Titlebook: Higher Education as Politics in Post-Rose Revolution Georgia; Brian Lanahan Book 2023 The Editor(s) (if applicable) and The Author(s), und

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Post-Soviet Education and Europeanization,dels to emulate. This chapter discusses literature relevant to the research question—namely, literature on post-Soviet education and the Europeanization of education. The Europeanization of education will be addressed first, followed by post-Soviet education later. Both of these bodies of literature

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,Post-Soviet Higher Education 1991–2003 and Education as Politics in the Post-Rose Revolution Era,tended transition to democracy and a market-driven economy. The total amount of money spent on education declined from 7% of the GDP in 1991 to less than 1% in 1994. Academic research operations effectively stopped after the start of the 1992–1993 Abkhazian War and Georgian higher education was brok

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The Bologna Process and External Accreditation for Quality Assurance,fficially joined the Bologna Process in 2005. Soon after the fall of the Soviet Union, Georgia’s higher education began its creeping march toward the adoption of Western higher education models; joining the Bologna Process supercharged this progression. Significant international aid earmarked for hi

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International Student Mobility and Brain Drain,re democratic governments. International student mobility (ISM) has historically been seen as a way for students to travel abroad to earn degrees, learn about new cultures and share their own culture, and then return with new skills. Several funding programs facilitate ISM. Erasmus Mundus and Erasmu

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Lack of Funding for Higher Education and Tuition Voucher System,behind almost all other Soviet successor states. By 1994, the distribution of Georgia’s GDP had reached pre-industrial levels, with more than 65% of the economy focused on agriculture and less than 10% on industry. More broadly, the overall GDP dropped 75% between 1990 and 1994. Funding in the educa

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Corruption, Tutoring, and Higher Education Entrance Exams,h limited academic skills could be admitted to lucrative and high-status fields, such as law and medicine, and receive a degree by paying a series of bribes, particularly for admission. Before 2004, students took a series of exams specific to the university and the field of study. The exams were des