Part 1

Right of representatives of national minorities to preservation its identity can be fully realized only in that in case they get proper knowledge of their native language during educational process. At the same time representatives national minorities are responsible for integration into
the society of its state through the acquisition of sufficient knowledge of the state language.
We can see this vision in all international legal norms.
These norms, which can and should be applied by the state, can be a great boon for Yazidis in the Caucasus. Georgia and Armenia, which have made international commitments, must adhere to the basic principles of equality and non-discrimination in access to education of the Yazidi community in their native language.
It is important to note that these international obligations and commitments constitute international minimum standards. Any restrictive interpretation of these obligations would be contrary to their spirit and purpose.
The state authorities should effectively address the issue of the rights of the Yazidi community in the field of education. Unfortunately, not taken adequate measures not used available means, and not use the opportunities of international assistance, especially economic and technical, to actively implement the right of the Yezidi community of Armenia on education in their own language or to study it.

The States of the South Caucasus have not yet created real conditions enabling organizations representing the Yazidi community to participate actively in the development and implementation of policies and programmes related to education for minorities.

In places of compact residence of the Yazidi community in the Caucasus, regional and local authorities have not yet been given the opportunity the appropriate authority in the field of education for minorities, thereby facilitating the participation of Yazidis in the process formation of educational policy at the regional and local level.
The Yazidi community does not have the opportunity to participate and the opportunity to choose in the educational system at the local level on the English language and also teaching.
According to international law, the Yazidi community in the South Caucasus, like others, have the right to establish their own private educational institutions and manage them in accordance with local legislation. These institutions may include schools with instruction in the Yazidi language.
Given the right of the Yazidi community to establish and manage its own educational institutions, States in the South Caucasus should not interfere with this right.This is often done through illegal burdensome legal and administrative requirements.
At the same time, if patrons and entrepreneurs want to open private educational institutions teaching the Yazidi language, they are subjected to harassment and distance from these initiatives, using administrative leverage.

As you know, the first years of education are crucial for the development of the child. According to educational research, a child's mother tongue is an ideal medium of instruction in preschool and kindergarten. Children of the Yazidi community are not provided with conditions that allow parents to have such a choice. The choice of preschool education in the native Yazidi language has become simply not possible. This situation actually puts the condition of the Yazidi people in question in the short term.
If we talk about the curriculum in elementary school. The Yazidi language should be taught as an academic subject on a permanent basis, which unfortunately is not done. The state language should also be taught as an academic subject on an ongoing basis, preferably by bilingual teachers who have a good understanding of the cultural and linguistic characteristics of the Yazidi community. Unfortunately, such conditions have not yet been created, which will lead in the near future to the actual assimilation of the Yazidi people and complete "dissolution" in other Nations.
Despite numerous European reports and recommendations both in the Council of Europe and in leading international organizations, a significant part of the curriculum in secondary schools for Yazidis is still taught in a non-Yazidi language. According to the recommendations of the Council of Europe, the Yazidi language should be taught as an academic subject on a permanent basis in places of compact residence of the community.
The provision of primary and secondary education in, or instruction in, the Yazidi language depends on the availability of teachers trained in all subjects in the mother tongue. However, we still do not see that this opportunity has been provided or that sufficient favourable conditions have been provided for the appropriate training of teachers and to facilitate access to such training.

To be continued…

Ezdin Safari

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