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The Evaluation of the New School Model in the Context of Educational Reform. Research Report

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Bibliographic Details
Title: The Evaluation of the New School Model in the Context of Educational Reform. Research Report
Language: English
Authors: Shalva Tabatadze (ORCID 0000-0002-7516-1429), Natia Gorgadze (ORCID 0000-0002-7698-3707), Simon Janashia (ORCID 0000-0001-5246-4251), Center for Civil Integration and Inter-Ethnic Relations (CCIIR)
Source: Grantee Submission. 2024.
Peer Reviewed: Y
Page Count: 141
Publication Date: 2024
Sponsoring Agency: USAID
Contract Number: 72011422CA00003
Document Type: Reports - Research
Descriptors: Educational Change, Foreign Countries, National Curriculum, Curriculum Development, Curriculum Implementation, Models, Foundations of Education, Learning Processes, Barriers, Educational Development, Curriculum Evaluation, Teacher Attitudes, Faculty Development, Readiness, Professional Autonomy, Alignment (Education), Teacher Motivation, Educational Assessment, Teacher Promotion
Geographic Terms: Georgia Republic
ISBN: 978-9941-880-54-4
Abstract: This report presents a comprehensive evaluation of the "New School Model," developed within the framework of Georgia's general education reform and the implementation of the third-generation National Curriculum. It is based on a multifaceted analysis of the New School Model and includes an assessment of the educational system's transformations and strategic approaches between 2019 and 2024. The primary aim of the report is to examine the significance and impact of the New School Model initiative. The first chapter outlines the major ongoing and recent reforms in Georgia's education system, highlighting their chronological, conceptual, and thematic connections to the philosophy, rationale, and implementation of the New School Model. The second chapter details the research methodology, explaining the logic behind the design and structure of the study. Chapters three and four present a thorough description and analysis of the qualitative data collected during the research. These chapters explore the conceptual foundations of the New School Model, its alignment with other directions of general education reform, and the specific characteristics of its priority areas. They also incorporate perspectives from school communities, supported by extensive quotations that reflect their views on the reform. Chapters five and six focus on the practical analysis of the school curriculum and the theoretical foundations of its implementation, particularly the constructivist principles underpinning the New School Model. Chapter seven examines the integration of complex tasks into the learning process and the practical assessment of both process and outcomes. Chapter eight interprets the results of teacher surveys, offering insights into their perceptions of the ongoing processes within the New School Model. Chapters nine and ten present the key findings of the research and the resulting recommendations. These recommendations offer both strategic and practical proposals for improving Georgia's education system.
Abstractor: As Provided
Entry Date: 2026
Accession Number: ED678606
Database: ERIC
Description
Abstract:This report presents a comprehensive evaluation of the "New School Model," developed within the framework of Georgia's general education reform and the implementation of the third-generation National Curriculum. It is based on a multifaceted analysis of the New School Model and includes an assessment of the educational system's transformations and strategic approaches between 2019 and 2024. The primary aim of the report is to examine the significance and impact of the New School Model initiative. The first chapter outlines the major ongoing and recent reforms in Georgia's education system, highlighting their chronological, conceptual, and thematic connections to the philosophy, rationale, and implementation of the New School Model. The second chapter details the research methodology, explaining the logic behind the design and structure of the study. Chapters three and four present a thorough description and analysis of the qualitative data collected during the research. These chapters explore the conceptual foundations of the New School Model, its alignment with other directions of general education reform, and the specific characteristics of its priority areas. They also incorporate perspectives from school communities, supported by extensive quotations that reflect their views on the reform. Chapters five and six focus on the practical analysis of the school curriculum and the theoretical foundations of its implementation, particularly the constructivist principles underpinning the New School Model. Chapter seven examines the integration of complex tasks into the learning process and the practical assessment of both process and outcomes. Chapter eight interprets the results of teacher surveys, offering insights into their perceptions of the ongoing processes within the New School Model. Chapters nine and ten present the key findings of the research and the resulting recommendations. These recommendations offer both strategic and practical proposals for improving Georgia's education system.
ISBN:978-9941-880-54-4