English tutors in Georgia need to start with the country’s **February 2026 school-system reform**, because the correct graduation year and course are no longer as simple as assuming every student must follow the old twelve-year pathway. On **4 February 2026, Georgia’s Parliament adopted amendments** under which general education comprises **six primary years (Grades I–VI), three basic years (VII–IX) and two standard secondary years (X–XI), with a possible additional Grade XII**. The law contains **transitional rules**, however. A tutor must ask which school year and cohort the pupil entered secondary school rather than state that Grade XII vanished for every learner immediately.
**English is the first foreign language in Georgian public schools under the published national curriculum, taught from Grade I**, while a second foreign language is commonly introduced from Grade V. Private schools can organise foreign-language teaching differently under applicable rules. A young learner may have many years of English exposure without being able to read a new paragraph independently; an older learner may need English for the **Unified National Examinations**, international university entry, a Georgian school qualification or practical employment. Those are different educational objectives with different examining bodies and marking criteria.
The 2026 exam evidence is unusually concrete: Georgia’s **National Assessment and Examinations Center (NAEC)** publishes a **2026 Unified National Examinations statistical report** with an English-language section. The standard English exam versions reported a **maximum score of 70**, with variant-specific threshold and performance information. The exam belongs to the **university entrance system**, not a blanket compulsory school-leaving English exam for every pupil. A private tutor should distinguish **passing school English**, **obtaining a full school certificate**, **taking university entrance English** and **earning an international proficiency certificate**.
This guide explains how English tutoring works in the country of Georgia—not the American state—including the 2026 legislative transition, multilingual school settings, Grade I foreign-language learning, Grades VII–IX literacy, upper-secondary and university access, exam-specific preparation and evidence-based teaching. It includes original reading, oral, formal writing and grammar worked examples, a four-week learning plan, parent checklists and official sources. It is a research guide, not a directory of endorsed tutors or a claim that eduKateSG operates classrooms in Tbilisi, Kutaisi, Batumi or elsewhere in Georgia.
Find the answer that matches your student
- What changed in the school ladder in February 2026? — understand Grades I–XI and transitional XII.
- How does first foreign-language English start at Grade I? — match the real curriculum.
- Does every 2026–27 pupil have an optional Grade XII? — avoid applying the reform to the wrong cohort.
- What does NAEC’s 2026 English university exam assess? — distinguish entrance tests from school qualifications.
- How can a parent evaluate actual tutoring? — worked tasks, a four-week review and questions.
English tutors in Georgia: quick-reference facts
| Parent question | Useful answer |
|---|---|
| Which Georgia is discussed? | The country of Georgia in the South Caucasus, not the US state. |
| What was the old general school structure? | Twelve years of general education with primary, basic and upper-secondary stages. |
| What did Parliament approve in February 2026? | Six primary years, three basic years, standard secondary Grades X–XI and optional Grade XII subject to transitional conditions. |
| Does Grade XII disappear for every existing pupil in 2026–27? | No. The amended law has cohort-specific transition rules; check the year the pupil entered Grade X. |
| What is the normal public school language? | Georgian in much of the system, with recognised Armenian, Azerbaijani, Russian and other non-Georgian sectors/programmes. |
| When is English normally the first foreign language? | From Grade I in public schools under the published curriculum. |
| When is another foreign language introduced? | Generally from Grade V under the curriculum; school-specific and private arrangements differ. |
| Does every school teach English through identical textbooks? | No. School curriculum, textbook arrangements and reform implementation must be checked. |
| What is the Unified National Examinations English test? | NAEC’s university entrance English examination, with 2026 official papers and statistical reporting. |
| What was the reported standard maximum English score in 2026? | 70, under the standard English examination variants in the published 2026 report. |
| Is an NAEC university admission result the same as a school-leaving certificate? | No. School completion and university admissions are separate decisions. |
| Is an English teacher subject examination the pupil’s entrance test? | No. NAEC publishes teacher-exam preparation resources separately. |
| What proves useful tutoring? | Independent new reading, listening, writing and speaking with fewer hints and clear evidence of correction. |
The February 2026 General Education Law amendment
The Parliament’s 4 February 2026 adoption announcement describes a system of **six years of primary, three years of basic and two years of standard secondary education**. It also sets an optional additional Grade XII under the reform. The corresponding consolidated General Education Law on Matsne contains the detailed statutory provisions, including transition rules.
Parents should not rely on an old general diagram that labels Grades X–XII compulsory for every future student, but neither should they assume that pupils already in Grade XI in 2026 instantly gained a right to finish without Grade XII. The law distinguishes **the cohort beginning Grade X in the 2026–27 academic year** and other learners subject to historical completion requirements. Correct graduation advice must be cohort-specific.
The reform also covers school entry age, textbooks and student rules. Parliament described Grade I entry at six where the child reaches that age by **15 September**, alongside new Ministry-controlled textbook publication and distribution arrangements. A tutor should not infer that these administrative changes necessarily replace a given pupil’s English reading needs or that every book was issued to every institution on the legislative vote date.
The school system includes public and private institutions, minority-language sectors, vocational training routes and higher education. A pupil with a school leaving certificate may still need to meet university admissions requirements. A private English tutor can help with skills and official document interpretation but cannot determine legal equivalence or grant admission.
A family can maintain one short note: **student entered Grade X in which academic year; current grade; anticipated leaving certificate; intended university or vocational route; exact English assessment**. These five details avoid much confusion during the transition.
Primary Grades I–VI: English from the beginning
The Ministry’s national curriculum foreign-language FAQ states that **English is the first foreign language throughout public-school Grades I–XII**, while the **second foreign language begins in Grade V** under that published framework. It also notes that private schools may arrange language teaching differently. The old curriculum text remains useful background, but the 2026 law and any subsequent Ministry implementation documents must be consulted for future years.
Beginning English in Grade I means that early tuition should develop listening, spoken meaning, print recognition and short original sentences. A six-year-old who hears the word book and can perform Open the book may be learning the first useful language pattern. This is not the same work as analysing an unfamiliar examination essay.
Early-school children can be strong thinkers in Georgian or another home language and still need explicit English spelling instruction. English phonics has irregularities; a child who reads Georgian confidently may have to learn English sound–letter patterns anew. This is a teachable issue, not a deficit in their earlier literacy.
Give a short instruction, model the action, then ask the pupil to understand a changed sentence. If the learner correctly performs Put the red book under the chair after practising Put the blue bag on the table, they have transferred the relationship rather than simply repeated a script.
The teacher should also ask how the child uses English at home, in media or school. Some pupils may have considerable exposure, while others have only class lessons. Formal entry at Grade I does not mean every child should be placed automatically in the same private tutoring level.
The second foreign language and private-school variation
A second foreign language under the published public curriculum generally begins in Grade V, while a third may be offered later as an elective under older national arrangements. However, private schools and authorised special programmes can provide different language sequences and intensities. Parents should therefore identify exactly which foreign-language subject they want help with.
A Grade VI child may simultaneously study English and German, French or Russian as another foreign language. If the pupil is weak in the second language, an English tutor may not be the appropriate solution, even though the family searched online for “foreign-language tuition”. Confirm the subject.
Some international schools teach additional subjects through English and may offer IB, Cambridge or another recognised programme. English-language literature, subject literacy and Georgian national foreign-language English are not automatically the same curriculum. The tutor should obtain the real awarding body’s subject specification and the school’s current course.
A bilingual pupil may need language-of-instruction support in Georgian, separate from English as a foreign language. A student who cannot understand a mathematics task in Georgian may have a different problem from one who understands the concept but struggles to explain it in English.
Good tutoring begins by separating these issues instead of combining them into one expensive, vaguely described “English improvement” package.
Primary Grades III–VI: reading and writing become connected
As learners grow, English teaching should develop from phrases into connected text. A pupil who can recognise individual words may still be unable to state why a character changed their plan. Comprehension requires locating details and understanding relationships, not only recalling vocabulary lists.
A useful reading routine asks the student to find the main idea, one evidence sentence and one point that the text does not support. Teach because and although as different logical relations. Then change the story and ask the pupil to apply the principle.
Writing can begin with four connected sentences: what was planned, what happened, how someone responded and what resulted. A long copied composition may look impressive but hide weak understanding. A short original text with accurate sequence is better evidence.
Speaking should include short spontaneous follow-ups. Ask which club the child prefers, request one reason and change the condition. The learner who adapts meaningfully has developed more flexible English than one reciting a single memorised dialogue.
Parents can encourage independent reading and small regular practice. Not every child requires private tuition when school teaching and supportive home routines are working. A tutor should demonstrate what additional gap their lessons address.
Basic education Grades VII–IX: deeper reading and transition
The post-primary basic stage spans Grades VII–IX. Pupils must interpret longer English texts, respond to questions and write for different purposes. During a period of school reform, those skills remain useful even if the number of later school years changes.
A student may know the English translation of every visible noun but fail to understand what however introduces. Another may find an explicit fact accurately but add an unsupported interpretation. A tutor should diagnose the reasoning rather than simply issue a harder vocabulary pack.
Practice should include both comprehension and language production. After reading a short notice about a changed schedule, ask the pupil to explain the reason and write a concise announcement without copying the source text word for word. The next week, change the event and compare the results.
A student preparing to choose a later academic or vocational route may need English for specific school subjects and applications. The parent should request current school guidance rather than rely on a tutor’s speculation about graduation law. The 2026 amendments are relevant, but the actual transitional cohort still matters.
If the pupil struggles with reading across Georgian and English, schoolteacher or specialist support may also be appropriate. Private English lessons can supplement that help, but should not pretend to diagnose every learning need.
Does the 2026 reform abolish Grade XII for everyone?
No. The consolidated law and its transitional articles distinguish when pupils entered upper-secondary education. In particular, the text exempts the cohort **starting Grade X in 2026–27** from an earlier blanket Grade XII completion rule, while other earlier cohorts remain subject to transition provisions. The legislation also discusses Grade XII becoming optional after the relevant reform phase.
This means two pupils who appear to be only one year apart can have different legal expectations. A tutor should not promise that either can leave school after Grade XI simply because a headline says “Grade XII is optional”, nor insist every future candidate needs Grade XII. Families must ask the school which current statutory cohort rule governs their qualification.
The reform changes the duration of standard upper-secondary general education but does not automatically eliminate academic English. Grades X and XI still require relevant school courses, and candidates considering university entrance may need English language competencies in addition to school completion.
For students following an international school programme, the qualification duration and recognition rules can differ. The country’s statutory general education reform does not automatically amend an external IGCSE or IB awarding body’s examination.
When preparing for university, record the actual graduation year, targeted institution, application eligibility and NAEC subjects. That is more useful than a vague promise of “eleventh-grade English exam success”.
Upper-secondary English: the subject stays useful beyond school length
In Grades X–XI, and Grade XII where applicable under transitional or elective arrangements, learners may need more complex reading, listening, writing and language use. They should be able to identify claims and evidence, recognise uncertainty and produce coherent messages suited to a purpose.
A student planning a university course may focus on English as a required or selected Unified National Examinations foreign-language subject. Another may need school English marks, independent reading for an English-medium institution or a workplace skill. The tutor should distinguish these objectives before choosing a revision pack.
Some learners are strong in conversational English yet weak at formal written argument. Others read complex passages accurately but cannot respond to spontaneous questions. Assess the modes separately and choose a few high-impact targets.
Academic vocabulary becomes more important at this stage. Infer, evaluate, compare and justify demand different responses. The tutor should teach what the question asks and how evidence supports an answer, not merely provide translations.
An older student may also have transferred between Georgian-language and minority-language schools. Treat the language background as a source of knowledge and explain the new English task respectfully. An accent or second-language writing error is not evidence of inferior intelligence.
What NAEC’s 2026 university-entrance English results mean
Georgia’s **National Assessment and Examinations Center (NAEC)** publishes official information and year-specific papers for the **Unified National Examinations**, used in entry to higher education. Its 2026 statistical report includes a section for English alongside other foreign-language options.
The standard 2026 English test variants in that report list a **maximum score of 70**, with variant-by-variant candidate counts, thresholds and averages. Because the report includes equalisation and exceptional variants, the tutor should not quote one unqualified passing mark for every candidate. The official examination programme and the individual candidate’s rules are the proper references.
This exam is a **university admissions examination**, not automatically a compulsory English school-leaving paper sat by every Grade IX, X or XI pupil. A student may need Georgian language and literature, a foreign language and another subject depending on the admission programme, but exact combinations and eligibility are not the same for every institution.
NAEC also publishes preparation materials for **English teacher subject examinations**. A resource labelled teacher examination tests professional candidates, not school leavers. A tutor who downloads it should identify the intended examinee before using it as practice. Some underlying language skills may transfer, but the official qualification is different.
A pupil needs to practise the actual assessed language skills. Reading and listening for detail, vocabulary in context and accurate interpretation of instructions may matter. Precise paper sections, durations and marks should be verified from the official candidate-year programme rather than invented from a general summary.
How to use 2026 NAEC past papers responsibly
Official past papers can help a learner see the kind of English that is tested, but past-year material should not be represented as a guaranteed future examination. The tutor should keep the year, source and variant visible and explain when an original exercise is being used to repair a related underlying skill.
Begin with a short diagnostic. Does the student fail to identify a stated fact? Do they overstate a plausible inference? Do they know the vocabulary but misread a negative instruction? Each problem requires a different teaching response.
A reading tutor may show the evidence sentence, model why the answer follows and then change the passage so the student must reason independently. If the learner simply memorises a multiple-choice letter from an old paper, little durable understanding may have been gained.
Timed practice is appropriate after accuracy improves. A pupil who understands but works too slowly may need faster reading for structure and a more efficient checking routine. A pupil who guesses quickly needs comprehension repair first. Both can be described as “exam weakness”, but their causes are different.
Score predictions should be cautious. A good tutor compares tasks at similar difficulty, notes whether the pupil worked independently and states that official marking and admissions decisions belong to NAEC and institutions.
English as a first foreign language versus an English-medium school
A public-school English subject from Grade I is not the same as attending an authorised English-medium international programme. In one route, students may study other subjects primarily in Georgian and learn English as a foreign language. In another, they might read literature, history and science in English, with external qualification requirements.
A child in an English-medium science class may struggle with specialist vocabulary while understanding the science concept in Georgian. The English tutor can teach how words such as condenses, increases or unless affect meaning. If the concept is missing in every language, additional subject teaching is needed.
For IGCSE, IB or another external pathway, the exact syllabus, subject code, essay genre and assessment year matter. A tutor advertising “Georgia English examination” without naming the authority cannot convincingly claim alignment with every programme.
School completion also remains an institutional process. An English proficiency test, a national school certificate and a university entrance result are different forms of evidence. A private tutor cannot issue them or guarantee an equivalence decision.
For parents, the most useful question is: which English response must this child produce independently, for which school or qualification, and by when? That makes a broad subject actionable.
Georgian and other home languages: a respectful teaching bridge
Georgian has its own script and grammatical structure. A child who reads Georgian confidently may still need explicit English sound–print correspondences and word order. The tutor can teach these as new language patterns without treating Georgian literacy as a deficit.
Families may also use Armenian, Azerbaijani, Russian or other languages. Some pupils attend non-Georgian school sectors and may be learning both Georgian and English for different purposes. Ask which language the child uses best to explain an idea and which they can read independently.
English auxiliary questions can be confusing. She studies English every day becomes Does she study English every day?. The tutor should explain the auxiliary and ask for a new question using another verb, not merely repeat a correction.
Reading comprehension may transfer as a reasoning skill. If the pupil can explain in Georgian why a character changed a plan, the teacher can help express the same reasoning through English because, although or therefore. Over time, translation prompts should be reduced so the learner can handle unfamiliar English texts independently.
Pronunciation feedback should focus on intelligibility and the student’s ability to respond meaningfully, not imitation of one international accent. A learner who can ask for clarification is developing practical communication.
English for vocational learning, university and work
After basic schooling, Georgian learners may follow general secondary, vocational training or eventually higher education. English may serve technical reading, workplace communication, academic research or professional applications. The exact relevance depends on the programme and the learner’s actual goal.
An IT student could need to write a clear incident message; a tourism learner might practise a polite enquiry and follow-up; a university applicant may need to read an academic passage under a national examination’s constraints. Different objectives require different tasks.
The tutor should use realistic but clearly fictional examples. A delivery notice or customer email can teach vocabulary without disclosing a real employer’s private data. Where a technical instruction has safety implications, the language lesson must not be presented as occupational authorisation.
A student planning to study abroad may need IELTS, TOEFL or another recognised certificate. These tests are separate from Georgia’s Unified National Examinations English result. The receiving university determines accepted tests, scores and validity periods.
A credible tutor helps families interpret formal requirements but knows when to defer to admissions and qualification authorities. Promising a visa, professional licence or university seat from English tuition is inappropriate.
Seven stages of an evidence-led English tutor operating system
1. Verify the route. Record the pupil’s school, class, English course, language background and actual assessment. For upper-secondary learners, establish the cohort’s Grade X entry year and which graduation law applies.
2. Collect independent baseline evidence. Give a fresh reading passage, listening item, spoken reply and original written response. Record any translations, hints or teacher models.
3. Name the smallest consequential gap. “Needs better English” is too broad. “Misreads the word unless” or “cannot justify an inference from text evidence” is teachable.
4. Model the reasoning. Show how the language structure changes meaning, how evidence supports an answer or how a formal request serves its reader.
5. Guide and then withdraw. Solve one example together, give another with fewer prompts and finish with a new task independently. The student’s own answer is the learning evidence.
6. Repeat later with changed content. Revisit the principle after several days in another passage or writing task. The skill should work without the original model.
7. Report and revise. Keep dated comparable work, describe how much assistance was needed and choose the next goal. When learning stalls, change the teaching strategy rather than automatically sell more lessons.
This sequence works for individual or small-group lessons. Student independence and meaningful feedback are more informative than the number of completed workbook pages.
Original worked comprehension: a changed science exhibition
Practice passage: The school science club planned an exhibition for Tuesday afternoon. A delivery of project stands was delayed, so the organiser moved the event to Friday. The hall and starting time remained unchanged. Families were asked to register by Thursday because seating was limited.
Question 1: When is the event now? Answer: Friday. Tuesday was the original plan. Ask the pupil to locate the phrase showing the change.
Question 2: Why did the day change? Answer: The project stands arrived late. The text does not say the school closed or the projects were cancelled.
Question 3: Which arrangements stayed the same? Answer: The hall and starting time. The change affected the day, not every detail.
Question 4: How many places are available? Answer: The text only says seating is limited; no numerical count is supplied.
Question 5: Write a concise notice. Model: The science exhibition has moved to Friday because the project stands were delayed. The hall and start time remain unchanged, and families should register by Thursday.
This is an original teaching passage, not a released NAEC national entrance exam question. A primary pupil can use a simplified picture version, while a Grade IX student can practise locating evidence and a university candidate can interpret conditions and missing facts.
Original writing: a useful email, not a vague essay
Prompt: Write to an exhibition organiser asking for the location, opening time and whether a school group must book in advance.
A weak answer may begin, Exhibitions are very important in society and all students need education. The words may be grammatical but do not request the necessary information.
Model: Dear Organiser, Our class would like to attend the exhibition. Could you please confirm the venue, starting time and whether school groups need to register in advance? Thank you for your assistance. Kind regards, Nino.
Ask the learner to identify the three questions and the intended reader. Then change the task to a library workshop and require two different questions in a new independent email. This tests transfer rather than copying.
For exam-specific work, check whether a writing task is actually part of the candidate’s official syllabus. This example is general communication practice, not an authorised NAEC model answer.
Original speaking and listening: adapt to a follow-up
Tutor-read notice: Good morning. Today’s reading club was planned for Room Two at eleven. Another class needs the room, so the club will meet in Room Seven. The time remains eleven, but please arrive five minutes early.
Ask the learner for the new room, reason and starting time. Answers: Room Seven; a conflict with another class; eleven. During teaching, the tutor may repeat the script; for later assessment, use a different notice of comparable difficulty.
A speaking follow-up asks whether the pupil prefers a reading club or science activity and requires one reason. The tutor then asks what the student would do if the preferred event were full. A meaningful short answer to the changed question is more persuasive evidence than a long memorised speech.
Feedback should cover clarity, relevance and independent use of language. The tutor need not record a child’s voice to evaluate every task; privacy and consent apply if recordings are stored.
Original grammar: habitual and completed actions
Student draft: Yesterday Giorgi go to school and write a report. The tutor asks which time expression determines verb form. Yesterday describes completed past actions.
Correction: Yesterday Giorgi went to school and wrote a report. Explain the irregular past forms and why they match the meaning.
Transfer: Last Saturday we ___ (visit) the library and ___ (see) an exhibition. Correct answers: visited and saw.
Habit contrast: Every Saturday we visit the library. The student should explain the difference and create an original pair: one repeated action and one completed event.
Question form: Does she ___ English? Answer: study, because the auxiliary already carries agreement. Make a new question using read or play without the model.
A tutor should revisit the pattern after several days, checking that the learner selects it from context rather than repeats a memorised sentence.
Original inference: evidence and uncertainty
Fiction extract: When the new school timetable appeared, Tamar told her friends that she was calm. That evening she checked the timetable three more times and packed her bag long before going to bed.
Question: What might Tamar be feeling? Defensible answer: She may be worried or uncertain despite claiming to be calm. Repeated checking provides evidence for that possibility.
What cannot be concluded? The passage does not say she failed, has missed a school deadline or received the wrong timetable. Those claims need further evidence.
Transfer: Give a new two-sentence extract where a character smiles but holds a letter tightly. Ask for one supported inference and one unsupported alternative.
The target is careful reading that distinguishes what is stated, suggested and unknown.
A four-week evidence-based English tutoring plan
| Week | Tutor focus | Learner’s independent task | Parent evidence |
|---|---|---|---|
| 1 | Confirm grade, relevant cohort reform rule and actual English goal | New reading, listening, spoken reply and writing | Dated baseline and prompts recorded |
| 2 | Repair one important comprehension or grammar gap | Changed examples and student explanation | First independent transfer |
| 3 | Combine reading and purposeful writing | Read a new notice and write a different message | Student-authored response and feedback |
| 4 | Reassess at comparable difficulty and set next step | New passage and answer with fewer hints | Before/after progress and realistic objective |
This is an original teaching cycle, not a Georgia Ministry-prescribed four-week syllabus. A Grade II child, Grade VIII reader and NAEC university applicant need very different task difficulty. The evidence process can remain the same.
A credible report might say, “The learner now explains why a school event changed in an unfamiliar English passage and writes a concise update independently.” It should not guarantee a NAEC mark, certificate or university admission.
Home practice should be short and reviewed: a fresh paragraph, a question requiring one reason and two original sentences. If the skill is already secure, adjust the learning target rather than extending unnecessary tuition.
Parent questions before choosing an English tutor
- Which Georgian public, minority-language, private or international school and class does the learner attend?
- Does the teacher know that English is the first public-school foreign language from Grade I under the published curriculum?
- If the pupil is in upper secondary, which 2026 transition cohort applies and does Grade XII remain required for that learner?
- Is the goal school English, NAEC Unified National Examinations, an English-medium international subject or an external proficiency certificate?
- Can the tutor show year-specific NAEC subject specifications rather than a teacher-exam guide or a different national paper?
- Does the first lesson independently assess listening, reading, writing and speaking, with notes about assistance?
- Are fees, credentials, safeguarding, group size and handling of student work clear?
- What evidence after four weeks would prompt a revised method, school support or fewer paid lessons?
Errors that cost time or money
First: assuming Grade XII is immediately optional for every existing pupil despite the 2026 statutory transitional provisions.
Second: confusing NAEC university entrance English with a universal school-leaving exam or with a professional teacher subject examination.
Third: assuming that because English starts in Grade I, every Grade IX learner has identical independent proficiency.
Fourth: using a Georgia public-school foreign-language workbook for an IGCSE or IB English-language subject without verifying the awarding body.
Fifth: treating a student’s non-Georgian home language as a deficiency instead of an educational resource.
Sixth: counting adult-corrected essays instead of student-produced unfamiliar responses.
Frequently asked questions about English tutors in Georgia
Did Georgia reduce the standard school course in 2026?
Parliament approved a general structure of six primary years, three basic years and two standard secondary years, with a possible optional Grade XII and specific transitional rules.
Is Grade XII automatically optional for everyone in 2026–27?
No. The law has cohort-specific rules; the student’s Grade X entry year matters. Obtain the school’s current written graduation guidance.
When does English begin in Georgian public schools?
The published national curriculum identifies English as the first foreign language from Grade I. Private-school arrangements can differ.
When is another foreign language introduced?
The published public-school curriculum generally places the second foreign language from Grade V. Future reform implementation should be checked.
Is the NAEC English examination mandatory for every school leaver?
No. The Unified National Examinations serve university admissions. Candidates have subject requirements based on the intended programme; school completion is separate.
What was the standard English examination’s maximum score in 2026?
NAEC’s 2026 statistical analysis lists a maximum of 70 for its standard English variants, with particular score and threshold differences.
Are NAEC English teacher-exam papers suitable for pupils?
They can contain language useful for general study, but they are official teacher professional assessment materials, not the pupils’ university entrance examination.
Can tutors use Georgian or another familiar language in lessons?
Yes, briefly when it clarifies meaning, while progressively developing independent English communication.
Does a strong NAEC English result automatically issue IELTS or TOEFL?
No. Those are separate international proficiency tests with their own assessment and recognition arrangements.
What demonstrates useful tutoring after a month?
Independent improvement on comparable new texts or spoken tasks with fewer prompts and a clear next learning objective.
Official Georgian sources and connected eduKateSG guides
- Parliament of Georgia — General Education Reform Adopted 4 February 2026: six–three–two and optional XII structure.
- Georgia Legislative Herald (Matsne) — Consolidated General Education Law: cohort transition rules and qualifications.
- Ministry of Education — National Curriculum Foreign-Language FAQ: English Grade I and additional foreign languages.
- Ministry — Public-School National Curriculum Subject Standards: first foreign language English.
- NAEC — Official Examination Centre: national entrance exam papers and current candidate guidance.
- NAEC — Unified National Examinations 2026 Statistics: 70-point English variants and candidate counts.
- NAEC — English Teacher Subject Examination Guide 2026: a different professional examination.
- Understanding the Education System of Georgia: national school and university pathways.
- Schools of Georgia: 2026 reform and school types.
- How to Decide Which English Tutor to Go To | Georgia: parent selection companion.
- English Tutors of France · English Tutors of Gabon · English Tutors of The Gambia: other batch entries.
- World English Tutors — 195-Country Index: continue the series.
Research checkpoint: 7 November 2026. The February reform, transitional Grade XII rules, public-school English curriculum and NAEC 2026 university examination are kept distinct. Worked questions and practice texts are original examples, not NAEC papers. Ask the institution to confirm specific cohort rules, exam subjects and tutor credentials.