Adolescent and Youth Perspectives on Education Quality - Case study from Georgia
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Adolescent and Youth Perspectives on Education Quality - Case study from Georgia - Presentation held in Geneva, 19 October 2011
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Adolescent and Youth Perspectives on Education Quality - Case study from Georgia
- 1. PARTNERS MEETING Geneva 19-20 October 2011 Presenter: Maia Kuparadze, Education Programme Officer
- 2. FINDINGS/HIGHLIGHTS Youth participation UNICEF uses the term ADOLESCENTS to define people aged 10-19 UN General Assembly defines YOUTH as people aged 15 – 24
- 3. FINDINGS/HIGHLIGHTS Youth appreciate education though face a wide range of barriers Youth show a sophisticated understanding of the value of education and the possible consequences of poor quality education
- 4. FINDINGS/HIGHLIGHTS Despite strong youth demand for high quality education, youth reports of absenteeism are worryingly high, and dropouts are occurring
- 5. FINDINGS/HIGHLIGHTS Education content should be more relevant to job prospects for youth Need quality physical and social learning environment Need improved learning content & quality teaching
- 6. ADVOCCY MESSAGES Graduates of public education system demonstrate improved performance and learning achievements Youth take action and get involved with efforts to improve their education quality
- 7. FOLLOW UP ACTIVITIES 1. Improved Learning Environment 2. Improved Learning Content 3. Increased Youth Participation
- 8. THANK YOU!
Hinweis der Redaktion
- : The study surveyed 13-to-24-year-olds (581 in Georgia) and youth in focus group discussions. Dozens more participated in Youth Consultations, where youth developed survey topics and questions, and in events to develop Youth Advocacy Statements.
- 86 to 93 percent of 13-24-year-olds surveyed in each country say they would like to achieve more education than they already have. At the same time, youth say they are facing a wide range of barriers to achieving their education goals, from high education costs to inadequate facilities to meet special learning needs, and many are unable to complete their education. Youth show a sophisticated understanding of the value of education and the possible consequences of poor quality education: The vast majority of youth in each case – 72 to 91 % – fully agree with the statements that education is important for: “building my capacity in all aspects of life/learning is intrinsically good;” “preparing for a job or profession,” “ensuring a better status in society;” “good citizenship and helping me develop this country;” and “widening my perspectives, or learning about and understanding other people’s experiences
- Young people’s motivation and ability to attend school regularly are under pressure. Self-reported absenteeism is high, and many youth report that they have not been able to complete their education. 68 % in Georgia say they have skipped school without authorization in the previous twelve months.Reasons for drop out are diverse. Youth cite key barriers to getting an education, especially inadequate facilities for meeting special learning needs, the costs of private tutoring, and lack of parental support
- 31% of youth in Georgia who has jobs say their education is relevant to their current work. About 55% in say it’s not (the remainder in each case say it’s “somewhat” relevant).Youth emphasize that a high quality physical and social learning environment is important for sustaining their motivation for learning, ensuring success and equity in achievement and maintaining their health, safety and comfort so they can concentrate on learning. Youth prioritize improvements in learning content that modernize education systems, rather than core subjects. High quality teaching is essential to equitable access to high quality education and educational attainment for youth.
- 1. Expand schools as child friendly environments which contribute to well-being, development and democratic participation through promotion of sports, healthy lifestyles and management of violence;Expand opportunities for youth participation in school-based activities through Student Governments and Boards of Trustees at the secondary level; 2. Inform youth about education policy and opportunities for their involvement in decision-making and allow them to design courses of study that support their professional goals.
- UNICEF and Youth Groups Should Actively Promote the findings of this Education Study by urging the government to support youth-led initiatives in schools that specifically aim to address issues identified by youth in this study for:1. Improved Learning EnvironmentImproving communication between teachers and students, administrators and students so that youth can voice their viewpoint and contribute to developing an environment conducive to mutually understandable cooperation; (p.81)Advocate for improved school libraries, modern laboratories and innovative teaching and learning especially for minorities including children with special needs and in ethnic areasInfluence social attitudes towards disabled students (p. 81) 2. Improved Learning ContentImproved school curricula which should be skills based and meeting job marketAccess to vocational educationProviding more sports, healthy life style cultural events between schools/universities and pupils/students. These events should be self-governed by the students/pupils (p.2)3. Increased Youth ParticipationEnsuring that youth have more opportunities to express their opinions directly and to influence or make decisions in educational institutions and systems (P.3)Reinforcing the use of student self-government institutions that allow students to identify and address student problems, disputes, issues and needs directly (p.83)