The Changing Faces of Corruption in Georgian Higher Education: Access through Times and Tests

Autor/in	Orkodashvili, Mariam
Titel	The Changing Faces of Corruption in Georgian Higher Education: Access through Times and Tests
Quelle	In: European Education, 44 (2012) 1, S.27-45 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1056-4934
DOI	10.2753/EUE1056-4934440102
Schlagwörter	Higher Education; Standardized Tests; Access to Education; Educational History; Admission Criteria; College Admission; Educational Quality; Accountability; Educational Policy; Policy Analysis; College Entrance Examinations; Alignment (Education); Articulation (Education); Integrity; Ethics; Equal Education; Educational Practices; Change Strategies; Educational Change; Comparative Analysis; Student Attitudes; Teacher Attitudes; Negative Attitudes; Semi Structured Interviews; Social Change; Politics of Education; Foreign Countries; Georgia + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Standadised tests; Standardisierter Test; Education; Access; Bildung; Zugang; Bildungszugang; History of education; Bildungsgeschichte; Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Zulassung; Hochschulzugang; Hochschulzulassung; Quality of education; Bildungsqualität; Verantwortung; Politics of education; Bildungspolitik; Politikfeldanalyse; Aufnahmeprüfung; Articulation; Artikulation (Ling); Artikulation; Aussprache; Integrität; Ethik; Bildungspraxis; Lösungsstrategie; Bildungsreform; Schülerverhalten; Lehrerverhalten; Negative Fixierung; Sozialer Wandel; Educational policy; Ausland
Abstract	This article presents a comparative-historical analysis of access to higher education in Georgia. It describes the workings of corrupt channels during the Soviet and early post-Soviet periods and the role of standardized tests in fighting corruption in higher education admission processes after introduction of the Unified National Entrance Examination (UNEE) in 2005. The discussion traces the development of higher education access policies, specifically standardized testing, with attention to the quality of their implementation, the degree of their transparency, and how they have impacted the level and forms of corruption. I likewise consider the social equitability of entrance examinations throughout the decades. In concluding, I argue that the introduction of the UNEE spurred more equitable access to higher education, increased the quality of secondary school instruction, and furthered the alignment of secondary education with higher education entrance requirements. (Contains 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10