The Path to Saving and Surviving the Nation Lies in Education: "Education is the source of a nation's wealth"- Ilia

"Education is the source of a nation's wealth"- Ilia

Abstract

For a nation to have a future, it must cultivate an educated society. The processes unfolding in Georgia today confirm that the country needs genuine, high-quality, qualified professionals with a sense of statehood in their thinking and actions. Modern youth must understand that the most important values are homeland, ethics, knowledge, and faith, and these values must be rooted in national traditions. They should not forget the healthy traditions and customs of their ancestors and must properly value the competence of wise individuals. The pain and hardships of our country are often the result of a lack of education. The great Ilia Chavchavadze constantly urged us: "A country needs enlightenment, learning, and growth. Do whatever you can to achieve this…"

Georgia has tremendous potential to become a highly developed, modern European-style nation. Achieving this is only possible through the creation and development of a high-quality education system. What is needed is appropriate political will, the mobilization of intellectual resources, the setting of goals, and then their implementation. If our country fails to accomplish this, it will remain perpetually dominated by others and trapped in an uncontrollable chaotic state. We must strive to protect and strengthen the nation, preserving our national interests. 

We believe that only a society educated according to international standards can create a high-tech, robust economy, promote and develop education and culture, strengthen faith and ethics, and enable the state to introduce innovations and modern technologies, develop infrastructure, and address existing problems. Ensuring the quality of education, assessing it, and monitoring it are of critical importance for achieving and maintaining the nation's welfare. 

For decades, Georgia has been undergoing reforms in its education system. Reformers have come and gone, and education researchers, experts, and field specialists have proposed numerous ideas for implementing reforms. However, much remains to be done, and the essential results have been limited. It should be noted that many of the reforms were implemented by directly adopting foreign models without adequate adaptation, while certain reforms often lacked the characteristics of consistency and systematic development. Each reformer attempted to radically change existing reforms and introduce something new, which significantly hindered the process of stabilizing and strengthening the system.