxva­das­x­va
dros mTav­r­de­ba. pir­vel­k­la­se­lebs, Zi­ri­Ta­dad, uf­ro mok­le
gak­ve­Ti­le­bi aqvT, vid­re sxvebs. ase­ve, sko­le­bis na­wi­li sxva­
das­x­va gra­fiks iye­nebs sxva­das­x­va sa­fe­xu­ris­T­vis, ra­Ta das­
ve­ne­be­bi er­T­sa da ima­ve dros ar da­em­Tx­ves. amis meS­ve­o­biT,
sko­las Se­saZ­leb­lo­ba uC­n­de­ba, sa­ku­Ta­ri SezRu­du­li re­sur­
se­bi uf­ro efeq­tu­rad ga­mo­i­ye­nos. yve­la mos­wav­le bu­fet­Si
er­T­d­ro­u­lad ar mi­dis, yve­la mos­wav­le er­T­do­u­lad ar ga­da­
ad­gil­de­ba ko­ri­dor­Si. es mniS­v­ne­lo­va­nia iseT sko­la­Si, sa­
dac mos­wav­le­e­bis War­bi ra­o­de­no­ba prob­le­maa.

xma­u­ris Se­sam­ci­reb­lad Se­saZ­le­be­lia ko­ri­do­ris Wer­ze qa­

Ral­dis­gan ga­ke­Te­bu­li gir­lan­de­bis Ca­mo­ki­de­ba. ase­ve da­de­
bi­Tad moq­me­debs rbi­li xa­li­Ce­bi. rbi­li qso­vi­lis ar­se­bo­ba
ked­leb­ze ase­ve am­ci­rebs xma­urs. bu­neb­ri­vi ba­ri­e­re­bi, mce­na­
re­e­bi ase­ve am­ci­rebs xmis ked­le­bis­gan arek­v­las. xma­u­ris Se­
sam­ci­reb­lad fo­nu­ri mu­si­kis ga­mo­ye­ne­bac Se­saZ­le­be­lia. mu­
si­ka da­de­biT gan­wyo­bas uq­m­nis mos­wav­le­ebs da maT ag­re­si­ul
qce­vas am­ci­rebs. zo­gi sko­la efeq­tu­rad iye­nebs das­ve­ne­beb­ze
sko­lis ra­di­os, sa­dac, mu­si­kis gar­da, in­for­ma­ci­a­sac gad­mos­
ce­men.

wya­li

mos­wav­le­ebs nor­ma­lu­ri fi­zi­o­lo­gi­u­ri mdgo­ma­re­o­bis Se­sa­

nar­Cu­neb­lad wylis xSi­rad da­le­va sWir­de­baT. bevr sko­la­Si
mos­wav­le­ebs uk­r­Za­la­ven gak­ve­Til­ze an sak­la­so oTax­Si wylis
boT­li­dan da­le­vas. es ar aris swo­ri mid­go­ma da iw­vevs imas,
rom mos­wav­le­e­bi an de­hid­ra­ci­as ga­nic­di­an, an gak­ve­Ti­le­bi­
dan ga­di­an wylis da­sa­le­vad. mas­wav­leb­lebs da di­req­ci­as eSi­
ni­aT, rom mos­wav­le­e­bi wyliT iwu­wa­ve­ben sak­la­so oTa­xeb­Si.
mar­Ta­lia, zog Sem­Tx­ve­va­Si es Se­saZ­loa asec mox­des. Tum­ca,
Tu wylis ta­re­ba gak­ve­Til­ze Cve­u­leb­ri­vi ram iq­ne­ba da ara
ra­Rac gan­sa­kuT­re­bu­li, ma­Sin wu­wa­o­bis sur­vi­li mos­wav­le­ebs
nak­le­bad ga­uC­n­de­baT.
148 si­m on ja­n a­S ia

sa­qar­T­ve­los sko­le­bis ume­te­so­ba­Si wya­li tu­a­let­Si an, zog

Sem­Tx­ve­va­Si, ezo­Si mo­dis. das­ve­ne­beb­ze, bev­ri msur­ve­lis ga­
mo, mos­wav­le­ebs wylam­de mis­v­la uWirT. swo­red amis ga­mo,
mos­wav­le­e­bis na­wi­li gak­ve­Ti­lis gan­mav­lo­ba­Si iTxovs wyal­ze
gas­v­las. erT-er­Ti ga­mo­sa­va­li, gar­da boT­liT wylis ta­re­bi­
sa, aris ko­ri­do­reb­Si, tu­a­le­tis ga­reT an sxva Ria siv­r­ce­Si
wylis da­sa­le­vi niჟare­bis da­mon­taჟeba. sa­u­ke­Te­so Sem­Tx­ve­
va­Si, sak­la­so oTa­xeb­Sia wya­li Se­moy­va­ni­li, rac sa­Su­a­le­bas
aZ­levs mos­wav­le­ebs, rom wya­li swra­fad da gak­ve­Ti­lis Se­
fer­xe­bis ga­re­Se da­li­on. ase­ve, es sa­Su­a­le­bas iZ­le­va sak­la­
so oTa­xeb­Si ise­Ti aq­ti­vo­be­bis uf­ro xSi­rad ga­mo­ye­ne­bis­T­vis,
ro­me­lic wyals mo­iTxovs (mag. sa­Re­ba­ve­bis ga­mo­ye­ne­ba, eq­s­pe­
ri­men­te­bi wyal­Tan da­kav­Si­re­biT da sxv.)

uf­ro­se­bis ro­li das­ve­ne­beb­ze

mniS­v­ne­lo­va­nia, rom das­ve­ne­beb­ze ko­ri­do­reb­Si uf­ro­se­bic

im­yo­fe­bod­nen. ma­Ti yof­na xels uwyobs mos­wav­le­e­bis nor­ma­
lu­rad qce­vas, mos­wav­le­eb­sa da zrdas­ru­lebs So­ris ur­Ti­er­
To­be­bis gaR­r­ma­ve­bas. swo­red am miz­niT, mniS­v­ne­lo­va­nia, rom
zrdas­ru­le­bis yof­na ar iyos ze­dam­xed­ve­lo­bis xe­lov­nu­ri
ga­mov­le­na. mas­wav­le­be­li, sas­wav­lo na­wi­li an man­da­tu­ri, ro­
me­lic ko­ri­dor­Si imi­tom dgas, rom mos­wav­le­ebs Se­niS­v­ne­bi
mis­ces, mos­wav­le­e­bis­T­vis nak­le­bad sa­in­te­re­so ada­mi­a­nia.

is ada­mi­a­ni, ro­me­lic mos­wav­le­eb­Tan sa­er­To Te­meb­ze sa­ub­

robs, rom­lis­ga­nac Tbi­li da po­zi­ti­u­ri gzav­ni­le­bi mo­dis,
maT­T­vis qce­vis uke­Te­si ma­ga­li­Tis mim­ce­mia. efeq­tu­ria, ro­
de­sac mas­wav­le­be­li ko­ri­dor­Si mos­wav­les Se­u­qebs imas, rom
mo­wes­ri­ge­bu­lad ga­mo­i­yu­re­ba, rom zrdi­lo­bi­a­nad eq­ce­va Ta­
na­to­lebs, rom sko­lis dawye­bam­de um­c­ros­k­la­sels qu­Ca­ze
gad­mos­v­la­Si da­ex­ma­ra, rom dag­de­bu­li na­ga­vi aiRo da sxv...
po­zi­ti­u­ri gan­m­t­ki­ce­ba mos­wav­le­e­bis­T­vi­sac uf­ro sa­si­a­mov­
no mo­sas­me­nia, vid­re xSi­ri Se­niS­v­ne­bi.

bu­fe­ti

bu­fe­ti erT-er­Ti is siv­r­cea, sa­dac mos­wav­le­ebs Se­uZ­li­aT,

Se­da­re­biT di­di xnis gan­mav­lo­ba­Si iur­Ti­er­Ton Ta­vi­anT sko­
le­leb­Tan. bu­fet­Si kar­gad Cans xol­me, ur­Ti­er­To­be­bis ra
mos­w av­l e­z e ori­e n­t i­r e­b u­l i sas­k o­l o fi­z i­k u­r i ga­r e­m o
149

kul­tu­raa gav­r­ce­le­bu­li, ra daj­gu­fe­be­bia, ram­de­nad ar­se­

bobs sko­la­Si er­Ti­a­ni sa­zo­ga­do­e­bis aR­q­ma, ram­de­nad ur­Ti­er­
To­ben er­T­ma­neT­Tan zrdas­ru­le­bi da mos­wav­le­e­bi.

im sko­leb­Si, sa­dac bu­fe­ti ar­se­bobs, es siv­r­ce Se­sa­niS­na­via

imis­T­vis, rom gak­ve­Ti­le­bis Sem­deg sxva­das­x­va in­te­re­sis mqo­
ne mos­wav­le­e­bi Se­ik­ri­bon. bu­fe­tis siv­r­ce­Si Se­saZ­le­be­lia
de­ba­te­bis, war­mod­ge­ne­bis, in­te­leq­tu­a­lu­ri Se­jib­re­be­bis
ga­mar­T­va.

bu­fet­Si Se­saZ­le­be­lia bav­S­ve­bis da­saq­me­bac. im Sem­Tx­ve­va­Si,

ro­de­sac bu­fe­tis fun­q­ci­o­ni­re­ba­Si uf­ros­k­la­se­le­bis Car­
T­va xde­ba, es xan­da­xan me­tad da­de­bi­Tad moq­me­debs mos­wav­le­
e­bis qce­va­ze. bav­S­ve­bi swav­lo­ben da­geg­vas, ku­li­na­ri­as, mar­T­
vas da sxv.

mos­wav­le­e­bis so­ci­a­li­za­ci­is­T­vis sa­sar­geb­loa, ro­de­sac bu­

fet­Si sxva­das­x­vag­va­rad mowyo­bi­li siv­r­ce­e­bia. Tu aq grZe­li
ma­gi­de­bia Ta­vi­si grZe­li ska­me­biT, ma­Sin bav­S­ve­bi iZu­le­bu­
le­bi ari­an, sxvebs mi­us­x­d­nen. es ki maT aiZu­lebT, rom xan­da­
xan ise­Ti ada­mi­a­ne­bi ga­ic­non, rom­leb­Ta­nac ur­Ti­er­To­ba ar
eq­ne­bo­daT, Tu­ki fi­zi­ku­ri siv­r­ce maT amis­ken ar ubiZ­geb­da.
zog sko­la­Si ga­miz­nu­lad ar aris xol­me ga­mo­yo­fi­li mas­wav­
leb­le­bis ad­gi­le­bi. ro­de­sac mas­wav­leb­le­bi da mos­wav­le­e­bi
ad­gi­lebs de­mok­ra­ti­u­lad ina­wi­le­ben, es ur­Ti­er­T­pa­ti­vis­ce­
ma­zec da­de­bi­Tad moq­me­debs da bu­fet­Si bav­S­ve­bis qce­vis mo­
ni­to­rin­gis sa­u­ke­Te­so sa­Su­a­le­baa.

mar­Ta­lia, so­ci­a­li­za­cia mniS­v­ne­lo­va­nia, mag­ram mos­wav­le­

ebs unda hqon­deT ganmartovebis Se­saZ­leb­lo­ba, Tu­ki es maT
sWir­de­baT. xan­da­xan mos­wav­le­ebs ar surT mud­mi­vad sxveb­Tan
er­Tad yof­na. amis ga­mo, siv­r­ce­e­bis da­geg­m­vi­sas, maT So­ris
bu­fet­Sic, Se­saZ­le­be­li un­da iyos ase­Ti sa­Wi­ro­e­be­bis gaT­va­
lis­wi­ne­bac.

spor­tu­li dar­ba­ze­bi/mo­ed­ne­bi

spor­tu­li dar­ba­ze­bi­sa da mo­ed­ne­bis mowyo­bi­sas mniS­v­ne­lo­

va­nia ga­viT­va­lis­wi­noT, ma­Ti xel­mi­saw­v­do­mo­bis sa­kiTxi. Tu
sas­ko­lo sa­fex­bur­To da sa­ka­laT­bur­To mo­ed­ne­bis ga­mo­ye­ne­ba
150 si­m on ja­n a­S ia

or­ga­ni­ze­bu­lad mox­de­ba, ma­Sin mos­wav­le­ebs So­ris kon­ku­ren­

cia mog­var­de­ba. Se­saZ­loa spe­ci­a­lu­ri gan­ri­gis SemuSaveba,
sa­dac mos­wav­le­e­bi wi­nas­war Ca­e­we­re­bi­an. ra Tqma un­da, am­g­va­
ri zo­me­bis mi­Re­ba efeq­tu­ria iq, sa­dac re­sur­se­bi SezRu­du­
lia da ma­Ti ga­mo­ye­ne­bis msur­ve­li bev­ria.

spor­tu­li dar­ba­ze­bis in­te­ri­e­ris ga­mo­ye­ne­ba Se­iZ­le­ba gan­sa­

kuT­re­bu­li spor­tu­li miR­we­ve­bis aRi­a­re­bis­T­vis. efeq­tu­ria,
ro­de­sac ked­leb­ze ga­mok­ru­lia fo­to­e­bi, rom­le­bic mos­wav­
le­e­bis spor­tul cxov­re­bas aR­wers.

mo­ed­ne­bi­sa da dar­ba­ze­bis Wkvi­a­nu­rad ga­mo­ye­ne­ba mniS­v­ne­lo­

va­nia sko­lis Sig­niT da sko­lebs So­ris ga­mar­Tu­li Se­jib­re­
be­bis dros. sko­lebs So­ris ga­mar­Tu­li Se­jib­re­be­bi, ro­gorc
uk­ve aR­v­niS­neT, mniS­v­ne­lo­va­nia sas­ko­lo pat­ri­o­tiz­mis ga­sa­
vi­Ta­reb­lad, rac, Ta­vis mxriv, sas­ko­lo sa­zo­ga­do­e­bis Ca­mo­
ya­li­be­bas uwyobs xels. es Se­jib­re­be­bi imis­T­vis unda ga­mo­vi­
ye­noT, rom mos­wav­le­ebs ucxo­eb­Tan ur­Ti­er­To­ba vas­wav­loT.
sko­la­Si stum­rad mo­sul gunds kar­gi mas­pin­Z­lo­ba un­da da
amis swav­le­ba Se­saZ­loa mniS­v­ne­lo­va­ni cxov­re­bi­se­u­li gak­ve­
Ti­li iyos. kon­f­liq­te­bis mi­ni­mu­mam­de day­va­nis­T­vis efeq­tu­
ria am Se­jib­re­beb­ze ori­ve gun­dis wev­r­Ta mSob­le­bis mow­ve­
vac. gar­da am da­de­bi­Ti Se­de­gis, mSob­le­bis Se­jib­re­beb­ze mow­
ve­va da­de­bi­Tad moq­me­debs ase­ve maT mzad­yof­na­ze, rom Ca­er­
Ton sas­ko­lo cxov­re­ba­Si.

Se­jib­re­be­bis ga­mo­ye­ne­ba Se­saZ­le­be­lia sas­ko­lo fon­de­bis

mo­Zi­e­bis­T­vis. aseT dros da­sav­le­Tis qvey­ne­bis sko­leb­Si sa­
baz­ro fas­ze co­ta­Ti uf­ro Zvi­rad ra­i­me sa­sus­navs, na­yins, So­
ko­la­debs, ga­mag­ri­le­bel sas­me­lebs yi­di­an xol­me. xan­da­xan am
dros mo­xa­li­se­e­bi ker­Zebs, bli­nebs, mwva­debs, sen­d­vi­Cebs am­
za­de­ben, rom­leb­sac sko­lis an­ga­ri­Sis­T­vis Se­mo­wi­ru­lo­ba­ze
uc­v­li­an mow­ve­ul stum­rebs.

spor­tu­li dar­ba­ze­bi, ise­ve ro­gorc sxva siv­r­ce­e­bi, kar­gad

un­da ni­av­de­bo­des. ase­ve mniS­v­ne­lo­va­nia, rom ga­sax­de­leb­Si
fun­q­ci­o­ni­reb­des Sxa­pe­bi, sa­dac mos­wav­le­e­bis pi­ra­du­lo­ba
gaT­va­lis­wi­ne­bu­lia. ase­ve mniS­v­ne­lo­va­nia, rom ga­sax­de­leb­
Si ar­se­bob­des imis Se­saZ­leb­lo­ba, rom mos­wav­le­eb­ma usaf­r­
Txod da suf­Tad Se­i­na­xon sa­ku­Ta­ri niv­Te­bi.
mos­w av­l e­z e ori­e n­t i­r e­b u­l i sas­k o­l o fi­z i­k u­r i ga­r e­m o
151

sko­lis ezo

sko­lis ezo mniS­v­ne­lo­va­ni re­sur­sia sko­lis­T­vis. Ta­vis­Ta­vad

cxa­dia, rom es sa­u­keT­so ad­gi­lia mos­wav­le­e­bs Soris er­T­ma­
neT­Tan in­ten­si­u­ri ko­mu­ni­ka­ci­is da­sam­ya­reb­lad. es da­u­geg­
ma­va­dac xSi­rad xde­ba. Tum­ca, da­geg­m­vis Sem­Tx­ve­va­Si, so­ci­a­
li­za­ci­is­T­vis uke­Te­si pi­ro­be­bi iq­m­ne­ba da ezo­Si ara­sa­sur­ve­
li qce­ve­bis ra­o­de­no­ba m­ci­rdeba.

sko­lis ezo­Si ar­se­bu­li mi­to­ve­bu­li ad­gi­le­bi xSi­rad saf­r­

Txis Sem­c­ve­lia. aq zog­jer na­ga­vi grov­de­ba, zog­jer ki „saq­
mis gar­Ce­vis~ ad­gi­lad iq­ce­va. ami­tom aseT ad­gi­lebs mar­T­va
sWir­de­ba. kar­gia, ro­de­sac am­g­var ad­gi­leb­Si vrgavT nar­ga­
vebs, va­ke­TebT bu­neb­riv ba­ri­e­rebs mos­wav­le­e­bis­T­vis an, ro­
de­sac am ad­gi­leb­Tan ax­los mos­wav­le­e­bis Tav­Sey­ris ad­gi­
lebs vawyobT, sa­dac isi­ni bu­neb­ri­vad da Zal­da­u­ta­neb­lad
ik­ri­be­bi­an.

sko­lis ezos ga­mo­ye­ne­ba gak­ve­Ti­le­bis Ca­sa­ta­reb­lad, sa­u­ke­

Te­so gzaa er­T­fe­ro­va­ni sas­ko­lo cxov­re­bis ga­sa­xa­li­seb­lad.
amis­T­vis ezo spe­ci­a­lu­rad un­da iyos mowyo­bi­li. kom­for­tu­
li mde­lo, an wri­u­lad da­mon­taჟebu­li ska­me­bi sav­se­biT sak­ma­
ri­sia imis­T­vis, rom gak­ve­Ti­li ezo­Si Ca­tar­des.

sko­lis ezo Ta­vad Se­iZ­le­ba iyos mos­wav­le­e­bis­T­vis in­te­leq­

tu­a­lu­rad mas­ti­mu­li­re­be­li. aq Se­saZ­le­be­lia im­g­va­ri kon­
s­t­ruq­ci­e­bis dad­g­ma, ro­mel­sac, garkveuli fun­q­ci­ac aqvs
da mos­wav­le­ebs ex­ma­re­ba fi­zi­kis, ge­o­met­ri­i­sa da, Se­saZ­loa,
inჟine­ri­is Ses­wav­la­Si. ma­ga­li­Tad, ase­Ti Se­iZ­le­ba iyos dro­
Sis da­sa­mag­re­be­li ub­ra­lo bo­Zic ki. msgav­si fun­q­ci­iT Se­iZ­
le­ba da­mon­taჟdes ezo­Si sar­wya­vi sis­te­ma, mzis ener­gi­is ga­mo­
sa­ye­ne­be­li pa­ne­le­bi da sxv.

bib­li­o­Te­ka

sa­qar­T­ve­lo­Si mos­wav­le­e­bis did na­wils sax­l­Si sak­ma­ri­si wig­

ne­bi ar aqvs imis­T­vis, rom sa­ku­Ta­ri in­te­leq­tu­a­lu­ri in­te­
re­se­bi da­ik­ma­yo­fi­los. am mos­wav­le­ebs, cxa­dia, nak­le­bad aqvT
imis Se­saZ­leb­lo­bac, rom sax­l­Si in­ter­net­Si Car­Tu­li kom­pi­
u­te­re­bic hqon­deT. im mos­wav­le­eb­sac ki, rom­leb­sac sax­l­Si
152 si­m on ja­n a­S ia

wig­ne­bi aqvT, nak­le­bad Se­uZ­li­aT yve­la axa­li ga­mo­ce­mis Se­

Ze­na. ami­tom, sko­lis bib­li­o­Te­kebs Se­uZ­lia am mniS­v­ne­lo­va­
ni da­nak­li­sis Sev­se­ba. swo­rad fun­q­ci­o­ni­re­bis Sem­Tx­ve­va­Si,
sko­lis bib­li­o­Te­kebs ara mxo­lod ma­Ti mos­wav­le­e­bis­T­vis,
ara­med sas­ko­lo Te­mis sxva wev­re­bis­T­vi­sac Se­uZ­lia sar­geb­
lis mo­ta­na.

sam­wu­xa­rod, sa­qar­T­ve­los bevr sko­la­Si sas­ko­lo bib­li­o­Te­

kas me­o­re­xa­ris­xo­va­ni fun­q­cia akis­ria. amas xSi­rad imiT amar­
T­le­ben, rom bib­li­o­Te­ka­Si sak­ma­ri­si wig­ne­bi ar aris. si­nam­
d­vi­le­Si, bib­li­o­Te­ke­bis did na­wil­Si wig­ne­bis nak­le­bo­ba ar
aris prob­le­ma. prob­le­ma ram­de­ni­mea:

• mos­wav­le­ebs ar aqvT bib­li­o­Te­kis ga­mo­ye­ne­bis Cve­

va. zog­ma mos­wav­lem arc icis, rom sko­la­Si bib­li­o­
Te­ka ar­se­bobs da, ase­ve, ver war­mo­ud­ge­nia Tu ri­si
nax­vaa iq Se­saZ­le­be­li. bib­li­o­Te­kis po­pu­la­ri­za­ci­
is­T­vis mniS­v­ne­lo­va­nia, rom sko­lam da­geg­mos bib­
li­o­Te­ka­Si vi­zi­te­bi. ase­ve, mas­wav­le­be­li Se­saZ­loa
bav­S­ve­bis na­wils gak­ve­Ti­le­bis Sem­deg aka­de­mi­u­ri
prob­le­me­bis daZ­le­veb­Si da­sax­mar­b­lad bib­li­o­Te­ka­
Si xvde­bo­des. sa­dac siv­r­ce amis Se­saZ­leb­lo­bas iZ­le­
va, sa­sar­geb­loa bib­li­o­Te­ka­Si sxva­das­x­va Sex­ved­ris
Ca­ta­re­ba. ma­ga­li­Tad, Se­saZ­loa zog­jer mos­wav­le­eb­
ma ama Tu im sag­nis far­g­leb­Si pre­zen­ta­cia swo­red
bib­li­o­Te­ka­Si Ca­a­ta­ron, an sko­lis stu­ma­ri swo­red
bib­li­o­Te­ka­Si mo­iw­vi­on mos­wav­le­eb­Tan Se­sax­ved­rad.

• bib­li­o­Te­ke­bi isea mowyo­bi­li, rom mi­si ga­mo­ye­ne­ba ar­

c­Tu kom­for­tu­lia. bib­li­o­Te­ke­bis di­di na­wi­li ga­mo­
i­ye­ne­ba, ro­gorc wig­ne­bis sa­ca­vi. aseT bib­li­o­Te­keb­Si
uf­ro me­ti aq­cen­ti keT­de­ba wig­ne­bis dac­va­ze, vid­re
maT ga­mo­ye­ne­ba­ze. sko­lis ad­mi­nis­t­ra­cia xSi­rad ima­
ze Re­lavs, rom sko­lis qo­ne­bad aR­we­ri­li wig­ni ar da­
kar­gos da amis­T­vis sas­je­li ar da­im­sa­xu­ros sa­xel­m­wi­
fos­gan. swo­red amis ga­mo, bib­li­o­Te­keb­Si mos­wav­le­ebs
xSi­rad wig­neb­Ta­nac arc ki uS­ve­ben. am­g­var bib­li­o­Te­
keb­Si mos­wav­le val­de­bu­lia, ka­ta­log­Si mo­Zeb­nos sa­
sur­ve­li wig­ni da Sem­deg bib­li­o­Te­ka­ri mas Ta­ro­dan
mo­aw­v­dis. es Za­li­an ara­e­feq­tu­ri mid­go­maa sas­ko­lo
mos­w av­l e­z e ori­e n­t i­r e­b u­l i sas­k o­l o fi­z i­k u­r i ga­r e­m o
153

bib­li­o­Te­ke­bis mar­T­vis Tval­saz­ri­siT. bav­S­veb­ma xSi­

rad ar ici­an, ri­si wa­kiTx­va surT, sa­nam isi­ni wigns ar
na­xa­ven. ami­tom mniS­v­ne­lo­va­nia, rom mos­wav­le­ebs sa­Su­
a­le­ba hqon­deT, Ta­ro­dan wig­ni pi­ra­dad gad­mo­i­Ron, da­
aT­va­li­e­ron, iq­ve wa­i­kiTxon, an Sem­deg sax­l­Si wa­i­Ron.

cxa­dia, mos­wav­le­e­bis wig­ne­bis Ta­ro­eb­Tan miS­ve­

ba gar­k­ve­ul prob­le­meb­Tan aris da­kav­Si­re­bu­li.
maT un­da vas­wav­loT, Tu ra uyon Ta­ro­dan ga­mo­Re­
bul wig­nebs, Tu ro­gor un­da mo­epy­ran maT. Ta­ro­e­
bze mimagrebuli iar­li­ye­bi moswavleebs mianiSneben,
Tu sad Se­iZ­le­ba maT­T­vis sa­in­te­re­so Te­ma­ze wig­
nis pov­na. mniS­v­ne­lo­va­nia, ga­viT­va­lis­wi­noT mos­wav­
le­e­bis asa­ki. sasurvelia dawye­bi­Ti sa­fe­xu­ris­T­vis
cal­ke bib­li­o­Te­kis ga­ke­Te­baa. es am­ci­rebs pa­ta­re­
bis kon­ku­ren­ci­as uf­ro­seb­Tan. ne­bis­mi­er Sem­Tx­ve­
va­Si, mniS­v­ne­lo­va­nia, rom pa­ta­re­bis wig­ne­bi maT­
T­vis xel­mi­saw­v­dom si­maR­le­ze iyos gan­la­ge­bu­li.

moswavlis mier wignis moZebnis es Cveva ar gu­lis­x­

mobs ka­ta­lo­ge­bis ga­uq­me­bas. ka­ta­lo­gis ga­mo­ye­ne­bis
swav­le­ba ase­ve mniS­v­ne­lo­va­ni Cve­vaa, ro­me­lic zrdas­
ru­lo­bi­sa­sac Za­li­an ga­mo­ad­ge­baT Cvens mos­wav­le­ebs.

• bib­li­o­Te­ke­bis ara­kom­for­tu­lo­bas xSi­rad isic gan­

sazR­v­ravs, rom bib­li­o­Te­ke­bi patara oTa­xeb­Sia xol­
me gan­la­ge­bu­li. aq iS­vi­a­Tad aris ad­gi­li imis­T­vis,
rom mos­wav­le­e­bi das­x­d­nen da wig­ne­bi wa­i­kiTxon. sko­
leb­Si, sa­dac aso­biT da, xSi­rad, aTas­ze me­ti mos­wav­
le swav­lobs, iS­vi­a­Tad aris bib­li­o­Te­ka­Si 15 skam­ze
me­ti. am prob­le­mis ga­da­saW­re­lad sko­lam un­da ga­i­
az­ros bib­li­o­Te­kis mniS­v­ne­lo­ba da Se­e­ca­dos, rom is
iseT siv­r­ce­Si ga­na­Tav­sos, ro­me­lic wig­ne­bis sawyo­
bis gar­da, mos­wav­le­e­bis Tav­Sey­ris ad­gi­lic iq­ne­ba.

• bib­li­o­Te­ka iS­vi­a­Tad aris sas­wav­lo pro­ce­sis na­wi­

li. mas­wav­leb­le­bi iS­vi­a­Tad iye­ne­ben im re­sur­sebs,
rac sko­la­Si ar­se­bobs. qar­Tu­lis bev­ri mas­wav­le­be­
li ga­nic­dis imas, rom mos­wav­le­e­bi co­tas kiTxu­lo­
ben. swo­red am prob­le­mis ga­dawy­ve­tas xels uwyobs
154 si­m on ja­n a­S ia

mra­val­fe­ro­va­ni li­te­ra­tu­ris Se­Ta­va­ze­ba mos­wav­le­

e­bis­T­vis. gar­da sak­la­so bib­li­o­Te­ke­bisa, ro­mel­zec
ze­moT vi­sa­ub­reT, sas­ko­lo bib­li­o­Te­ke­bi erT-er­Ti
mniS­v­ne­lo­va­ni re­sur­sia imis­T­vis, rom bav­S­vebs Sev­
Ta­va­zoT wig­ne­bi, ro­gorc sa­ku­Ta­ri si­a­mov­ne­bis­T­
vis, ase­ve - sak­la­so da­va­le­be­bis Se­sas­ru­leb­lad.

• sko­lis cxri­li xSi­rad isea mowyo­bi­li, rom mos­wav­le­

ebs mxo­lod gak­ve­Ti­le­bis Sem­deg aqvT Se­saZ­leb­lo­ba,
bib­li­o­Te­ka­Si wa­vid­nen. es ki ise­dac SezRu­dul re­
surss ki­dev uf­ro ga­mo­u­ye­ne­bels xdis. ami­tom, das­
ve­ne­be­bis xan­g­r­Z­li­vo­bis gaz­r­da ase­ve xels uwyobs
bib­li­o­Te­kis gan­t­vir­T­vas. bevr da­sav­lur qve­ya­na­Si,
sas­wav­lo pro­ce­si or na­wi­lad iyo­fa. Su­adRis Ses­ve­
ne­ba, ro­me­lic xSi­rad Tor­me­ti sa­a­Tis­T­vis iwye­ba da
da­ax­lo­e­biT erT sa­aTs grZel­de­ba, swo­red gam­yo­fis
fun­q­ci­as as­ru­lebs. am Ses­ve­ne­bi­sas mos­wav­le­e­bi mra­
val ra­mes as­w­re­ben. is, vinc wig­ne­biT in­te­res­de­ba, am
dro­is na­wils swo­red bib­li­o­Te­ka­Si xar­javs.

• bib­li­o­Te­ka iS­vi­a­Tad aris sko­la­Si cen­t­ra­lur ad­

gi­las. xSi­rad es oTa­xi ko­ri­do­ris bo­lo­Si, an ro­
me­li­me fli­ge­lis kuTxe­Sia gan­Tav­se­bu­li. efeq­tu­
ria, ro­de­sac bib­li­o­Te­kas­Tan gav­la mos­wav­le­ebs
xSi­rad uwevT. Tu bib­li­o­Te­kas ase­ve Su­Sis ka­ri aqvs
an ko­ri­do­ris­gan fan­j­re­bi­Taa ga­mo­yo­fi­li, ma­Sin
mos­wav­le­e­bi ga­re­dan­ve xe­da­ven, Sig­niT ra xde­ba. am
Sem­Tx­ve­va­Si, di­dia al­ba­To­ba, rom Sem­Tx­ve­vi­Ti gam­
v­le­lic da­in­te­res­de­ba da Se­iv­lis bib­li­o­Te­ka­Si.

• bib­li­o­Te­kis ga­re­mo ar aris mowyo­bi­li ise, rom aq

mos­wav­le­e­bis­T­vis Se­saZ­le­be­li iyos ra­i­me pro­eq­t­ze
er­Tob­li­vad mu­Sa­o­ba. bib­li­o­Te­keb­Si sa­u­ba­ri Zi­ri­
Ta­dad ak­r­Za­lu­lia xol­me. es ga­sa­ge­bia ki­dec, rad­gan
mos­wav­le­e­bis sa­u­bar­ma Se­saZ­loa xe­li Se­u­Sa­los maT,
vinc kon­cen­t­ri­re­bas cdi­lobs. Tum­ca, Se­saZ­loa gar­
k­ve­u­li siv­r­ce, kuTxe an ase­ve spe­ci­a­lu­ri dro iyos
ga­mo­yo­fi­li imis­T­vis, rom mos­wav­le­eb­ma iq er­Tob­li­
vad imu­Sa­on, im­s­je­lon, ga­ni­xi­lon sxva­das­x­va sa­kiTxi.
mos­w av­l e­z e ori­e n­t i­r e­b u­l i sas­k o­l o fi­z i­k u­r i ga­r e­m o
155

• sko­lis bib­li­o­Te­keb­Si iS­vi­a­Tad aris pe­ri­o­du­li li­

te­ra­tu­ra, rac Se­saZ­loa uf­ro sa­in­te­re­so iyos zo­gi­
er­To mos­wav­lis­T­vis an mas­wav­leb­lis­T­vis, vid­re wig­
ne­bi. pe­ri­o­du­li li­te­ra­tu­ris ga­mo­we­ra cxa­dia gar­k­
ve­ul xar­jeb­Tan aris da­kav­Si­re­bu­li. ma­Sin, ro­de­sac
sko­las ar aqvs Se­saZ­leb­lo­ba, rom bi­u­jet­Si ar­se­bu­li
Tan­xis far­g­leb­Si da­a­fi­nan­sos bib­li­o­Te­ka­Si pe­ri­o­
du­li li­te­ra­tu­ris ga­mo­we­ra, sa­u­ke­Te­so ga­mo­sa­va­li
fon­de­bis mo­Zi­e­baa. ada­mi­a­ne­bi uf­ro me­ti mzad­yof­
niT de­ben fuls imis­T­vis, ra­sac kon­k­re­tu­li Se­de­gi
moh­y­ve­ba, vid­re ab­s­t­raq­tu­li miz­ne­bis­T­vis. ro­de­sac
bib­li­o­Te­ka fuls ag­ro­vebs zo­ga­dad li­te­ra­tu­ris
Sev­se­bis­T­vis, ma­Sin nak­le­bia dam­fi­nan­seb­le­bis mo­ti­
va­cia, vid­re ma­Sin, ro­de­sac kon­k­re­tu­lad va­sa­xe­lebT
Tan­xas da ჟur­na­le­bis/ga­ze­Te­bis ra­o­de­no­bas, rom­lis
ga­mo­we­ra­sac Sev­Z­lebT am Tan­xiT.
bib­li­o­Te­ke­bis SezRuduli siv­r­cis ga­sa­ne­it­ra­leb­lad Se­
saZ­le­be­lia bib­li­o­Te­kis mim­de­ba­re ko­ri­do­re­bis ga­mo­ye­ne­ba.
wig­ne­bis na­wi­li Se­iZ­le­ba ko­ri­dor­Sic, bib­li­o­Te­kis dar­ba­
zis ke­del­zec ga­mo­vi­ta­noT, ma­gi­de­bis da ska­me­bis na­wi­li iq­
ve dav­d­gaT. bib­li­o­Te­kis siv­r­cis gaz­r­dis erT-er­Ti for­maa
ase­ve vir­tu­a­lu­ri siv­r­cis ga­mo­ye­ne­ba, sa­dac eleq­t­ro­nu­li
ma­sa­le­bis gan­Tav­se­ba iq­ne­ba Se­saZ­le­be­li.
156 si­m on ja­n a­S ia

da­sa­ru­lis­T­vis

sko­la kom­p­leq­su­ri sis­te­maa, sa­dac yve­la­fe­ri, rac mi­si na­

wi­lia, da­geg­mi­li un­da iyos im­g­va­rad, rom Ta­vis Zi­ri­Tad mi­
zans - mos­wav­le­e­bis ga­naT­le­bas, swav­la­sa da aR­z­r­das efeq­
tu­rad em­sa­xu­re­bo­des. ne­bis­mi­e­ri sko­la, maT So­ris, yve­la­ze
Ra­ri­bic ki, mra­val sa­Su­a­le­bas flobs imis­T­vis, rom sis­te­ma
war­ma­te­bu­li iyos. am sa­Su­a­le­bebs So­ris sko­lis fi­zi­kur ga­
re­mos di­di ro­lis Ses­ru­le­ba Se­uZ­lia Tbi­li, swav­li­sad­mi
po­zi­ti­u­ri gan­wyo­bis gan­ma­pi­ro­be­be­li, usaf­r­Txo da sa­si­a­
mov­no ga­re­mos Se­saq­m­ne­lad.

mniS­v­ne­lo­va­nia, rom sko­leb­ma Ta­vi­si fi­zi­ku­ri ga­re­mo sa­

ku­Ta­ri miz­ne­bi­dan ga­mom­di­na­re Se­is­wav­lon da ga­mo­i­ye­non.
sko­lis Se­no­ba, is siv­r­ce­e­bi, rom­le­bic sko­leb­Si ar­se­bobs,
swo­rad da­geg­m­vis ga­re­Se xe­lis Sem­S­le­li da ara­sa­Ta­na­do aka­
de­mi­u­ri Tu cxov­re­bi­se­u­li gak­ve­Ti­le­bis Ca­ta­re­bis ad­gi­li
Se­iZ­le­ba gax­des. efeq­tu­rad da­geg­mi­li fi­zi­ku­ri siv­r­ce ki
gvex­ma­re­ba swo­ri Ri­re­bu­le­be­bis Ca­mo­ya­li­be­ba­Si, aka­de­mi­u­ri
miz­ne­bis miR­we­va­sa da po­zi­ti­u­ri qce­ve­bis gan­m­t­ki­ce­ba­Si.

sko­leb­Si xSi­rad SezRud­veb­ze me­tad fiq­ro­ben, vid­re Se­saZ­

leb­lo­beb­ze. Se­saZ­leb­lo­beb­ze kon­cen­t­ri­re­ba mniS­v­ne­lov­
nad cvlis Cvens mid­go­mas ar­se­bu­li ga­re­mos mi­marT. sko­la ki
is ga­re­moa, sa­dac Cve­ni mo­qa­la­qe­e­bi (da, Ta­vis dro­ze, Cvenc)
cxov­re­bis mniS­v­ne­lo­van na­wils ata­re­ben. am ga­re­mo­Si ga­ci­
le­biT me­ti da­ma­lu­li re­sur­si ar­se­bobs, vid­re amas xSi­rad
Cven, sko­lis wev­re­bi vxe­davT. am gan­Zis aR­mo­sa­Ce­nad, Seg­viZ­
lia, mar­to ga­da­veS­vaT, an Tan Cve­ni mos­wav­le­e­bic wa­viy­va­noT.
am Sem­Tx­ve­va­Si, sa­in­te­re­so Tav­ga­da­sa­va­lic gar­da­u­va­lia da
da­fa­ru­li sim­did­rec mravlad iq­ne­ba.
mos­w av­l e­z e ori­e n­t i­r e­b u­l i sas­k o­l o fi­z i­k u­r i ga­r e­m o
157

ga­mo­ye­ne­bu­li li­te­ra­tu­ra

1. Darling Hammond, Linda, Re­de­sig­ning High Scho­ols, What

Matters and What Works, Scho­ol Re­de­sign Network, 2002 http://
www.srnleads.org/data/pdfs/10_features.pdf

2. De Gregori, Alessandro, Re­i­ma­gi­ning the Clas­s­ro­om:

Opportunities to Link Re­cent Advances in Pedagogy to Physical
Set­tings, McGraw-Hill, http://mcgraw-hillresearchfoundation.
org/wp-content/uploads/2011/10/Reimagining_the_Classroom_
DeGregoriFINAL.pdf

3. Larson Vaughan, Ellen, Elementary Scho­ol, Ste­ven Win­ter

Associates, Inc., 2011 http://www.wbdg.org/design/elementary.php

4. Mullis, I.V.S., Et. al.. (2008), TIMSS 2007 International

Mathematics Re­port: Findings from IEA’s Trends in International
Mathematics and Sci­en­ce Study at the Fourth and Eighth Grades,
Ches­t­nut Hill, MA: TIMSS & PIRLS International Study Cen­ter,
Boston Col­le­ge.

5. National Best Practices Manual for Building High Performing

Scho­ols, US Department of Energy, http://www.nrel.gov/docs/
fy08osti/31545.pdf

6. Paradis, Ric­hard , Acoustic Com­fort, http://www.wbdg.org/

resources/acoustic.php?r=secondary

7. Schne­i­der Tod, Wal­ker Hill and Spra­gue Jef­f­rey. 2000. Sa­fe Scho­
ol Design: A Handbook for Educational Leaders. Oregon: ERIC
Cle­a­rin­g­ho­u­se of Educational Management.

8. Ta­kas­hi, Nancy, Educational Landscapes: Developing Scho­ol

Grounds as Learning Places, Vol 3, Virginia Univ, 1999, http://
www.eric.ed.gov/PDFS/ED428530.pdf

9. ga­naT­le­bis­xa­ris­xis­gan­vi­Ta­re­bi­se­rov­nu­li­cen­t­ri,
zo­gad­sa­gan­ma­naT­leb­lo­da­we­se­bu­le­bi­sav­to­ri­za­ci­is­
s­tan­dar­ti, http://new.eqe.ge/up­lo­ads/zss.pdf
158

­­­­­­

Scho­ol Sa­fety

by Sop­hio Gorgadze, Assistant Professor

and Si­mon Ja­nas­hia, Assistant Professor
from Ilia Sta­te University

May 2012
Scho­ol Sa­fety
159

Sum­mary

The pur­po­se of this do­cu­ment is to des­c­ri­be sa­fety si­tu­a­ti­on in Georgian scho­

ols, of­fer re­com­men­da­ti­ons as to how sa­fety co­uld be im­p­ro­ved, and iden­tify
ad­vo­cacy ne­eds for fu­tu­re prog­ram­ming. This pa­per is to be pre­sen­ted to
de­ci­si­on ma­kers and edu­ca­ti­on sta­ke­hol­ders to in­f­lu­en­ce the de­ve­lop­ment of
edu­ca­ti­on po­li­ci­es which will ma­ke scho­ols sa­fe and wel­co­ming pla­ce for
study and so­ci­al de­ve­lop­ment. The do­cu­ment is ba­sed on the anal­y­sis of the
ge­ne­ral edu­ca­ti­on system, edu­ca­ti­on po­li­ci­es, le­gis­la­ti­ve do­cu­ments, si­tu­a­ti­
on in scho­ols, in­ter­vi­ews with scho­ol ad­mi­nis­t­ra­ti­on, te­ac­hers, and stu­dents.
Re­com­men­da­ti­ons, out­li­ned in the last chap­ter, we­re de­ve­lo­ped af­ter the re­
vi­ew of the in­ter­na­ti­o­nal ex­per­ti­se and know­led­ge.

Scho­ol sa­fety is be­co­ming mo­re and mo­re se­ri­o­us is­sue of con­cern be­ca­u­se of
the ri­sing ca­ses of bul­ly­ ing and vi­o­len­ce in scho­ols. This is a new phe­no­me­
non but it is be­co­ming mo­re and mo­re wi­des­p­re­ad in the co­untry. The­re­fo­re,
the Ministry of Education and Sci­en­ce (MOES) con­si­ders this to­pic as one of
the top pri­o­ri­ti­es on its agen­da.

Bullying co­uld be de­fin­ ed as an in­ten­ti­o­nal and re­pe­a­ted act to hurt, frig­h­ten

and in­ti­mi­da­te a per­son. Bullying co­uld be physi­cal, ver­bal or psycho­lo­gi­cal.
Bullying in scho­ols co­uld ta­ke many forms li­ke thre­ats, in­ti­mi­da­ti­on, spre­a­
ding ru­mors, moc­kery, re­jec­ti­on, co­er­ci­on, ex­tor­ti­on, na­me cal­ling, pus­hing,
trip­ping, etc. Effects of bul­l­ying co­uld ha­ve de­vas­ta­ting ef­fects and co­uld
le­ad to chil­d­ren’s su­i­ci­de, dep­res­si­on, an­xi­ety, tru­ancy, low self-es­te­em, low
aca­de­mic per­for­man­ce, ag­g­res­si­on, vi­o­len­ce. When events of American sho­
o­tings we­re stu­di­ed it tur­ned out that chil­d­ren who com­mit­ted vi­o­lent cri­mes
in scho­ols we­re al­most in all ca­ses vic­tims of bul­l­ying (Klein, 2012). This
spe­aks vo­lu­mes of what ne­eds to be do­ne to pre­vent pos­sib­le fa­tal events in
our scho­ols.

Unfortunately, scho­ols are not pre­pa­red to de­al with this new bul­l­ying phe­
no­me­non. The­re­fo­re, it is im­por­tant to ra­i­se awa­re­ness on the is­sue amongst
the edu­ca­ti­on com­mu­nity and edu­ca­te them abo­ut pos­sib­le ways of pre­ven­ti­
on and re­sol­ve. In or­der to be suc­ces­s­ful in scho­ols stu­dents sho­uld fe­el sa­fe,
pro­tec­ted and wel­co­med. The­re­fo­re, each scho­ol sho­uld ha­ve spe­ci­fic pro­vi­
si­ons in pla­ce to en­su­re sa­fe en­vi­ron­ment for all, stu­dents and staff.

The scho­ol sa­fety sho­uld ta­ke in­to con­si­de­ra­ti­on physi­cal and psycho­lo­gi­cal
sa­fety of stu­dents and staff. For exam­p­le, the physi­cal as­pect of sa­fety de­
160 Sop­h ia Gorgodze, Si­m on Ja­n as­h ia

pends on scho­ol ar­c­hi­tec­tu­re, se­cu­rity equ­ip­ment, sa­fety pro­ces­ses (li­ke eva­

cu­a­ti­on plan or emer­gency plan) which sho­uld be fol­lo­wed by all per­son­nel,
qu­a­lity of fo­od pro­vi­ded to stu­dents, scho­ol vi­si­ta­ti­on po­li­ci­es (for exam­p­le,
whet­her stran­gers are al­lo­wed to en­ter the scho­ol ter­ri­tory), tra­i­ning of staff
and stu­dents for emer­gency si­tu­a­ti­ons li­ke na­tu­ral di­sas­ters, mi­li­tary ac­ti­vi­ti­
es, and ot­her pre­ven­ti­ve me­a­su­res which co­uld con­t­ri­bu­te to the re­duc­ti­on of
risks as­so­ci­a­ted with physi­cal he­alth of stu­dents and staff.

In or­der to en­su­re sa­fe en­vi­ron­ment in scho­ols cer­ta­in chal­len­ges which exist

to­day ha­ve to be ad­d­res­sed be­fo­re any prog­ress co­uld be ma­de. The­se chal­
len­ges are as fol­lows:

• The­re are no spe­ci­al edu­ca­ti­on prog­rams for scho­ol staff and stu­
dents abo­ut scho­ol sa­fety, pre­ven­ti­on of bul­l­ying and ways of de­a­
ling with it.

• Scho­ols ha­ve no auto­nomy to ac­cess funds and re­so­ur­ces from com­

mu­ni­ti­es to im­p­ro­ve sa­fety in scho­ols.

• Scho­ols fe­ar ad­mi­nis­t­ra­ti­ve rep­ri­mands and the­re­fo­re bul­l­ying ca­ses

are not dis­cus­sed out­si­de of the scho­ol.

• The­re are no spe­ci­al prog­rams for at risk chil­d­ren in scho­ols the­re­fo­

re ma­jo­rity of bul­li­es are fo­und amongst the­se chil­d­ren.

• The cur­rent fo­cus on scho­ol sa­fety puts mo­re at­ten­ti­on on in­f­ras­t­ruc­

tu­ral as­pects rat­her than te­ac­hing scho­ol staff abo­ut scho­ol sa­fety,
pre­ven­ti­on of bul­l­ying, and te­ac­hing ci­vic va­lu­es and res­pon­si­bi­li­
ti­es to stu­dents.

In or­der to ad­d­ress so­me of the chal­len­ges the fol­lo­wing me­a­su­res co­uld be

im­p­le­men­ted:

• Scho­ol staff and pa­rents sho­uld pay mo­re at­ten­ti­on to stu­dents’ be­
ha­vi­or ma­na­ge­ment.

• The­re sho­uld be cle­ar sa­fety pro­ce­du­res es­tab­lis­hed in scho­ols (wit­

hin the scho­ol’s an­ti-bul­l­ying po­licy) and the­se pro­ce­du­res sho­uld
be dis­cus­sed with stu­dents, pa­rents and com­mu­nity.

• The scho­ol ad­mi­nis­t­ra­ti­on, te­ac­hers, and pa­rents sho­uld ha­ve ac­cess

Scho­ol Sa­fety
161

to the con­sul­ta­ti­ve and tra­i­ning ser­vi­ces, as well as edu­ca­ti­on re­so­

ur­ces to be ab­le to de­al pro­fes­si­o­nally with each ca­se of vi­o­len­ce
or bul­l­ying.

• Each scho­ol sho­uld ha­ve pro­ce­du­res in pla­ce to be ab­le to work

with all par­ti­es in­vol­ved (vic­tim, bully, wit­ness) in a bul­l­ying ca­se.

• Scho­ols sho­uld be en­co­u­ra­ged to re­ve­al how they de­al with bul­l­

ying ca­ses out­si­de the scho­ol and not fe­ar ad­mi­nis­t­ra­ti­ve bac­k­lash
from the Ministry of Education and Sci­en­ce.

• Scho­ols sho­uld es­tab­lish in­c­lu­si­ve ap­p­ro­ac­hes for at risk stu­dents

and mo­bi­li­ze scho­ol com­mu­nity and sta­te re­so­ur­ces to aid the­se
gro­ups with ex­t­ra sup­port to pre­vent an­ti-so­ci­al be­ha­vi­ors at scho­
ols.

• Cle­ar pro­ce­du­res sho­uld be es­tab­lis­hed wit­hin the edu­ca­ti­on com­

mu­nity ac­cor­ding to which the res­pon­si­bi­li­ti­es and ac­co­un­ta­bi­li­ti­es
for mo­ni­to­ring and en­su­ring sa­fety in scho­ols will be af­fec­ti­vely
re­dis­t­ri­bu­ted among the sta­te, scho­ol and lo­cal com­mu­nity.

Re­vi­ew of Georgia’s Education System: How Sa­fe are Our Scho­ols?

Violence, in par­ti­cu­lar, bul­l­ying, is spre­a­ding in Georgian scho­ols as well as

in many co­un­t­ri­es of the world. In spi­te of the fact that the sur­veys on this to­
pic are few, the fin­dings col­lec­ted du­ring the last fi­ve ye­ars show that bul­l­ying
is be­co­ming part of scho­ol li­fe for a hu­ge num­ber of chil­d­ren.

Based on 2008 sur­vey con­duc­ted by UNICEF in Georgia, the ma­jo­rity of

stu­dents (77.5%) al­ways fe­el sa­fe in scho­ol. However, half of the sur­ve­yed
cla­i­med that they ca­me ac­ross bul­l­ying at scho­ol. Based on the sur­vey, 10-11
ye­ar olds talk mo­re abo­ut bul­l­ying. Bullying at scho­ols is less spre­ad in Tbi­
li­si than out­si­de the city. This gi­ves us an in­di­ca­ti­on that the­re is a con­nec­ti­on
bet­we­en so­cio-eco­no­mic sta­tus of fa­mi­li­es and bul­l­ying phe­no­me­non.

According to TIMSS 2007, the in­ter­na­ti­o­nal sur­vey, 88% of sur­ve­yed stu­

dents (4th and 8th gra­ders) in Georgia fe­el sa­fe and cur­rent scho­ol sa­fety me­
a­su­res are suf­fi­ci­ent for them. However, it must be no­ted that this con­c­lu­si­on
is ba­sed on the te­ac­hers’ opi­ni­on. Stu­dents lo­ok at the si­tu­a­ti­on dif­fe­rently.
Only 73% of the eighth gra­de stu­dents no­ted that they we­re not vic­tims of
162 Sop­h ia Gorgodze, Si­m on Ja­n as­h ia

bul­l­ying. Unfortunately, only 48% of the fo­urth gra­ders say that they ha­ve not
be­en vic­tims of bul­l­ying (Mullis 2008). Si­mi­lar da­ta is pre­sen­ted in the sur­
vey con­duc­ted the sa­me ye­ar in the na­tu­ral sci­en­ces (Martin 2008).

The num­ber of ju­ve­ni­le cri­mi­nal ca­ses in the co­untry was 595 in 2009 and 543
ca­ses in 2010 ba­sed on the sta­tis­ti­cal in­for­ma­ti­on of the Ministry of Internal
Affairs. The law en­for­ce­ment agen­ci­es are not awa­re of bul­l­ying ca­ses sin­ce
it is the res­pon­si­bi­lity of scho­ols to de­al with such is­su­es.

Based on the in­for­ma­ti­on from the Ministry of Education and Sci­en­ce, bul­l­
ying was re­du­ced as a re­sult of the in­t­ro­duc­ti­on of the re­so­ur­ce of­fi­cer’s po­
si­ti­on in scho­ols (Barabadze 2010). The Ministry of Education and Sci­en­ce
sta­tes that three month af­ter the in­t­ro­duc­ti­on of this pi­lot prog­ram ex­tor­ti­on
of cash and fights among stu­dents was al­most stop­ped (spe­ech of the Minister
of Education and Sci­en­ce on December 11, 2010). This da­ta is part of the
re­se­arch fin­dings. However, the re­se­arch re­sults ha­ve not be­en pub­lis­hed.
This da­ta ap­pe­a­red only on the Ministry’s web-si­te. It is not cle­ar how the
da­ta was col­lec­ted, and what met­ho­do­logy was used to ar­ri­ve at the fin­dings.

Based on the sur­vey re­port con­duc­ted by the Ministry of Jus­ti­ce in 2011 so­
me chan­ges to­ok pla­ce in the so­ci­ety with re­gards to scho­ol sa­fety (GORBI
2011). Based on this sur­vey 34% of res­pon­dents (ci­ti­zens) think that scho­
ol en­vi­ron­ment is ab­so­lu­tely sa­fe for chil­d­ren. In 2010 si­mi­lar sur­vey sho­
wed that only 16% of res­pon­dents (ci­ti­zens) tho­ught this way. Approximately
16% mo­re ci­ti­zens think that stu­dents are sa­fe in scho­ols. However, 34% is
such a small num­ber and it gi­ves us an in­di­ca­ti­on of how se­ri­o­us this is­sue is.

Establishment of the Office of the Re­so­ur­ce Officers

Scho­ol sa­fety is con­si­de­red to be one of the po­licy pri­o­ri­ti­es of the Georgian

go­ver­n­ment. The con­cept of a sa­fe scho­ol is be­ing de­li­be­ra­ted in the do­cu­
ments and the bud­get of the Ministry of Education and Sci­en­ce and in the
Government’s Stra­te­gic Document of 2011-2015.

Re­a­ding the­se do­cu­ments one can con­c­lu­de that the Ministry of Education
and Sci­en­ce plans to im­p­ro­ve sa­fety in scho­ols in se­ve­ral ways: in­t­ro­du­cing
a po­si­ti­on of the re­so­ur­ce of­fi­cer in a scho­ol, re­du­cing cash cir­cu­la­ti­on, plan­
ning to ha­ve se­pa­ra­te bu­il­dings for pri­mary, mid­d­le and high scho­ol, in­s­tal­
ling se­cu­rity ca­me­ras, etc. As for the se­cu­rity ca­me­ras, pri­va­te scho­ols ha­ve
to in­st­all them in­si­de a scho­ol and aro­und scho­ol pe­ri­me­ter. The Ministry of
Scho­ol Sa­fety
163

Education and Sci­en­ce do­es not man­da­te this for the pub­lic scho­ols at this
po­int be­ca­u­se it is unab­le to fund se­cu­rity ca­me­ras for pub­lic scho­ols.

In 2010 the Ministry of Education and Sci­en­ce cre­a­ted spe­ci­al agency, the
Office of the Re­so­ur­ce Officers, which is res­pon­sib­le for im­p­ro­ving sa­fety in
scho­ols. The Office is a le­gal en­tity of the pub­lic law. This bud­get pa­id for
934 re­so­ur­ce of­fi­cers in ci­ti­es’ pub­lic scho­ols (Ministry of Finance 2011).
The sta­te is plan­ning to in­t­ro­du­ce the po­si­ti­on of the re­so­ur­ce of­fi­cer in the
pri­va­te scho­ols as well.

The sta­te al­lo­ca­tes sig­ni­fi­cant ti­me and re­so­ur­ces to dis­cuss the ro­le of the
Office of the Re­so­ur­ce Officers thro­ugh dif­fe­rent me­dia chan­nels. One of the
out­co­mes of this in­ves­t­ment is that edu­ca­ti­on sta­ke­hol­ders star­ted to talk mo­
re abo­ut the ne­ed for sa­fer scho­ols. Evidently, it is an im­por­tant and po­si­ti­ve
re­sult. However, the in­t­ro­duc­ti­on of the po­si­ti­on of the re­so­ur­ce of­fi­cer in a
scho­ol bro­ught new chal­len­ges. One of the im­me­di­at­e chal­len­ges is the re­
duc­ti­on of the auto­nomy of scho­ol ad­mi­nis­t­ra­tors.

Based on the General Education Law, the sta­te is res­pon­sib­le for pre­ven­ting
bul­l­ying in ge­ne­ral edu­ca­ti­o­nal es­tab­lis­h­ments (ar­tic­le 3. Paragraph z). Also,
it sta­tes that the Office of the Re­so­ur­ce Officers is res­pon­sib­le for cre­a­ting
sa­fe en­vi­ron­ment for stu­dents. Based on the re­gu­la­ti­on the Office pro­vi­des
ser­vi­ces to the le­gal en­ti­ti­es of the pub­lic law li­ke scho­ols. The sa­me do­cu­
ment sta­tes that a prin­ci­pal is res­pon­sib­le for sa­fe and po­si­ti­ve edu­ca­ti­o­nal
en­vi­ron­ment in a scho­ol. One can say that such pro­vi­si­ons are per­fectly
re­a­so­nab­le. The prin­ci­pal en­su­res sa­fety in scho­ols with the help of the re­
so­ur­ce of­fi­cer. However, a re­so­ur­ce of­fi­cer is ac­co­un­tab­le to the Office of
the Re­so­ur­ce Officers and not to the prin­ci­pal. In its turn the Office of the
Re­so­ur­ce Officers is ac­co­un­tab­le to the Ministry of Education and Sci­en­ce.
Such re­por­ting struc­tu­re cre­a­tes con­fu­si­on in scho­ols and the­re­fo­re it ne­eds
to be re­vi­e­wed.

Only ge­ne­ral res­pon­si­bi­li­ti­es of the re­so­ur­ce of­fi­cers are out­li­ned in the Law
on General Education 2010. It says that re­so­ur­ce of­fi­cers are res­pon­sib­le for
scho­ol po­licy, sa­fety, and that they sho­uld work with stu­dents, te­ac­hers, and
scho­ol staff to ac­hi­e­ve the­ir man­da­te. The prob­lem with this des­c­rip­ti­on is
that it is too ge­ne­ral and it con­f­licts with si­mi­lar res­pon­si­bi­li­ti­es as­sig­ned to
scho­ol ad­mi­nis­t­ra­ti­on. This si­tu­a­ti­on cre­a­tes con­fu­si­on and ten­si­on bet­we­en
scho­ol ad­mi­nis­tr­ a­ti­on and re­so­ur­ce of­fi­cers. It is im­por­tant to work out the
de­ta­i­led job des­c­rip­ti­on of the re­so­ur­ce of­fi­cer and en­su­re that it do­es not
164 Sop­h ia Gorgodze, Si­m on Ja­n as­h ia

over­lap with the res­pon­si­bi­li­ti­es of the scho­ol ad­mi­nis­t­ra­ti­on.

For exam­p­le, The Law on General Education and Te­ac­hers Professional Stan­
dards des­c­ri­be ro­les and res­pon­si­bi­li­ti­es of prin­ci­pals, te­ac­hers, and re­so­ur­ce
of­fi­cers with re­gards to sa­fety in scho­ols. For exam­p­le, Te­ac­hers’ Professional
Stan­dards de­fi­ne te­ac­hers’ ob­li­ga­ti­ons si­mi­lar to ob­li­ga­ti­ons of the re­so­ur­ce
of­fi­cers. Te­ac­hers sho­uld re­sol­ve con­f­licts, pre­vent bul­l­ying among stu­dents,
cre­a­te sa­fe en­vi­ron­ment, and en­co­u­ra­ge po­si­ti­ve re­la­ti­ons among stu­dents. It
is un­der­st­an­dab­le that prin­ci­pal, te­ac­hers, and re­so­ur­ce of­fi­cer are res­pon­sib­le
for scho­ol sa­fety. However, when spe­ci­fic ca­ses of bul­l­ying oc­cur it sho­uld
be cle­ar what le­vel of res­pon­si­bi­lity each res­pon­sib­le party is en­t­rus­ted with.

The diagram below shows that equal authority is given to resource officer and
the principal to ensure safe environment in schools.

state
(prevention of bullying)

Office of the Resource

Officers
(provision of safe atmophere)

Principal
(provision of safe atmosphere)

Teacher
(provision of safe atmosphere)

Cla­rity is ne­e­ded in the le­gis­la­ti­ve do­cu­ments so that re­la­ti­on­s­hip bet­we­en

the­se three po­si­ti­ons do not cre­a­te ten­si­on in scho­ols but con­t­ri­bu­tes to ef­fec­
ti­ve col­la­bo­ra­ti­on which, in turn, will le­ad to the im­p­ro­ved sa­fety.

For exam­p­le, at the in­s­ti­tu­ti­o­nal web­si­te of the Office of the Re­so­ur­ce Officers
it is men­ti­o­ned that `the te­ac­her has the right to call upon the re­so­ur­ce of­fi­cer
when the con­f­lict si­tu­a­ti­on among stu­dents ari­ses or if a stu­dent’s, te­ac­her’s
or any ot­her per­son’s li­fe or he­alth is in dan­ger. In this ca­se the te­ac­her has
the right to call upon the re­so­ur­ce of­fi­cer~. However, it is not de­fi­ned whet­
her the te­ac­her is al­lo­wed to in­ter­ve­ne. The Law on General Education sta­tes
that no one has the right to in­ter­fe­re in the re­so­ur­ce of­fi­cer’s ac­ti­vi­ti­es when
Scho­ol Sa­fety
165

he/she car­ri­es out his pro­fes­si­o­nal duty. It is al­so un­c­le­ar whet­her the te­ac­her
is al­lo­wed to ad­d­ress the con­f­lict si­tu­a­ti­on to­get­her with the re­so­ur­ce of­fi­cer
if they find them­sel­ves in such a si­tu­a­ti­on.

It must be men­ti­o­ned that ac­cor­ding to the Law on General Education a dis­

cip­li­nary com­mit­tee sho­uld be es­tab­lis­hed in each scho­ol. This com­mit­tee
sho­uld dis­cuss dis­cip­li­nary is­su­es of tho­se who vi­o­la­te scho­ol po­li­ci­es. The
re­so­ur­ce of­fic­ er has the right to at­tend the com­mit­tee ses­si­ons and pre­sent
is­su­es. However, res­pon­si­bi­li­ti­es of com­mit­tee mem­bers and the re­so­ur­ce
of­fi­cer are not de­fi­ned cle­arly.

The fol­lo­wing qu­es­ti­ons ari­se as a re­sult of the am­bi­gu­ity in the Law on

General Education:

1. What are the te­ac­her’s res­pon­si­bi­li­ti­es du­ring con­f­lict ma­na­ge­ment among

stu­dents? To whom sho­uld a te­ac­her ap­pe­al first in ca­se of thre­at from a stu­
dent or a staff mem­ber? Co­uld te­ac­hers at­tempt to de­al with the bul­l­ying ca­se
by them­sel­ves or they sho­uld al­ways in­vol­ve re­so­ur­ce of­fi­cers?

2. Who de­fi­nes res­pon­si­bi­li­ti­es of the re­so­ur­ce of­fi­cer in the con­f­lict si­tu­a­ti­

on?

3. What is the ro­le of the re­so­ur­ce of­fi­cer in the scho­ol’s dis­cip­li­nary com­
mit­tee?

The tab­le be­low shows that res­pon­si­bi­li­ti­es of a te­ac­her, a prin­ci­pal, and a

re­so­ur­ce of­fi­cer over­lap. Also, ma­jo­rity of the tasks of a re­so­ur­ce of­fi­cer fall
in­to in­ter­ven­ti­on and re­ac­ti­on. It is im­por­tant that pre­ven­ti­on tasks of the re­
so­ur­ce of­fi­cer are gi­ven equ­al wa­it.
166 Sop­h ia Gorgodze, Si­m on Ja­n as­h ia

Intervention
Prevention Tasks Reaction Tasks
Tasks
Ensuring safety in Informing Adapting school rules and
schools parents/ relevant regulations
persons about
Principal Developing school students’ Mediating conflict
evacuation plan behavior
management
needs

Ensuring school Working with Dealing with emergencies

perimeter control; students who to avoid physical harm of
Teaching students exhibit social students and staff;
the rule of law; behavioral
Ensuring safety in problems; Dealing with emergencies
schools related to natural disasters,
Informing like earthquakes, wars
parents/ relevant
persons about Adapting school rules and
students’ regulations
Resource behavior
Officer management Mediating conflict
needs
Performing security
screening: body check

Using protective measures

to resolve conflicts (not
specified in the law). The
officer does not carry a gun
or a Billy club.

Teaching Working with Mediating conflict

students civic students who
responsibilities; exhibit social
behavioral
Ensuring safety in problems;
schools
Teacher Informing
Being able to parents/ relevant
act appropriately persons about
during crisis students
situations behavior
(orientation is management
conducted for needs
teachers)
Scho­ol Sa­fety
167

Since resource officers are not hired by a school, school administration cannot
exercise supervision over the work of the resource officers. This creates a
situation when school administration has no authority to oversee the work of
the resource officer or assign additional responsibilities as needed.

The state puts a serious responsibility on the shoulders of the resource

officers. However, majority of them have only school leaving diploma and
three weeks of training as their education background. It is crucial to make
sure that qualified individuals are hired for such a responsible work and that
they work under the principal’s supervision.

Currently, the school has no opportunity to select from the list of candidates
who suit the most to serve in a particular school. Needs of each school are
different and it would be important that school administration can select the
resource officer from the list of potential candidates and can have an influence
in firing him/her.

Currently, resource officers have enormous influence on the school

administration since they are the only source of school data collected for the
Ministry of Education and Science. Based on the new practice established
by the MOES it is almost impossible to make independent surveys at
schools. The Ministry’s special Decree issued in November 12, 2010 states
that organizations interested to carry out any kind of work in schools have
to obtain permission from the Ministry of Education and Science. Such
permission is practically impossible to receive.

Meanwhile, the state collects information about the existing situation in

schools from resource officers. They are responsible to report in writing about
various safety violations in schools to their supervisors (Civil Development
Institution 2011). These reports are the only official source of information
used by the MOES. This method of collecting information is problematic
since it is not clear what methodology is used. Also, a resource officer cannot
be completely objective since poor safety results from a school will reflect
badly on his/her job performance. Therefore, the data could be manipulated
to show effective work of a resource officer and positive trends in a school.

Education Management Information Systems (EMIS) is being developed in

Georgia. Based on the information posted on the Ministry’s web-site www.
emis.ge the resource officers will be able to submit electronic reports to be
inputted into the system. Since the beginning of 2010 there was no school
168 Sop­h ia Gorgodze, Si­m on Ja­n as­h ia

research completed or education data published by the Ministry. Therefore,

education data and especially the data on school safety and bullying is not
available. Such data would be very useful in developing national and school
safety programs.

Challenges described above brought a lot of discontent with the current

government policy. Review of current policies should be performed urgently
bring clarity to schools and allow them to work efficiently.

Quality Assurance Mechanisms in the General Educational System

Basic mechanisms of the states’ quality control of the secondary education are
school licensing and accreditation, school ranking and school leaving exams.
Besides these mechanisms, the state regulates educational processes through
the national curriculum, textbook accreditation and licensing, teachers’
certification, and Education Management Information Systems (EMIS).

Based on the statement of the Ministry of Education and Science school

ranking was implemented to help parents make an informed decision about
school quality. At the same time school ranking contributes to school’s
development by creating a competitive environment between schools
(Ministry of Education and Science, 2010).

One of the criteria used to rank schools is availability of certain safety

measures. Schools are surveyed to see whether they have a guard, resource
officer, security police, evacuation plan, security cameras and a fence.
Availability of the anti-bullying policy or safe school policy is not part of
the school ranking process. Also, there are no indicators that would monitor
number of bullying cases, community’s perception of school’s safety, as
well as perceptions of students and school staff on the issue, as well as other
qualitative and quantitative aspects of safety. Obviously, the focus of school
ranking is on the infrastructural aspects (human, physical and technological).

For the purpose of the licensing and accreditation, schools have to conduct
self evaluation according to set criteria spelled out in a questionnaire. The
criteria use only infrastructural indicators of safety and not indicators related
to safety and bullying (National Centre of Educational Quality Development).
Similar to school ranking, school licensing and accreditation does not focus
on school requirements for setting up specific processes and procedures
to ensure safety and prevent bullying. However, it is very important that
Scho­ol Sa­fety
169

that safety focus which already exists in the quality assurance mechanisms
described earlier would embrace more safety and anti-bullying indicators.

In the framework of the national education plan the Centre for National
Education and Evaluation published teachers’ guides in 2011. These guides
describe that guidance teachers (they are the teachers who are responsible
for educational and psychological well being of students in one classroom)
are charged with the responsibility of creating positive atmosphere in the
classroom. A guidance teacher is the one who has regular contacts with
students and has the most reliable information about their behavior, and who
knows them the best. Based on the national education curriculum guidance
teachers conduct regular meetings with students from primary and middle
school. Guidance teachers meet with parents and provide them with the
updates about a child’s behavior and achievements. The requirement for a
guidance teacher to spend an hour a week with students outside of the regular
subject lessons is an important step forward. During this time teachers have
an opportunity to discuss school policies, issues of discipline, and various
social issues with students.

The national curriculum regulates truancy. It states that a student who missed
less than ¼ of subject hours for the given semester (4-6 months) will be able
to receive a grade but it will be decreased by 20%. After a student misses
a week of studying the school administration is responsible to get in touch
with parents to find out what happened to the child. There are two issues
of concern here. First issue is that at risk students will feel free to miss ¼ of
subject hours because they could still receive the final subject grade. Second
issue is that it is important that school administration will get in touch with
parents immediately if a student didn’t come to school. The issue of safety
here is critical. What if the child left home and never came to school? Who
will be responsible if a child goes missing: the school or the parent? This is
an important issue of a student’s safety and it should be on the top priority list
for advocacy actions.

The national curriculum of 2011 allows schools to discipline students.

However, the national educational plan states that disciplinary methods must
not humiliate pupil’s dignity. This is an important development since abuse
of powers by teachers is not an unusual phenomenon. In 2007 UNICEF
conducted the research which confirmed cases of abuse by teachers.
Therefore, the important concern for the school administration is to ensure that
physical and psychological bullying by staff (authoritarian style of classroom
170 Sop­h ia Gorgodze, Si­m on Ja­n as­h ia

management, twisting child’s ear or other kinds of humiliation) is stopped.

To ensure accountability of school staff there should be an anonymous
system set up when students are able to let the school administration know
about such cases.

The national curriculum defines core competences which should be taught

in schools. Amongst them are social and civic competences. Collaboration,
respect of others, tolerance is the focus of these competences. Students
study conflict resolution within the framework of the civic education course.
Knowledge about the rule of law, human rights are part of this course as
well. This is a very important part of the national curriculum since it lays the
foundation for civic values amongst students and will, eventually, contribute
to preventing bullying in schools.

To sum up, the national curriculum sets up important provisions for teaching
students social and behavioral norms. It introduces additional responsibilities
for the guidance teachers to ensure closer connection between students and a
teacher in a more informal, out of classroom setting. The weak point of the
national curriculum is that it does not encourage teachers to use case studies
of bullying or examples of disciplinary cases to teach children how to deal
with bullying. The teaching is mainly based on examples from fables and
stories from books.

Teachers’ certification is implemented according to the approved professional

standards adopted by the Teachers’ Professional Development Centre in
2008. The standards outline such requirements as classroom management
and conflict resolution skills amongst other competencies. Certification
exams are not able to verify how good teachers’ skills are in these areas.
Correspondingly, the preparatory courses for certification only partially
cover the topics connected with the discipline and school safety. Access to
education literature and trainings that cover these topics are very limited in
the country. However, there are a lot of trainings which focus on classroom
management. Teachers and administrators are in need of more literature and
trainings on topics of safety and discipline to be able to cope with the new
challenges that await them in schools.

Another important area where improvements are needed is how schools

respond to the needs of at risk students. Unfortunately, some school
administration would prefer to see a student with behavioral problems and
poor achievement leave the school rather than provide extra support to
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the difficult student. The reason for this is that the Ministry of Education
and Sciences evaluates principal’s work mainly by results of the students’
school leaving exams. Other evaluation criteria take the back seat. Last
year a number of principals were let go because of the poor exam results.
Preserving good school reputation and in particular ensuring good school
results is extremely important for principals. However, the rejection of at risk
students by a school is unacceptable. Each school needs to have a specific
plan as to how at risk students will be supported to improve their academic
results and behavior. The availability of such plan and record of specific
support provided to the child should become one of the indicators as to how
the work of a principal is to be evaluated.

International experience (USA and Finland)

When you study western literature on safety in schools one can see that
the comprehensive approach to safety is the most successful approach.
This approach typically includes infrastructural provisions of safety and
comprehensive school anti-bullying programming. The comprehensive
approach varies from school to school based on its particular needs and
location. The wide spread security mechanisms used in schools include
security cameras, metal detectors, specific architectural design of buildings,
confidentiality of student data, specific school visitation policies and school
non attendance policies. Anti-bullying school policies focus on creating
positive school environment, elaborating clear school procedures for the cases
when bullying does occur, ensuring that a counselor is available in a school for
consultations upon need, ensuring that teachers are in regular communication
with parents, providing an opportunity for students to be involved in school
life, teaching students self discipline, creating an atmosphere in the classroom
which is not conducive to bullying (Bucher and Mening, 2005).

The crime prevention could be controlled by the school’s architectural design.

For example, making sure that there are no dark areas in a building, hidden
places from the public view, and that the school is properly lit inside and
outside. Architectural design can reduce school crime up to 86% (longitudinal
study of one school during 4 years period (McKey, 1992)).

It is important that schools have a system in place when anonymous calls and
messages could be placed to inform school administration about existence
of the gun or other weapon at a school. Anonymity is provided to eliminate
172 Sop­h ia Gorgodze, Si­m on Ja­n as­h ia

fear of revenge (Sprague, 2007). It is critical for students to be able to report

cases of bullying so that the escalation of bullying could be prevented. For
example, in Finland, every school regularly conducts surveys amongst
students about bullying. This data becomes the most effective tool when anti-
bullying programs are designed.

Based on the surveys by Bucher and Mening (2005), the most effective
strategies for ensuring safety in schools are as follows:

• implementing preventive school safety programs throughout the

year;
• developing strategies which could address minor behavioral
problems and not leave them unattended;
• ensuring that teachers’ do not exercise intimidation and other
psychological manipulation of students;
• creating school environment which allows for open communication
among administration, students and teachers.
Teachers play a critical role in creating safe environment in schools. They
are entrusted with an important responsibility and they must be involved in
any type of safe school program planning. They have the closest relation with
students and more than often they know the best solution to address a particular
behavioral problem of a student or a bullying case. Teachers’ management
style often defines the classroom environment and correspondingly creates
either safe or unsafe setting.

The Finnish Ministry of Education has funded the development and evaluation
of a national anti-bullying program KiVa which means `against bullying~,
in 2006. At present, 82% of all comprehensive schools in the country are
registered as KiVa schools. The program http://www.kivakoulu.fi takes a
holistic approach to bullying, including a rigorous classroom curriculum,
videos, posters, a computer game and role-play exercises that are designed
to make schools intolerable to bullying. When bullying episodes do occur, a
team of trained employees addresses the issue individually with the victim,
bully or bullies to ensure the incident is stopped. The program has three
developmentally appropriate versions for grades 1–3, 4–6, and 7–9. The
program is successful because it creates a climate of no tolerance to bullying
and bullies http://cbpp-pcpe.phac-aspc.gc.ca/intervention_pdf/en/717.pdf
This program will be piloted in Lawrence, Kansas, USA in 2012-2013. If it is
Scho­ol Sa­fety
173

successful, it will become a national program http://www.news.ku.edu/2011/

august/17/antibullying.shtml

Rick Philliphs (2008) talks about the need to pay special attention to the
development of students’ potential. He stresses that students have a voice
and they should contribute to the development of anti-bullying policy. Also,
he talks about waking up students’ courage to speak up and inform an adult
about witnessing the bullying incident. This is a big step towards stopping
bullying in schools.

Based on the survey conducted in the framework of the `peaceful school~

programs, Stuart Twemlow and others (2002) state that despite any chosen
approach to ensure school safety the following needs to be taken into
consideration:

• teachers and administration have to believe in the school safety

program. In order for this to happen teachers have to be part of the
program’s development;
• program intervention should be directed not towards children
with behavioral issues but towards the improvement of the school
climate;
• school safety program should not interfere with the educational
process and it should not be just another classroom activity. It has
to be part of the every day’s school life;
• the program should not be expensive. Few days of trainings for the
school staff should be followed by ongoing monitoring of results.

Recommendations

Based on the education legislation discussed in the document, the school safety
and correspondingly anti-bullying policies in Georgia include the following
arrangements: establishing the Office of the Resource Officers; planning to
divide schools into three levels and correspondingly accommodate each level
in a different physical structure, ensuring that quality assurance mechanisms
focus on safety; ensuring infrastructural safety in schools, and introducing
school debit cards to prevent circulation of cash in schools.

The last policy change was introduced to eliminate cases of extortion

when students tried to take money by force from the weaker students. The
174 Sop­h ia Gorgodze, Si­m on Ja­n as­h ia

introduction of school debit cards did not work well because the debit card
ports worked very slowly. An alternative to school debit cards could be
the introduction of a cafeteria account for each child so that he/she can put
enough funds for a week or a month. Then the cashier will keep track of the
account at the checkout.

Another policy change which did not work was the infrastructural change.
Unfortunately the government was not able to provide different level of
schools with different buildings. This policy requires substantial financial
resources which are not available at the moment.

To sum up the results of the research in Georgian schools and review of the
international experience we came up with the following recommendations
for improving school safety. These recommendations, when implemented,
will work best when they are part of the comprehensive anti-bullying/safe
school program.

1. In order to ensure safety in schools and provide quick and

appropriate response to the safety threat, there should be clear
distribution of responsibilities among teachers, resource officers,
discipline committee and school administration. There can not be
any vagueness or confusion who does what.

2. The community must have its function and role in prevention of

bullying. The school can draw on the expertise of the community
to aid in civic education of children and provide support to at risk
students. For example, educators who are pensioners could be
asked to help on pro-bona basis. The government should set specific
legislative provisions in place which allow schools to work together
with communities in prevention of bullying.

3. It is important to pay more attention to the preventive measures at

schools which will in turn reduce the constant need to react to the
problem. Such preventive measures could be teaching students
social skills, helping teachers with early identification of the
antisocial behavior, conducting trainings for teachers and students
on prevention of bullying and ensuring school safety.

4. It is critical that educators come together to develop the national

program of safe schools and ways of monitoring its implementation.
Scho­ol Sa­fety
175

5. Each school should have its anti-bullying policy and procedures in

place and it should be specific to the needs of a particular community.

6. Schools are in dire need of councilors and psychologists to offer

professional help and advice to students, staff and parents. Creating
such positions in each school would be a serious burden for the
education budget. Creative ways of solving this need should be
sought. For example, certain number of schools in a village, city or
district could share a councilor/psychologist.

7. Students’ code of ethics should be developed so that it is clear

what kind of behavior is encouraged in schools and what kind is
discouraged.

8. Teaching community is in need of more literature and professional

development on topics of safety and discipline so that they are able
to cope with the new challenges that await teachers in schools.

9. School administrators should ensure that current architectural design

does not contribute to bullying in schools.

10. The safe school design should be considered when a new school is
being built. It would be important to make sure that these provisions
are reflected in the legislative documents.

11. The school staff, especially high school teachers, should be involved
in all decisions regarding school safety. For example, the particular
program should not be implemented if 70% of the school staff does
not support it.

12. Frequent anonymous surveys should be conducted amongst students

to understand the real situation in a school. The results should be
provided to parents and to school administration to influence the
development of a school’s anti-bullying policy.

13. Students should be able to provide anonymous feedback to the

administration about each bullying case and receive counseling.

14. Quality assurance mechanisms described in the document should

focus more on safety, and prevention of bullying in particular.
176 Sop­h ia Gorgodze, Si­m on Ja­n as­h ia

15. State should encourage research in schools and other innovative

programs which focus on improving safety in schools. For this
to happen, schools should be able to cooperate with civil society
organizations.

16. It is important that school ranking includes not only infrastructural

indicators but also number of bullying cases, community’s
perception of school’s safety, perceptions of students and school
staff of school’s safety, as well as other qualitative and quantitative
indicators of safety.

17. It is unacceptable that a student can miss up to one week of school

before somebody inquires about what happened to the child. This
policy should be changed and parents should be contacted as soon
as possible when the child does not show up at school.

18. Civic education course should include specific case studies about
bullying, its causes, consequences, and ways of dealing with it.

19. It is critical that schools have an education support plan for at

risk students. The availability of such a plan and record of specific
support provided to the child should become one of the requirements
in the evaluation of principal’s work.
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177

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