PM links current educational challenges to UNM Govt’s attempts to “reshape” national identity

Georgian Prime Minister Irakli Garibashvili on Tuesday claimed despite “significant reforms” over the past 11 years under the Georgian Dream administration, the education system continued to grapple with substantial challenges, attributing them to the legacy left by the preceding, United National Movement Government, which he accused of “intentionally undermining” the system to “reshape” national identity. 

Attending the presentation outlining the ongoing reforms in general education by the country’s Education Ministry, the PM claimed the challenges stemmed from the “severe impact” the education system endured after the Soviet Union’s collapse and the country’s regaining of independence. 

“Various attempts at transformation, renewal, and development followed, but the reforms in 2004 can be seen as a destructive turning point, attempting to reshape our national identity and DNA,” he said. Garibashvili commended the “positive initiatives” introduced under the leadership of current Minister of Education Giorgi Amilakhvari, emphasizing the government’s commitment to enhancing the status of the teaching profession. He asserted that a respectable salary was pivotal in elevating the prestige of educators.

The PM also discussed the necessity of updating the national goals of education, emphasizing the importance of “reinforcing national identity, fostering healthy values, and increasing awareness of patriotism, Georgian traditions, culture, and family values”.

During the presentation of the reform, AmilakhvarI expressed gratitude to the PM for his support and clarified the revised national goals will not focus on creating a new citizen but rather aim for individuals to embrace and embody Georgian identity, “rooted in patriotism, national principles, and appreciation for culture, history, and family values”.

Amilakhvari highlighted ongoing efforts to strengthen school institutions by decentralizing decision-making powers to schools, allowing them to autonomously address specific issues. According to the minister, only the formulation of education policy will remain centralized.

Regarding the reform, he emphasized the development of school infrastructure and an increase in the education budget.