Browsing by Author "Mikeladze, Giorgi"

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    Statistical survey on functioning and foundational learning skills of children living in Georgian households: module of functioning and foundational learning skills, booklet study, system of indicators
    (Ivane Javakhishvili Tbilisi State University Press, 2024) Mikeladze, Giorgi; Varamashvili, Ana
    The article discusses the significance of the Statistical Survey on Functioning and Foundational Learning Skills of Children Living in Georgian Households, along with its methodological aspects, indicator system, tabulation plan, and the findings of the booklet study. To calculate indicators of the functioning and foundational learning skills of children in Georgian households, the statistical survey “Statistical Survey on Functioning and Foundational Learning Skills of Children Living in Georgian Households” is being conducted with the financial support of the Shota Rustaveli National Science Foundation of Georgia, at the research base of Ivane Javakhishvili Tbilisi State University. The necessity for this statistical study arises from the requirement to calculate Sustainable Development Goal indicators (SDG 4.1.1, which focuses on minimum proficiency level in reading and mathematics for grades 2/3, and SDG 4.5.1, the parity indice), and the Eurostat overcrowding level indicator, aiming to evaluate the educational level of children in Georgian households across different socio-economic dimensions (including living conditions, functional difficulties, gender, age, and more). In the initial phase of the statistical survey, the formation of the indicator system, tabulation plan, and development of survey instruments were undertaken. The tabulation plan consists of 4 sections and 30 tables. The article also covers the foundational learning skills module, which comprises blocks of questions on literacy and mathematical skills. The mathematical section includes tasks on number recognition, discrimination, operations, and sequencing. According to the UNICEF foundational learning skills module adaptation guidelines, the mathematical section does not require modification, as mathematics is considered a universal science and cannot be adapted based on a country’s social, economic, or other characteristics. To adapt sentences and stories, a booklet study was conducted per UNICEF’s recommendations. In the first stage of the booklet study, textual tasks were translated and adapted using relevant guidelines and approved textbooks. The next stage involved consultations with qualified experts from the Ministry of Education of Georgia, based on which the question-based tasks were developed