EVALUATION OF NATIONAL INTEGRATION AND TOLERANCE

Acknowledgement
First of all, We would like to thank our Prof. --- ---------- who greatly supported us and provided valuable remarks and guidelines while working on the paper. His critical comments and advice have influenced on formation of this study. We gained immeasurable experience during our work. .
We would like to thank our families for their support and encouragement while writing the thesis.
And finally, We wish to thank all our friends who believed in us and were supporting through the period of our work.
Abstract
The aim of this research is twofold. Firstly, to analyze the historical data of the ethnic minority integration problems in Georgia and then to come to a reliable decision how to improve existing situation. Secondly, to contribute to national integration strategy and action plan.
The data sets used in this study have been derived from USAID and UNAG reports, also the data were collected and analyzed by the freshmen of MA in finance.
The main body of this paper contains a comparative analysis of national integration and tolerance in the places such as Rustavi and Bolnisi. The concluding section summarizes main findings, points out the problem of national integration and tolerance in Kvemo Kartli region and suggests the need of comprehensive solutions that combine Governmental regulations, social activities, people`s behavior, and political approaches to this complex problem. As a result many tendencies such as people`s intolerant attitude, separated life, the passivity of ethnic minorities in public life, participation in community, etc. were outlined. Also identifies future research avenues.
This paper is a final report. The research has been conducted by three freshmen and was divided into two parts: qualitative and quantitative, included two cities: Rustavi and Bolnisi. The number of respondents was 200 by random selection which allowed us to make data generalization. The paper ends by providing some numerical results calculating frequencies and percentages.
Table of contents
Acknowledgment…………………………………………………………………….1
Abstract ………………………………………………………………………………1
Table of content ………………………………………………………………………2
Introduction ………………………………………………………………………….3
1.1 Historical Data ………………………………………………………………….....3
1.2 The aims and objectives of the study ……………………………………………..4
Literature review……………………………………………………………………..5
2.1 Introduction ……………………………………………………………………….5
2.2 Findings ……………………………………………………………………………5
2.3 Conclusion …………………………………………………………………………11
Research Methodology…………………………………………………………………12
3.1 Introduction …………………………………………………………………………12
3.2 Main goals of the research……………………..…………………………………….12
3.2.1 Quantitative Research ……………………………………………………………..12
3.2.2 Qualitative Research ……………………………………………………………….12
4. Key Findings …………………………………………………………………………..25
5. Recommendations ………………………………………………………………………25
6. Conclusion ……………………………………………………………………………….26
References and Bibliography ……………………………………………………………….27
Appendices.……………………………………………………………………………….....28

INTRODUCTION

1.1 Historical Data
Over 20 years have passed since attaining independence from the Soviet Union and for the past two decades Georgia has been struggling to remove unemployment, inequality and injustice. Many issues such as ethnic, religion and region, have remained unsolved.
During the period of the Soviet Union state language was Russian. So there was no need to study Georgian language and all ethnic minorities in Georgia used to speak Russian. But at the beginning of 1990s during the presidency of Zviad Gamsakhurdia the harassment of minorities started. President Gamsakhurdia was radical national and his main slogan was: “Georgia for Georgians” (source: http://en.wikipedia.org/wiki/Georgia_for_Georgians ). It was a stigma that directed at ethnic minorities for constitute a challenge to classificatory regime of national belonging. So, many ethnic minorities left Georgia.
Now Georgia has been passing through a deep crisis with people fighting for their own identity based on ethnic, religion, region, etc. Harmony is necessary to achieve social peace, prosperity and progress but how can we achieve progress in any field such as art, literature, science, technology and socio economic or play an effective role in international life if we do not solve our inner problems? Tolerance and national integration are the issues our Government should draw their attention to.

1.2 The Aims and Objectives of the study
The aim of the study is to identify the role of education and public participation in improving the social and national integration process.
Main goals of our research:
• Antidiscrimination
• Appropriate educational material and national curriculum
• The right to study in own language
• Providing classes of the state language
• Introducing Bilingual education
• Financial affordability
• Training teachers from ethnic minority representatives
• Public participation
• Access to higher education
• Professional Education

Literature Review
2.1 Introduction
In recent years, various organizations such as USAID, UNAG, EU / US organizations and other Georgian NGOs have expressed alarm on the problem of integration of ethnic minorities. Most organizations and public sectors agree that the issue really deserves attention and try to reach consensus on how solve the problem.
This literature review points out the limitation of Governmental programs and suggests the need for a comprehensive solution that combines Governmental regulations, social activities, people`s behavioral, and political approaches to this complex problem.
This review also focuses on the concept, definition, need and importance of civil participation, ways and means of the participation in the national integration programs, considers whether the integration and tolerance are promising approach to solve the problems of ethnic minorities by responding to the following questions:

1. Do we tolerate ethnic minorities?
2. Does Government provide effective programs to solve ethnical problems?
3. Do ethnic minorities have access to the Governmental programs?

2.2 Findings
According to Anna Triandafyllidou “the purpose of accept pluralism is twofold: 1. To create a new theoretical and normative framework of different types of tolerance of diversity; and 2. To explore adequate policy responses that take into account the realities and expectations of European and national policy makers, civil society and minority groups” (source: Anna Triandafyllidou, 2011/02, p.6).
In order to study qualitatively the issue we have to answer the following questions:

1. Do we tolerate ethnic minorities?
Georgia confronted two regions within its own borders which were demanding independence: Abkhazia and South Ossetia (source: Georgia: New IDP strategy awaits implementation, 11 October, 2007, p.8). According to the Migration Statistics conducted by UNAG from 1990 to 2000 - 217 000 ethnic minorities left Georgia (source: “Evaluation of National integration and Tolerance”, UNAG, 2007-2008, p.18), it means that the situation was overexerted. Nowadays, according to the monitoring results of Council of National Minorities under the auspices of the Public Defender of Georgia there is still a fear that the country can lose other regions inhabited by ethnic minorities too.
According to the last census conducted in 2002 Azeri represent approx. 6.5%, Armenian 5.7%, Russian 1.5% and they are mainly settled in Samtskhe Javakheti and Kvemo Kartli as well (source: “Evaluation of National integration and Tolerance”, UNAG, 2007-2008, pp.17-19). In these regions we face religion or ethnic differences and therefore Georgians live separately, the issue mentioned above tells us that Georgians are not tolerant to ethnic minorities. We forget that they are the citizens of Georgia and therefore Georgia is their homeland as well. That is the truth. Such circumstances make a life difficult for ethnic minorities.
The tables below show the distribution of the population:

Kvemo Kartli (2002)
Region Georgian Azeris Armenian Greek Russian Total
Gardabani 53.20% 43.72% 0.93% 0.21% 0.87% 114.348
Marneuli 8.04% 83.10% 7.89% 0.33% 0.44% 118.221
Bolnisi 26.82% 65.98% 5.81% 0.59% 0.56% 74.301
Tsalka 12.02% 9.54% 54.98% 21.97% 0.60% 20.888
Dmanisi 31.24% 66.76% 0.52% 0.78% 0.56% 28.034
(source: “Evaluation of National integration and Tolerance”, UNAG, 2007-2008,p.19)

Samtskhe Javakheti (2002)
Region Georgian Azeris Armenian Greek Russian
Adigeni 95.70% 0.08% 3.36% 0.03% 0.49%
Aspindza 82.02% 0.00% 17.47% 0.06% 0.26%
Akhalkalaki 5.27% 0.00% 94.33% 0.08% 0.26%
Akhaltsikhe 61.72% 0.03% 36.59% 0.28% 0.29%
Borjomi 84.21% 0.07% 9.64% 1.67% 1.80%
Ninotsminda 1.39 0.01% 95.78% 0.01% 2.75%
(source: “Evaluation of National integration and Tolerance”, UNAG, 2007-2008,p.19)

This report conducted by UNAG`s research center based on quantitative method shows how the population was distributed in 2002.
In accordance with Civil Development Agency`s quantitative research 92% of respondents believe that every citizen should speak state language and ethnic minorities have desire to learn state language. 82.9% of Non-Georgian respondents in KvemoKartli and 65.2% of Non-Georgian respondents in Samtskhe – Javakheti specify the need of Georgian language courses (source: CIDA, 2011,p.10). In this research CIDA used quantitative method which allowed them to quantify and generalize results from a sample to the population of interest (source: http://www.snapsurveys.com/qualitative-quantitative-research/). The level of the knowledge of state language is very low such as showed in the table below:

2. Do you speak Georgian?
Ethnic minorities in Kvemo Kartli Age Yes No
18-25 14.1% 85.9%
26-30 23.8% 76.2%
31-36 14.5% 85.5%
37-45 7.7% 92.3%
46-55 23.5% 76.5%
56-65 20.3% 79.7%
65+ 20.5% 79.5% total 16.9% 83.1%
(source:“Evaluation of National integration and Tolerance”, UNAG, 2007-2008, p.57)

3. Do you speak Georgian?
Ethnic minorities in Samtskhe Javakheti
Age Yes No
18-25 51.10% 84.90%
26-30 34.20% 65.80%
31-36 14.80% 85.20%
37-45 22.60% 77.40%
46-55 25.30% 74.70%
56-65 38.90% 61.10%
65+ 26.70% 73.30% total 24.60% 75.40%
(source:“Evaluation of National integration and Tolerance”, UNAG, 2007-2008, p.18)

The statistics is alarming. As we see, the main problem is education, and another one - public participation. Ethnic minorities do not participate in any public field such as justice, public systems, politics and higher education. As mentioned above, ethnic minorities are located separately from Georgian neighbors and under this circumstances it is hard to study Georgian language. But Government has made promising changes to engage both sides. First step was inclusive education introduced by Ministry of Education and Science in 2009 and now for minorities it is easier to study in Georgian schools (source: http://tpdc.ge/old/ge/programs/inclusive-education ) which helps them to become full members of our society. But Georgia`s legislative framework still is not comprehensive, because its commitment to ratify the European Charter for Regional or Minority languages is still pending (source: ACFC/OP/I 200-001, p.3).

4. Does Government provide effective programs to solve ethnical problems?
In 2005 Georgian Government paid attention to a national integration problem and started introducing some programs which help ethnic minorities to be involved and participate in public activities. National Integration and Tolerance in Georgia was a program funded by the United States Agency for international Development (USAID), implemented by Un Association of Georgia (UNAG) in partnership with the Government of Georgia, Eurasia partnership Foundation (EPF), and other local and international partner institutions. The report says that within the EUROCLIO/MARTA Project “Tolerance Building through History Education” Euroclio and the Georgian HTA support all initiatives in regard with integration and tolerance in Georgia and functions as “a tri-lingual database, which covers a wide range of issues related to all ethnic minorities in Georgia” (source: HTA, 2009 http://www.euroclio.eu/new/index.php/georgian-hta-full-members-466/317-national-integration-and-tolerance-in-georgia). Also NITG says that “the main aim of this program is to promote the benefits of diversity via increasing awareness in the history and culture of the ethnic minorities and tries to engage all citizens in mutual understanding of the integration processes related to the ethnic minorities” (source: HTA, 2009 http://www.euroclio.eu/new/index.php/georgian-hta-full-members-466/317-national-integration-and-tolerance-in-georgia). According to the National Concept for Tolerance and Civic Integration submitted by the Government of Georgia on May 8th 2009 the action plan of the Government is education, media and access to information, civic participation, social and regional integration and culture and preservation of identity which means that the aim of this submission is to create an environment of tolerance and respect, which equalizes the opportunities for all of the citizens of Georgia and provides the effective participation of ethnic minorities (source: NCAP, 2009, pp.3-24).

4. Do minorities have an access to the Governmental programs?
“Request for the proposals” says that the Government of Georgia has identified national integration as one of its key policy goals by including it in the National Security adopted by the Parliament of Georgia on July 8th, 2005 (source: RFP,2009, p. 3) and in the frame of this project the objectives are education of high quality, knowledge of the state language and the promotion of minority languages. In this framework ethnic minorities also have the opportunity to receive private education, access to higher and vocational education and employment (source: NCAP, 2009, p.6). All above mentioned objectives will equalize opportunities for all citizens of Georgia.

2.3 Conclusion
As mentioned above, the Government has already developed some programs such as inclusive education in public schools and various programs described in this paper to engage all citizens in mutual understanding. The constitution of Georgia obligates the Government to take care of the citizen employment and equality of labor rights. Government also has a commitment to harmonize Georgian legislation with the international obligations, to ensure effective access to the judicial system, to implement legislation and internal public service procedures and to involve ethnic minorities in public policy solutions and to teach them how to participate in civil processes (source: NCAP, 2009, p.5). The concept is very promising, but final result has not been achieved yet. We believe that in case of rational and reasonable steps of the Government such as education of high quality and encouraging public participation Georgia can achieve real success.

Research Methodology
3.1 Introduction
The main goal of this paper is to identify the priorities of the ethnic minorities.
3.2 Main Goals of the research
• To identify the social, economic and political needs
• To identify the barriers of ethnic minorities to the integration process
The research is based on quantitative and qualitative methods.
3.2.1 Qualitative research
Qualitative research: conducting focus groups. TARGET: to identify the indicator of the empirical research. Instrument: semi-structured interview, which allowed new ideas to be brought up during the interview as a result of what the interviewee says. The interviewers had a frameworks of themes to be explored. During the qualitative research the researchers discussed with the focus groups in Rustavi and Bolnisi. Focus groups: ethnic minorities in public schools in Rustavi and Bolnisi. Sampling Method: community mapping Duration of the discussion: 1.5 hour.
3.2.2 Quantitative Research
Generalization: ethnic minorities in Kvemo Kartli (over 18 years)
Research Type: quantitative research method: structured Interview
Instrument: questionnaire
Sample Size: 200 respondents
Sampling Method: simple random sample, which minimizes bias and simplifies analysis of results. In particular, the variance between individual results within the sample is a good indicator of variance in the overall population, which makes it relatively easy to estimate the accuracy of results.
Questionnaire: close questions, before starting research the questionnaire has passed pre-test in Rustavi (5 pilot interview). Among the research 2 interviewees were selected.

Data analysis: During data analysis descriptive and inferential statistic methods were used. Confidence interval of the difference is 95%. 1. Encoding and formalizing of completed questionnaire 2. Entering the data into the computer 3. Cleaning the file and analyzed data in SPSS 4. Calculating frequencies and percentages 5. Correlation Analysis

Table 1.
Quantity Standard Error Mean
Total (200 respondents) 4.5% - 5%

Table 2.
LEPL Rustavi school No1 LEPL Rustavi school No3 Javshaniani Public school
Rustavi Bolnisi
45
32 28

Table 3.
Geographical Area of Research
Rustavi Bolnisi
145 55

Table 4.
Demographic Data AGE
Gender 14-24 25-34 35-44 45-64 65 and more Total
Female 8 13 36 54 19 130
Male 5 11 23 14 17 70
Total 13 24 59 68 36 200

Table 5. Number of Respondents Percentage
Rustavi 145 62.07
Bolnisi 55 37.93

Table 6. Place Total Gender Rustavi Bolnisi
Male 47 23 70
Female 98 32 130
Total 145 55 200

Table 7. Table 8. Education Frequency Percentage Marital Status Frequency Percentage incomplete secondary 37 18,5 married 132 66
Secondary 49 24,5 Single 68 34
Professional 42 21
Incomlete BA 24 12
BA 48 24

Table 9.
Demographic data of the respondents Rustavi Bolnisi
Azeri 36 39
Armenian 11 5
Russian 26 3
Total: 120

Scheme 1. 1. How many representatives of ethnic minorities studied at your school? More than 70% of the respondents said that over 50 student studied at public schools in Rustavi and Bolnisi.
Scheme 1. 2. What was their level of Georgian Language?

More than 80% of the respondents said that the knowledge of Georgian language of ethnic minorities was very low.

Scheme 1. 3. How many of them finished school? The result is alarming and shows that many students from ethnic minority area did not finish school.
Scheme 1. 4. How many of them enrolled at the University?

Unfortunately, the respondents said that only 11 enrolled in the university last year.

Scheme 1. 5. Does schools in Georgia provide appropriate educational material and national curriculum? The large portion of our respondents said that schools did not provide appropriate educational material and national curriculum which means that ethnic minorities do not have a chance to enroll for the university and get a good job in private or public sector.
Scheme 1. 6. Does the school provide bilingual education? 59% of the respondents said that schools did not provide bilingual education.

Scheme 1. 7. Does school suggest non formal education such as excursion, camping, etc.? 44% of the respondents said that school did not provide non formal education, but 26% of them are satisfied with school`s suggestions.
Scheme 1. 8. Do ethnic minorities integrate into the community? Research shows that many of the respondents think that ethnic minorities are not integrated into the community.

Scheme 1. 9. Do ethnic minorities have communication problems with Georgians? More than half of the respondents think that ethnic minorities have communication problems but we cannot say that only lack of the knowledge of the state language is a barrier.
NOTE: correlation between two variables language knowledge and communication problems is positive 0.274 (see correlation scheme appendix 2).
Scheme 1. 10. Does school provide training courses for teachers from ethnic minority? Unfortunately 41% of the respondents do not know the answer to this question but many of them said that school is provided with training courses for the teachers.

Scheme 2.1. Did you prefer to study in Georgian? Respodents from ethnic minority have been asked about which language they prefer to study at school or at University and many of them, approx. 70% said that they prefered Georgian language because it will help them to find good job in public or private sectors.
Scheme 2.2. Have you ever heard about the programs such as “Teach Georgian as a second language” and “Georgian Language for future success”? Unfortunately, 69% of our respondents have never heard about the mentioned programs which helps ethnic minorities to improve their level of the state language.
Scheme 2.3. How do you think, does the knowledge of Georgian language help ethnic minorities to get a job or make a carrier? This research shows that 82% of the respondents have desire to study Georgian language to get a job or make a carrier.
Scheme 2.4. Have you got a job? We found that 67% of ethnic minorities do not have a job, therefore they cannot pay for their children`s education.

Scheme 2.5. What is the reason of ethnic minority unemployment? The research shows that the main reason of unemployment is the lack of the knowledge of the state language and Government has to pay more attention to this problem.
Scheme 2.6. What is the reason of the lack of the knowledge of the Georgian language? More of the respondents 63% think that the financial affordability is the main reason of the lack of the knowledge of Georgian language, 19% said that the main reason is the shortage of specialists at school, 15% think that the reason is not providing the bilingual language and only 5% think that classes are not provided with the state language.
4. Key Findings
• Lack of the knowledge of the state language
• Low level of social life
• Education of poor quality
• Inequality
• Financial affordability 5. Recommendations
Interviewed respondents recommend public sectors as follows:
• To provide more activities to improve the level of the state language
• Help to gain professional skills
• Provide more activities to integrate ethnic minorities in social life
• Pay more attention to develop the education of high quality
• Involving in public activities

7. Conclusion
This research shows that ethnic minorities is still struggling the problem of national integration in Georgia. Non Georgian public schools do not have appropriate materials and curriculum, especially, in the regions where the ethnic minorities are settled. Due to the lack of the knowledge of the state language ethnic minorities do not have an access to the education of high quality. All above mentioned factors prevents national integration process. It is hard to find a job or make a carrier in public or private sectors with the lack of the knowledge of the state language. These factors can be explained by the following: first, as mentioned above during the soviet union the state language was Russian, and Georgian language was taught rather superficially, it was only supporting language, and secondly, the lack of qualified teachers in minority schools. The Ministry of Education and Science have to provide such programs which will help to equal the opportunities and increases the quantity of ethnic minorities in Universities.
As mentioned above, the government has already provided some programs to encourage the development of Georgian language such as: “Future starts today”, “Georgian as a second language” and “Georgian language for future success”. But this is not enough. Any expected conflicts and disagreements should be prevented through the following ways:
• To inform ethnic minorities about program
• To prove that the program`s aim is not to assimilate ethnic minority but to protect their culture and language
• To provide special regulations which will be developed to prevent inequalities between students.
Constitution of Georgia obligates the Government to take care of the citizen employment and equality of labor rights.
The problem of national integration can be eliminated, but it will take a time, money, and a combined effort on the part of many people. Organized, free programs such as: language courses, cultural and intellectual activities, internships in local businesses and other professional organizations; also interesting volunteer activities in the community would help engage ethnic minorities in public life. More job opportunities funded by the Government and local programs, would offer income for ethnic minorities as well as productive work for community.

REFERENCES AND BIBLIOGRAPHY
1. Anna Triandafyllidou, 2011/02
2. RFP, 2009
3. Government Policy Documents & Reports:
• ‘’National Concept for Tolerance and Civil Integration’’(NCAP) 2009
• NCAP reports by government for 2010.2011.2012
• ‘’Government report under the council of Europe Framework Convention for Protection of National Minorities’’, 2012
• NCASP Monitoring: civil monitoring report 2010-11, produced by PDO
• Assessment of Civic Integration of National Minorities, USAID et al, 2010
• Media monitoring reports, produced by Media Development Foundation in 2013
4. Migration Statistics, State Department of Statistics, Taksisi, 2001
5. ‘’Multi-Ethnic Society in Georgia’’, Report on Survey in Kvemo Kartli and Samtskhe Javakheti, Civil Development Agency, 2011
6. Georgia: New IDP strategy awaits implementation, 11 OCTOBER, 2007, p.8
7. “Evaluation of National integration and Tolerance”, UNAG, 2007-2008
8. CIDA, “Report of Civil Development Agency”, 2011,p.10
9. ACFC/OP/I(2009)001, p.3
10. John W. Creswell, Research design: qualitative, quantitative, and mixed methods, 2010
11. Dr. C. Rajendra Kumar, Research Methodology, 2008
Websites
• http://www.ge.com/careers/culture/diversity,
• http://www.gesustainability.com/how-ge-works/our-people/diversity/
• http://www.civil.ge/eng/article.php?id=21565
• http://tpdc.ge/old/ge/programs/inclusive-education
• http://www.bcca.org/communities/in/Bahai-Bangalore/communal.html
• http://en.wikipedia.org/wiki/Georgia_for_Georgians
• http://www.euroclio.eu/new/index.php/georgian-hta-full-members-466/317-national-integration-and-tolerance-in-georgia
• http://tbinternet.ohchr.org/Treaties/CERD/Shared%20Documents/GEO/INT_CERD_NGO_GEO_79_8905_E.pdf http://www.snapsurveys.com/qualitative-quantitative-research/ • http://www.nplg.gov.ge/gsdl/cgi-bin/library.exe?e=d-00000-00---off-0civil2-civil2-01-1--0-10-0--0-0---0prompt-10--..-4----4---0-0l--11-en-00---10-ru-50--00-3-help-00-0-00-11-1-0utfZz-8-00-0-11-1-1utfZz-8-10&cl=CL1.14.1&d=HASH63fd1a9d778538399b5083.4.2>=1
APPENDIX 1.
QUESTIONNAIRE
1 What is your gender? Frequency Percent Code Male 96 48% 1 Female 104 52% 2 2 What is your age? 18-24 18 9% 1 25-34 44 22% 2 35-44 44 22% 3 45-64 84 42% 4 over 65 10 5% 5 3 What is your ethnicity? Azeri 75 38% 1 Armenian 16 8% 2 Russian 29 15% 3 4 How many representatives of ethnic minorities studied at your school? 1 to 50 45 23% 1 Over 50 155 77% 2 5 What was their level of Georgian Language? No knowledge 63 32% 1 Low intermediate Level 87 44% 2 High Intermediate 28 14% 3 Proficient 22 11% 4
6 Did they finish school? Yes 17 9% 1 No 183 92% 2
7 Did they enrolled at the University? Yes 11 6% 1 No 189 95% 2
8 Did school provide appropriate educational material and national curriculum? Yes 69 35% 1 No 46 23% 2 I don`t know 85 43% 3 9 Did school provide bilingual education? Yes 70 35% 1 No 112 56% 2 I don`t know 18 9% 3 10 Did school suggest non formal education such as excursion, camping, etc.? Yes 70 35% 1 NO 112 56% 2 I don`t Know 18 9% 3 11 How do you think, do ethnic minorities integrate into the community? Yes 50 25% 1 NO 103 52% 2 I don`t know 47 24% 3 12 Do ethnic minorities have communication problems with Georgians? Yes 133 78% 1 No 56 33% 2 I don`t know 11 6% 3
13 Did school provide training courses for teachers from ethnic minority? Yes 89 45% 1 No 30 15% 2 N/A 81 41% 3 14 Do ethnic minorities prefer to study in Georgian? Yes 85 71% 1 No 17 14% 2 N/A 18 15% 3 15 Have you ever heard about the programs such as "Teach Georgian as a second language", "Georgian language for future success"? Yes 51 26% 1 No 149 75% 2 16 How do you think, does the knowledge of Georgian language help ethnic minorities to get a job or make a carrier? Yes 146 73% 1 No 34 17% 2 I don`t know 20 10% 3

17 Have you got a job? Yes 79 40% 1 No 121 61% 2 18 What is the reason of unemployment? Lack of knowledge of Georgian Language 86 43% 1 Poor quality of the education 102 51% 2 N/A 12 6% 3 19 What is the reason of the lack of the knowledge of the Georgian Language? Classes are not provided with the state language 11 6% 1 NOT provided bilingual education 31 16% 2 Financial affordability 113 57% 3 The shortage of specialists at school 45 23% 4