Who in Georgia wants to study abroad?

Studying abroad can offer students the opportunity to learn new languages, travel, experience different cultures, and form relationships in addition to studying. The Knowledge of and Attitudes towards the European Union survey (EU Survey) implemented by CRRC-Georgia for Europe Foundation provides information about what share of the population in Georgia would like to go abroad to study, and the demographic characteristics of those who would like to.

Overall, almost a quarter of Georgia’s population (24%) reports a willingness to study abroad. Their median age is 29, and in this blog post we focus only on people who are between 18 and 58 years old, i.e. twice the median age. For the population in this age group, the share of those who report a willingness to study abroad increases to 33%. Most often, they name the US as the country where they would like to study.


Notably, slightly more females (37%) report being interested in going overseas to study than do males (30%). Of those who already hold a bachelor’s degree, 48% would like to go abroad to study, while of those who hold a master’s or higher degree, 39% want to study abroad.


Note: Options ‘Primary education’, ‘Incomplete secondary education’, ‘Completed secondary education’, ‘Secondary technical education’, and ‘Incomplete tertiary education’ were grouped into the category ‘Secondary education or lower’. Options ‘MA’ and ‘PhD student/PhD’ were grouped into the category ‘Master’s degree or higher.’ 

A willingness to go abroad to study is most common in the capital and least common in settlements with a large ethnic minority population. Notably, there is not much difference between the shares of people willing to study abroad in urban settlements outside Tbilisi and in rural settlements with a predominantly Georgian population.


Surprisingly, quite a large share of those who want to go abroad to study report no basic knowledge of English (37%). Thirty percent report they have intermediate and 15% - advanced knowledge of the language. This finding leads to some questions about whether those who report a willingness to study abroad would actually be able to do so. Notably, half of those who say they would like to study in the United States or the United Kingdom report either no basic knowledge or a beginner’s level of English.

This suggests the need for more focused efforts in the field of teaching foreign languages, and especially English.

To explore the data further, try CRRC’s online data analysis tool.

Education in Azerbaijan: A Snapshot

According to last month’s World Bank Azerbaijan Partnership Program Snapshot, there is an increased sense of urgency in Azerbaijan for long-term reform of the country’s education system. In its one-page education summary, the report describes Azerbaijan’s high primary school enrollment but details three important concerns: 1) low preschool enrollment, 2) low participation in higher education, and 3) an overall low quality of education.

According to Azerbaijan’s State Statistics Committee, only 16% of children between the ages of one and five attended preschool in 2012. However, there is a large gap in preschool attendence between urban and rural areas; in urban areas 23% of children aged 1-5 attend preschool, while this figure is 8.6% in rural areas. 

Created with data from the State Statistics Committee

The World Bank reports a slightly higher preschool enrollment rate in Azerbaijan at 27%, while the 2011 PIRLS-an international reading assessment study- reports that 36% of Azerbaijani fourth grade children attended preschool. Azerbaijan has one of the highest percentages of children without a preschool education among the 45 countries included in the PIRLS study.

*All data is from 2011 except the “Like countries” category which uses the latest available data from each country. (This was 2011 for all countries except 2012 for Kazakhstan, 2008 for Georgia, 2010 for Turkey, and Turkmenistan is not included because there is no data). Created with data from the World Bank. Downloaded from  http://data.worldbank.org/indicator/SE.PRE.ENRR/countries?display=default.

Low rates of preschool enrollment in Azerbaijan are particularly puzzling because Azerbaijan is also an upper middle income country according to the World Bank, yet it has a much lower preschool enrollment rate than many other upper middle income countries. Additionally, most Azerbaijanis place high value on preschool education. According to the the 2011 Caucasus Barometer, 85% of Azerbaijanis agreed that kindergarten is an important part of a child’s development. 

The Caucasus Research Resource Centers. (2011) “Caucasus Barometer". Retrieved through ODA - http://www.crrc.ge/oda/ on {May 2, 2013}. Available at http://www.crrc.ge/oda/?dataset=17&row=176

However, nearly 100% of Azerbaijani children attended primary school (grades 1 to 4) in 2011 according to Azerbaijan’s State Statistics Committee. This puts Azerbaijan on pace to achieve full primary school enrollment which is the major educational metric tracked by the Millennium Development Goals. World Bank data corroborates high primary school enrollment rates, but suggests that a small proportion of children (4%) may not attend school at all. The gap between gross and net enrollment suggests that some children attend primary school outside the suggested age range— they either enroll late or finish late.

 Primary School Enrollment in Azerbaijan

World Bank data on gross enrollment, net enrollment, and primary completion rate (male and female).

State Statistics Committee education data. *For a full explanation of gross and net enrollment see this helpful post by Friedrich Huebler.

According to the World Bank, Azerbaijan’s university enrollment rate is 20%— the second lowest in the CIS region and well below the averages for Europe and Central Asia, for upper middle income countries, and for “like countries” in Central Asia and the Caucasus. In fact, within the CIS only Uzbekistan (and possibly Turkmenistan but there is no data) shows a lower percentage of students attending university than Azerbaijan (9%). 

Available: http://data.worldbank.org/indicator/SE.TER.ENRR/countries?display=default.

Nevertheless, enrollment figures are increasing. The percent of secondary school graduates who have been accepted to university has risen from 21.7% to 27.4% since 2010. The number of students enrolling in university each year has risen 16% over the last three years, even though the percent of applicants has remained relatively constant at 60%. This means that more applicants are being accepted.

University Enrollment in Azerbaijan

State Students Admission Commission (SSAC) data compiled from annual reports available at http://www.tqdk.gov.az/az/statistics/.

Despite the fact that the ‘success’ rate for university applicants has risen by over 24% in the past three years, score distributions from the 2010-2012 State Students Admissions Commission university admissions exams show slightly decreasing scores during this time period. A possible explanation for the increasing number of students accepted with lower scores is that the test is becoming more difficult while the university admissions cut-off for lower scores has become more flexible. 

State Students Admission Commission (SSAC) data compiled from annual reports available at http://www.tqdk.gov.az/az/statistics/

Although Azerbaijan’s education system is making strides, there is still a lot of work to be done to create an inclusive system that provides opportunities for all children, and which develops Azerbaijan’s human capital. Azerbaijan’s spending on education has increased from 1.2 to 1.4 billion AZN between 2010 and 2012, but this is a decrease from 10% to 8.8% of the state’s total spending (because overall state spending has increased by a much higher percentage). Spending on education is currently 3.5% of the GDP, and while education spending is not considered to be a good indicator of education quality, the overall downward trend of social spending on education might be a problem. 


Contributed by Vitaly Radsky from the Center for Innovations in Education Policy Unit, and former CRRC International Fellow

Higher Education and Employment -- a broken link

One of the key problems in post-Soviet higher education is that it does not prepare graduates for the labor market. Studying the situation in Azerbaijan, Firdovsi Rzayev argues that one of the reasons for this is that there is no link between higher education and employers. Although in principle employers are willing to help developed curricula, organizing the practical trainings for the students, and strengthening the material-technical base of vocational schools, there is no formal mechanism for doing this.

Rzayev argues that there should be a unit under the umbrella of the Cabinet of Ministers, bringing together the various ministries (economic development, labor, education) with other stakeholders (employers' associations), and researchers. This unit could help to set directives for a higher education that better meet market needs.

Arguably there remains, however, a chicken-egg problem: for such a mechanism to work, there needs to be a willingness to implement comprehensive reform; moreover, the employers themselves don't always have the most modern practices. Maybe the best way is to short-circuit this by importing recognized vocational certification from abroad, instead of trying to set up a similar system oneself. This does not work in all sectors, but should not be a major problem in some (computer skills, IT, financial services), which then can provide a role model.

Details of the study, in Azerbaijani, on the CRRC website.