The rise and fall of liberal-democratic values and its policies in the general education system of Georgia

Contemporary issues surrounding state policy and its execution in general education have gained prominence, particularly within the realms of political science and its agenda. Current academic discourse and existing research underscore critical insights that hinder the effective and efficient functioning of the ostensibly "liberal-democratic" Georgian educational system. This research aims to study, identify, and analyze the disparities between policy design and implementation within Georgia's general education system, specifically concerning liberal-democratic values. Despite the state articulating principles, such as fostering conditions for nurturing students as autonomous individuals, cultivating civic consciousness rooted in liberal-democratic values, imparting essential knowledge and skills, and promoting awareness of rights and responsibilities (as outlined in The General Education Law of Georgia, Article 3, 2005), an ongoing political discourse in Georgia considers substituting "liberal-democratic" with terms like "national-democratic" or "democratic." On the other hand, this research shows that "liberal-democratic" values are a facade and not implemented by the government. Utilizing both qualitative and quantitative methods in social science research, the study employs document analysis and interprets quantitative data to explain the reality of Georgia's general education system. Expert interviews further unveil additional challenges beyond the scope of quantitative data. The research exposes that the institutional design of Georgia's general education system is infused with lofty values and objectives, yet the unattainable implementation process creates a facade. The findings underscore issues such as the legal and unequal status of students, concerns pertaining to minorities, religion, and discrimination, challenges related to student safety and holistic development, suboptimal learning outcomes, student attrition from the general education system, and ethical quandaries faced by teachers. These issues, explored, evaluated, and analyzed in this study, represent the primary outcomes.