1. Evaluation of the career growth and employment opportunities of ethnic minority students
Natia Gorgadze, PhD in Education Science
Centre for Civil Integration and Inter-Ethnic Relations
2017 Tbilisi

2. Context in the country and general statistics
19% of youth (15-29 years old) work fulltime and 7% part time of self-employed.
27% of fulltime employed youth in Tbilisi and 11% in rural settlements (every second (46% of youth is unemployed))
In 2014 – economic activeness app. 60%, unemployability - 30,7
Unemployability for longer than 1 year – 31,3%
42.4% of youth seek for the first job
31% is fully or partly employed by profession, 35% not by profession
85% thinks that the situation regarding employment is alarming
42% considers civil service for desired employment

3. Design of the evaluation
Qualitative/quantitative
Desk analysis (legislative frame)
Desk analysis (career centers of the target universities of 5 universities)
Desk analysis (evaluable jobs in civil and private sectors in )
Survey of students and graduates of 1+4 program (63 persons) of 5 state universities implementing the program
Focus group discussion with the participants of the state program of teachers-assistants run by the Teachers Professional Development Centre
Evaluation timeframe: Apr – Oct. 2017

4. Support of employability on policy level
Georgian State Youth policy document ( , №1608)
In May 2013 the GoG established the intergovernmental coordinating council for development of Georgian State Youth policy (order №112)
Strategy of Education “ for the Development of Social Partnership and Increased matching with Market Requirements The MoES will facilitate the development of student and career services in higher education institutions; Development of practice-oriented teaching and implementation of employment policies; Introduce short-term, alternative, flexible and varied programs of adults, public sector and business partnerships for teaching and research innovations and technologies, as well as to promote research and development.“
Strategy document and action plan for of labour market policy (April 2016, order №167)
State Program “On the Rules and Conditions of Internships in a Public institutions“, (June 2014, №410 )
Ministry of Reconciliation and Civic Equality together with Pita – internship program for program students and graduates (2017)

5. Job trends and characteristics
Fluent Georgian
23.8%
Knowledge of English
51.1%
Knowledge of Russian
42.1%
Other foreign languages
4.3%
Computer skills
61.9%
Work experience
78.9%
Length of working experience
75.5%
Cognitive skills
29.4%
Personal management skills
35.6%
Instrumental skills
51.4%
Interpersonal skills
63.8%
Professional attitudes and ethnics
59.4%
Geographical position: 55% of jobs are available in Tbilisi
Geographical allocation: 77% of jobs in Urban settlements
Required fields/directions: 27% of ads don’t define the professional field
42% of jobs don’t define the career stage, 37% – assistant positions, 11.8% middle stage of management, 1,9% leading specialist, 2,5% high and top management
Education stage: 47% of bachelor, 4,3 masters, 0,3 PhD, 18,6% without any qualification, 2.5 professional, 24,3 not defined

6. Career growth centers in Georgian Universities
Bologna Process supports the modernisation of education and training systems to make sure these meet the needs of a changing labour market. This is important as the proportion of jobs requiring high skills grows, and the demand for innovation and entrepreneurship increases.
In May 2015, the Education Ministers identified four key priorities for the future:
enhancing the quality and relevance of learning and teaching;
fostering the employability of graduates throughout their working lives;
making our systems more inclusive;
implementing agreed structural reforms. (Inter ministerial meeting in Yerevan)
In under the project “CASEDE” the career development centres were established in the several state universities. Goal of the project was wider objective of the project is to improve Georgian students’ employability by developing and implementing career education services (CES) in Georgian HEI.

7. General findings
Limited number of the staff can’t ensure effective addressing of the objectives and challenges faced by the students;
Limited public visibility of the centres (based on the analysis of the website of the target universities)
Invisible links between the centre and academic programs/departments/faculties caused insufficient integrity of the centres in common vision of the universities
Functional variety and diversity of the centres which can’t be fulfilled in reality
Lack of the statistical data which would enable the centres to plan their activities accordingly
Collective approach to the students’ needs of professional development, career growth and employment opportunities where the resources for individual approaches are limited
The centers don’t emphasize the diversity existing in students’ society. The documentation representing vision of the centres in the statute/regulation aren’t oriented on different needs and integration of multicultural approach to the issues

8. Students’ attitudes and assumptions
Clear understanding of the country context
Realistic analysis of skills demanded by the labour market and input of the universities in development of these skills
Specific issues related to acceptability by the own communities and local employees
Noncompetitiveness caused by the poor quality of school education

9. Recommendations General recommendations
Reflection and clear communication of multicultural aspects in state documents and regulations;
Integrity of national strategy of civic equality and national integration in the indicators and criteria of state documents and regulations which can be observed through provision of rich data and statistics
Universities
Reflection of needs of minorities in the universities through clear integration of multicultural aspects in mission and vision;
Establishment of special accountable division for maintaining internal flexible system of communication with and about the 1+4 students
Effective mechanism of communication with the graduates of 1+4 programs for strengthening the alumnae system and using of the capacities for the support of admitted students;
Special programs for support of 1+4 students on bachelor degree programs
regular study of needs of ethnic minority students and reflection of those needs in the academic programs and university services
establishment of internal incentive mechanisms for ethnic minority students (e.g. quota in students governance institutions)

10. Recommendations For career growth oriented structures
Regular study of labour market requirements and planning of the interventions within the centers and in coordination with the administrative and educational divisions/structures of the university;
establishment of network of career employment centres for meaningful communication of experiences and sharing of services
focused programs for the 1+4 program students
Goal oriented communication with potential employers of 1+4 program students (regional and professional perspectives)
Training of staff employed in the centres on integration of multiculturalism in the services and consultancies
Well-developed orientation programs for the students of 1+4 from the early period study
Development of individual consultancy services for the students of 1+4 students

11. Many thanks!