How does Georgia compare internationally?

Georgia performs worse than all other EECA countries in reading, maths and science.

Moreover, Georgia lags behind most OECD countries.

Some education outcomes are more equitable in Georgia than internationally

The performance gap between socio-economically advantaged and disadvataged students is smaller than in most other EECA countries and in most OECD countries.

Policies are needed to help all students succeed.

Educational spending in the region is low (data for Georgia is missing).

More spending could contribute to better outcomes.

Educational resourcing in Georgia is more inequitable than international benchmarks

Principals reported greater concerns about resource shortages in:

  • Schools with more disadvantaged students

  • Rural schools

These trends are also seen across EECA and OECD countries.

Students in Georgia spend less time in class than students internationally

Students spent roughly two fewer hours per week in class than students across the OECD.

Spending more time in class can be related to higher performance.

Students in Georgia are more likely to be truant than students internationally

80% of students skipped class or skipped school in the previous two weeks.

Truancy is related to lower academic performance and can lead to high risk behaviour such as dropout.

Teaching practices in Georgia differ from international benchmarks

Compared to the average across OECD countries:

  • Teachers in Georgia use more teacher-directed instruction (e.g. lecturing to classes)

  • And less adaptive methods that focus on meeting students’ individual needs.

The practices commonly used by teachers in Georgia are associated with lower reading scores

More teacher-directed instruction is generally associated with lower reading performance and more adaptive instruction is generally associated with higher reading performance.

Teachers in Georgia are more likely than teachers in OECD countries to engage in behaviour that may hinder student learning

Teachers are more likely to:

  • Not be well prepared for classes

  • Be absent

  • Not meet individual student needs

Fewer teachers in Georgia participate in professional development compared to international benchmarks

Professional development can be important to help teachers continuously improve, but only 37% of teachers in Georgia participated in the last three months.