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Main goal of the study was to evaluate the language education processes provided by Zhvania School of Public Administration for asylum-seekers, refugees and humanitarian status holders in Georgia and its suitability with the needs of beneficiaries with various background.
To reach this goal and to ensure that different language/ cultural /educational/ gender factors and their role in attendance, satisfaction or drop-out rates are being considered during the learning process, also, to identify existing needs of the beneficiaries when it comes to language education processes and provide suggestions on how to further improve the language teaching, what are the areas to be explored and complemented from other sources, both qualitative and quantitative research methods were used.
To get an overview on and deeper understanding of the entire language education delivery process the following issues were analyzed: (i) administration of the process (by IDP Agency); (ii) the methodology of the delivery of classes by the Zhvania School, (iii) feedback of the beneficiaries with successful completion rate on the process; (iv) feedback from the beneficiaries with drop-out; (v) feedback from those who have never been engaged in formalized language education process to understand the reasons for no interest.
1 focus group, 1 group interview and 4 in-depth (expert) interviews were conducted within the framework of the research. Within the quantitative survey three groups were selected from UNHCR PoCs for quantitative research: PoCs who have enrolled and graduated State Language Teaching and Integration Programme, PoCs who have enrolled in the SLTIP, but have not graduated and PoCs who have not applied for the SLTIP. In total 314 beneficiaries were interviewed in a mixed manner including face-to-face and online interviews.
