The year 2012 can be marked as a year when English language became the main foreign language in the country – 73% of high school graduates registered for university entrance exams chose English as their foreign language exam. Just two years earlier this indicator was only 43%, while another 45% preferred to pass Russian language

With the third year into the pandemic and online/hybrid teaching approaching, analysis of learning losses are still of qualitative nature. More systematic, quantitative and measurable approach needs to be taken in order to assess the critical points of loss – the school subjects, the vulnerable groups, and the schools – in order to design restorative policies and practices and minimize the educational gaps exacerbated by the pandemic.

The draft Unified National Strategy of Education and Science of Georgia 2022-2032 that the ministry published for public consultation, plans to continue improving the public school infrastructure and technical-material base, as “67% of these institutions are not fully adapted to upbringing and education of children with special needs, moreover, majority of them do not have adequate pedagogical resources”.

In November 2021 the Georgian government announced their plans to work on the national school nutrition concept together with UNICEF.

Rebuilding Education in Georgia: the Infrastructure Challenge in Georgia’s School System Policy Paper Key Findings The physical condition of Georgian school buildings has long been a source of national concern. The vast majority of the country’s schools were built during the Soviet Union and, during the chaos and poverty that beset the country following independence,

Teaching in Georgia suffers from a severe image problem. There is a perception of the profession having low salaries and teachers themselves having low prestige. This perception plays a role in stopping brighter and more motivated young people from becoming teachers.

More than fifteen years into the reform efforts and significant progress has been made. However, deep inequalities remain and the promise of inclusion for children with SEN and disabled children has yet to be fully realized.

Georgia is a country proud of its tradition of inter-ethnic tolerance. Some 16% of the country’s population are ethnic minorities, mostly Armenians and Azerbaijanis, and government policy stresses the multi-ethnic, multi-cultural character of the Georgian state. However, in spite of these sentiments, more than 15 years of educational reforms are still leaving most ethnic minority children behind.

Rural Schools in Georgia: Devising Education Policy for a Depopulating Countryside Policy paper Key Findings The education sector in Georgia has taken significant strides in recent years, but still faces a number of challenges at a system-wide level. Georgia’s rural schools in particular face a suite of more acute and interconnected problems. The issues faced

One week into the second academic year of distance learning, with COVID vaccination statistics falling short of the target markers and high persisting figures of the virus spreading, we have to ask: If the schools have to remain closed for any time period in the current academic year, would the access to digital education be any better for the most vulnerable that have lost the most in the previous year?