Successful teachers were awarded under the USAID Basic Education Program
17 teachers from Tbilisi, Kvemo Kartli, Mtskheta-Mtianeti and Samtskhe-Javakheti were awarded for outstanding achievements under the USAID Basic Education Program. The event was attended by US Ambassador to Georgia, Kelly Degnan, First Deputy Minister of Education and Science of Georgia, Ekaterine Dgebuadze, representatives of the USAD / Georgia Mission and other esteemed guests.
The aim of the regional competitions was to encourage teachers, which will help them to introduce effective, student-cantered teaching practices, stimulate their work and improve student academic achievement.
Ekaterine Dgebuadze thanked the winning teachers and emphasized that the Ministry appreciates their daily work. Additionally, the deputy minister stated that the important reform that is underway in the field of general education is aimed at the professional development of teachers and is focused on the interests of the student. The Deputy Minister noted that this process is supported by the USAID Basic Education Program, which is fully in line with general education reform.
Within the framework of the competitions, outstanding teachers of native language, literature and mathematics in different categories of primary schools (I-VI) in each region of Georgia and Tbilisi schools were identified in the following categories: the best teacher in teaching reading (native language and literature); The best teacher in teaching mathematics; The best beginner teacher in teaching reading (native language and literature); The best beginner teacher in teaching mathematics; The best teacher in teaching reading in Armenian; Best Teacher in Teaching Mathematics in Armenian; The best teacher in teaching reading in Azerbaijani; The best teacher in teaching mathematics in Azerbaijani.
Through these competitions, the USAID Basic Education Program supports the Ministry of Education and Science of Georgia in implementing general education reforms, strengthening teacher involvement and motivation in ongoing processes, as well as introducing a third-generation national curriculum and institutionalizing student-cantered learning.
