Professional Documents
Culture Documents
(1) I'm sure you are well aware that Soviet authors' publications need
to be treated as historical sources: one has to read them critically. I
would mainly use them as a source for facts, as chronology of important
organizational reforms and curriculum changes. Evaluative statements
need more caution and critical interpretation.
https://www.tandfonline.com/journals/mres19
Sincerely, Dominik
The transformation of Georgia's education system began shortly after the country attained its
independence. The changes taken place in 1991-2021 have varied in scope, structure, power, and
impact (Chakhaia & Bregvadze, 2015, P. 178).
In Georgia, as one of the three South Caucasian post-Soviet republics, the First-Generation National
Curriculum was approved in 2006 and operated for 4 years, from 2006 to 2010. In 2010, as a result of
its revision, the Second-Generation National Curriculum was developed functioning from 2011to
2016. In 2014, the National Curriculum Department decided to revise the second-generation national
curriculum. In the revision process, there emerged a need to make significant changes to the national
curriculum. Within the frames of the Third-Generation National Curriculum, the Unified Strategy
for Education and Science for 2017-2021 (MoESCS, 2017) was approved.
https://netgazeti.ge/news/194025/
The transformation of Georgia's education system began shortly after the country attained its
independence. The changes taken place in 1991-2021 have varied in scope, structure, power, and
impact (Chakhaia & Bregvadze, 2015, P. 178).
In Georgia, as one of the three South Caucasian post-Soviet republics, the First-Generation National
Curriculum was approved in 2006 and operated for 4 years, from 2006 to 2010. In 2010, as a result of
its revision, the Second-Generation National Curriculum was developed functioning from 2011to
2016. In 2014, the National Curriculum Department decided to revise the second-generation national
curriculum. In the revision process, there emerged a need to make significant changes to the national
curriculum. Within the frames of the Third-Generation National Curriculum, the Unified Strategy
for Education and Science for 2017-2021 (MoESCS, 2017) was approved.
Georgia: The Transformation of National Curricula from the Georgian Soviet Socialist Republic (1970s)
to the Republic of Georgia (Comparative Analysis)
Georgia, as one of the three South Caucasian Post-Soviet republics, has come a long way in terms of
education. The transition from a centralized education system (the Georgian Soviet Socialist Republic) to
a decartelized system (the Republic of Georgia) caused tremendous shifts varying in scope, structure,
power, and impact.
Soviet censorship and the concept of “ideological struggle” were based on the state policy of the time.
Therefore, the education system in all Soviet Republics was rigid and, most importantly, was managed by
the subjective perceptions.
The polarization of positions, the Soviet Union used to aim at, was the most unfavorable approach to
molding an effective education system. The selected course could not be one-sided and a subject to
uniform logic.
The concept of “educating children” must be based on a diverse approach. Hence, one of the most
important achievements of the withdrawal from the Soviet Union was the versatility and an escape from
the “dogmatic canon” of designing the curriculum.
At the early stage of independence, it was tremendously important for the Republic of Georgia to revise
the content and form of the two main postulates: education and teaching. The Republic of Georgia had to
implement serious changes in terms of education policy, in particular, of designing national curricula
being compatible with western standards and responding to the challenges of education. The mentioned
factors emphasized the urgent need to develop and implement a unified educational policy of the state.
In our chapter, we analyze the peculiarities of the education system, in particular, the curriculum of the
Georgian Soviet Socialist Republic in the 1970s. In the second part of the chapter, we discuss the shifts in
the curricula documents in the Republic of Georgia implemented in the period of 1991-2022 (after
gaining independence in 1991 following the dissolution of the Soviet Union). The last part of the chapter
is devoted to the comparative analysis of the data related to the curriculum development in both the
Georgian Soviet Socialist Republic (in the 1970s) and the Republic of Georgia’s (in the period of 1991-
2022) education systems.
We also show the positive and negative consequences of strict centralization in the implementation of the
curricular framework.
In our chapter, we analyze the ideological, epistemological, and pragmatic reasons that led to the
emphasis on scientific knowledge in the curricula of Czechia as a case of the Soviet bloc country.
We stress that the concept of scientific knowledge differed fundamentally in STEM disciplines from
the social studies, where it was not possible to deviate from rigid Marxism. We also show the
positive and negative consequences of strict centralization in the implementation of the curricular
framework. In the second part of the chapter, we show a gradual departure from the emphasis on
knowledge after the fall of communism, its causes and some undesirable consequences. A specific
feature of contemporary Czech education is the very high proportion of upper secondary students
in vocational programs, and the myriad of qualifications and corresponding curricular documents.
We also describe the latest curriculum revision launched in 2021.
, be of the nature and complexity of the relevant issue.
დასკვნა