Capabilities, language proficiency and civic integration

Abstract

The Republic of Georgia is inhabited by several ethnic groups, such as Azeri’s, Armenians, Russians, etc. and they form the minority compared to the social majority of ethnical Georgians. Their political, economic, cultural and social circumstances -and related capabilities- tend to differ in between these groups, demonstrated in various levels of civic integration. The government of Georgia has the intention to create equal opportunities for all its citizens and with regard to civic integration, equal and quality education for all, since education is seen as a mean to overcome these differences in capabilities. Children in Georgia enjoy general education from around six years until around eighteen years and is the most important variable in creating equal capabilities. Not being able to speak, write, listen and read Georgian language is the most relevant obstacle in unequal circumstances, so Georgian language proficiency is seen as a major capability in order to increase civic integration levels among these groups. Therefore, it is relevant -for all collaborating parties- to know the dynamics between civic integration, education and language learning among ethnic minorities in Georgia. This research aims at providing an insight in how capabilities (such as language proficiency) influence the degree of civic integration on one hand. And on the other hand a perception on civic integration from the viewpoint of the respondents are portrayed, whereby the respondents are 11th or 12th class students from non-Georgian schools in Samtskhe-Javakheti and Kvemo Kartli.