Tutors of Georgia | School Reform and NAEC Exams

Original editorial illustration of an imagined learning space; not a documented Georgian tutoring provider.

Tutors of Georgia: the answer and why 2026 matters

Tutors in Georgia—commonly known as რეპეტიტორები (repetitorebi, or private repetitors)—provide additional mathematics, Georgian language, foreign-language, sciences and examination preparation. They operate beside a school system that underwent a significant legal change in February 2026. The amended General Education Law defines a full general-education route of eleven to twelve years: six primary years, three basic years and two upper-secondary years, with an additional optional twelfth grade under the transition framework. Crucially, the new graduation rule does not apply identically to every school cohort immediately.

University preparation is a separate part of the system. Georgia’s Unified National Examinations are administered by the National Assessment and Examinations Centre (NAEC). For 2026, the Ministry published an examination schedule from 2 to 22 July, with Georgian Language and Literature early in the window and Mathematics on 10 July. More than 43,000 applicants registered for the unified national examination category. Those are official exam figures and timings, not evidence that a tutoring centre can award a school certificate or guarantee university admission.

This November 2026 guide explains which cohorts need Grade XII, what private tutors can teach, how the university examination differs from school completion, and how languages, vocational options and financial choices affect learning. It includes original worked examples, child safeguards, official sources and a four-week independent progress trial rather than a promise of guaranteed marks.

Georgia tutoring: seven facts to retrieve first

School ladder: primary Grades I–VI, basic Grades VII–IX, upper secondary Grades X–XI under the new structure, plus optional Grade XII subject to detailed transition and certificate requirements.

Cohort warning: pupils already in or entering upper-secondary study around 2026 have different transitional rules; do not tell every Grade XI student that they may immediately leave school with a full certificate.

University tests: NAEC administers Unified National Examinations, with subject selection, valid registration and programme choices defined by official applicant guidance.

2026 exam dates: unified national exams ran from 2 July to 22 July 2026; Mathematics took place on 10 July, while Georgian Language and Literature papers were on 2–3 July.

Primary entry: February 2026 amendments set the usual entry age of six by 15 September, with transitional special cases that must be verified for a child’s actual intake.

Books and language: the 2026 reforms include ministry-led textbook development and changes to school learning materials, with Georgian and minority-language schooling requiring real pupil-specific assessment.

Tutor quality: the instructor repairs a precise misconception and demonstrates that the learner can solve an unfamiliar problem independently days later.

Chapter 1 — The six-three-two-plus-optional-one legal structure

Georgia’s Parliament adopted major General Education Law amendments on 4 February 2026. The general structure now describes primary Grades I–VI, basic Grades VII–IX and secondary Grades X–XI, with one further Grade XII available under the specified rules. The law states that full general education comprises not fewer than eleven and not more than twelve years. Older guides describing twelve mandatory years for every future cohort need checking against the amended law.

For a tutor, the immediate question is not merely whether Grade XI is the last year in a headline. It is which graduation and curriculum rules apply to the individual pupil’s entry cohort. A student currently in Grade X may have different requirements from one entering Grade X under a later intake. A private teaching service cannot decide the school-leaving certificate rules based on its own advertisement.

The learning target itself may remain familiar—mathematics, reading, science and the student’s next pathway—but administrative accuracy determines which school year, exam and document the family should plan around.

The transitional Grade XII rules: read the exact pupil cohort

The amended General Education Law has detailed transitional provisions. Its relevant clause requires Grade XII for certain pupils before the 2028–29 school year, while expressly exempting a person who begins Grade X in the 2026–27 academic year from one particular transitional requirement. Further clauses preserve Grade XII obligations for defined existing or earlier cohorts and establish arrangements for external studies where needed after 2028. The law also describes the twelfth grade becoming optional from the 2028–29 framework under applicable conditions.

These clauses are why a blanket claim such as ‘Grade XII was abolished immediately for all students in February 2026’ is misleading. Parents should identify the learner’s exact Grade X entry year and seek the competent school or ministry’s interpretation of the applicable part of the law. An older pupil may still have a valid twelfth-year requirement even while a younger cohort follows a different structure.

A tutor can support the knowledge needed for either route, but cannot turn an earlier cohort into a later one or issue a school-leaving certificate through a paid exam course.

Basic school is not the Unified National Examinations

Grades VII–IX form basic education under the amended law. The purpose is to consolidate general academic foundations before full secondary or an appropriate alternative route. A Grade IX student may need algebra, science, Georgian writing or a more effective study routine; they are not automatically registered to sit the university Unified National Examinations that summer.

A private tutor who sells university-entry exam coaching to a child needing fraction or reading support may miss the actual educational problem. Start with a small unassisted task to find the first unreliable step. It may concern signed numbers, the meaning of an academic verb, a science model or inability to organise a written claim.

The transition after basic education can involve school or vocational choices. Formal admission and recognition belong to competent institutions, while the tutor’s job is to strengthen prerequisites and gradually reduce the amount of assistance needed.

Primary entry age and why even a tutoring centre cannot change it

February 2026 amendments set primary entry from age six, with the child reaching that age by 15 September inclusive under the general rule. Separate provisions and exceptional arrangements may apply to particular 2026–27 entrants. Parents should read the official rule for their child’s cohort and not assume every six-year-old has exactly the same admission eligibility regardless of birthday and school year.

A private ‘school-readiness certificate’ is not a state enrolment decision. For younger learners, appropriate academic help may involve storytelling, counting, basic patterns and listening skills, but should not create premature examination pressure. A child’s progress can be shown through age-appropriate independent tasks without pretending to change the ministry’s entry cutoff.

The tutor should distinguish what is educationally helpful from what is a formal legal right. School application, official registration and grade placement follow recognised institution and government procedures.

2026 textbooks: a reform plan does not replace every page overnight

The amended law and ministry statements describe stronger central responsibility for developing, printing and providing authorised school textbooks. Public commentary in 2026 referred to lighter semester-based books and planned changes across selected grades and subjects, including Georgian, history, geography, mathematics and sciences. The timing of actual delivery and use must be established at the child’s school.

A responsible private instructor asks for the current textbook and teacher materials rather than assume a particular newly announced edition is in every classroom already. An older exercise may still teach a valid mathematical relationship, but it should not be marketed as a complete current assessment blueprint without checking.

For parents, a simple learning register can record the actual subject, book and edition, school year and misunderstood concept. It is more useful than collecting many commercial guidebooks whose coverage and dates are unclear.

The 2026 Unified National Examinations: dates and categories

Georgia’s Ministry of Education published the 2026 Unified National Examinations schedule on 15 June. The ordinary unified national exam window began with Georgian Language and Literature on 2 July and ended with Physics on 22 July. Mathematics was listed for 10 July; History and other subject dates fell within the broader window. The subject matters because applicants choose subjects consistent with the intended programme’s requirements.

The Ministry reported that more than 83,000 applicants registered across multiple national examination categories, including more than 43,000 applicants for the Unified National Examinations. Teacher examinations, master’s tests and other categories were separate; the total should not be described as 83,000 university undergraduate candidates.

A tutor can develop subject knowledge, use official past or sample questions and help a student manage time. It cannot register everyone automatically, access unreleased papers or create a university placement independent of NAEC’s rules.

April–May 2026 registration: a window is not a future guarantee

The Ministry’s 2 April 2026 announcement set registration for the Unified National and common master’s examinations to begin on 6 April at 10:00, ending on 11 May at 18:00 through the official NAEC online platform. This was the formal 2026 registration period, not a universal annual date that can be copied into a 2027 tutoring advertisement without verification.

A candidate should protect personal account credentials and confirm actual subject choices and programme information through recognised services. A private instructor may explain public instructions and help the learner plan study time, but cannot make an ineligible application valid or guarantee that a particular university programme will accept the student.

The examination year, school certificate status and admission route should appear separately on the family’s checklist. Confusing them can waste months of academic preparation and create avoidable administrative problems.

NAEC results and subject statistics: avoid false commercial success claims

NAEC publishes subject-level statistical analyses and formal examination results. Its 2026 reports include distributions and threshold information by subject and variant. These are valuable for understanding assessment expectations, but a private tutor should not borrow national results and label them as outcomes of its own teaching.

A candidate may need to meet an eligibility threshold in one subject and achieve competitive scores or programme ranking in others. The actual admission outcome depends on institution, programme, applicant choices and rules. A high score in one paper is not a guarantee of acceptance into every degree.

Tutoring can teach how to interpret a question, show working and explain an answer. The result most under its control is the learner’s improvement in independent performance, not the national allocation or official mark review.

Choosing the relevant subjects for university programmes

The Georgian Unified National Examinations process includes Georgian-language and subject requirements appropriate to the applicant’s chosen higher education programmes, with foreign-language, mathematics, history, science or other tests depending on degree. A student planning computer science or engineering may need strong algebra and mathematical problem solving; a learner considering a humanities programme may have different subject priorities.

A generic ‘all Georgian entrance exams’ course is not fully personalised. Ask for the exact programme, institution, eligibility, subject combination and applicable examination year. A tutor who teaches mathematics very well may not be a competent specialist in advanced history or a particular language exam.

Higher education entry, the recognised school-leaving document and private revision are three separate decisions. Tutors can improve preparedness but cannot issue a general education certificate or make admissions decisions on behalf of a university.

Georgian and minority-language schooling: the actual language matters

Georgian is an important official school and university language, while education in Azerbaijani, Armenian and other languages occurs under particular programmes and arrangements. Bilingual and state-language learning initiatives aim to support access, but a tutor should not assume every child has identical language experience or every policy is fully implemented in every school.

A learner can solve arithmetic using a diagram but struggle with the Georgian written instruction. Diagnose underlying reasoning separately from the vocabulary used to express it. Teach the exact academic terms that the actual school uses and then require a new written answer in the assessed language.

An instructor advertising bilingual expertise should demonstrate real subject explanation in the relevant languages. Translation alone is not enough if the pupil cannot understand why a mathematical or scientific method works.

Primary maths: equal distribution rather than adding all numerals

A pupil reads that seventy-two notebooks are distributed equally among eight classes and then three additional notebooks are given to each class. Initially each receives 72 ÷ 8 = nine; afterwards each has twelve. A child who adds 72 + 8 + 3 has identified the numbers but misunderstood how they relate.

Use eight circles and place nine counters inside each, then add three. Ask which part of the story describes equal grouping and how the equation represents the picture. For transfer, use fifty-six pencils shared among seven groups with two more each, giving 56 ÷ 7 + 2 = ten.

The second problem should be answered without hints. Revisit the method a week later with different quantities to see whether the learner can recognise equal sharing independently. This is a more meaningful result than simply correcting the initial workbook answer.

Fractions: the numerator-only misconception

A child concludes that 3/5 is greater than 2/3 because three is larger than two. Draw equal whole bars and compare the parts. The equivalent fractions are 3/5 = 9/15 and 2/3 = 10/15; therefore two thirds is greater.

A fresh task asks whether 5/8 or 3/4 is larger. Three quarters becomes 6/8 and is greater. Then ask for three quarters of forty objects, giving thirty. The learner should explain why equivalent fractions preserve value, not merely memorise a crossing trick.

Secure understanding of fraction magnitude supports ratios, percentages, equations and later scientific calculation. A tutor who repairs it can often improve several chapters more efficiently than a programme of long practice tests without conceptual feedback.

Secondary algebra: a substitution check for bracket expansion

An older pupil expands 3(2x − 4) as 6x − 4. The correct expression is 6x − 12, because the factor multiplies both terms. Choose x = 5: the original gives eighteen, the wrong expansion gives twenty-six and the correct expression gives eighteen. The mismatch makes the error independently visible.

Ask for 4(x + 3) = 4x + 12 and 2(3x − 5) = 6x − 10, then use a mixed question where the method is not signalled. The pupil should be able to explain the sign and multiplier rather than wait for the tutor’s next instruction.

These are original teaching examples, not claimed reproductions of a 2026 NAEC paper. Their value is transfer to unfamiliar numerical and algebraic contexts.

Percentages in lari and changed bases

Suppose a fictional purchase costs GEL 200 and is discounted by 15%, leaving GEL 170. If the new price then increases by 15%, the result is GEL 195.50, not the starting GEL 200. The two percentages apply to different bases, and the multiplication factors 0.85 and 1.15 yield an overall factor of 0.9775.

Ask the pupil to predict the direction of change before using a calculator and explain what each rate measures. Then present another original amount and different percentages to test whether the student can apply the concept unaided.

This practical arithmetic supports many later mathematics and economics tasks. It is an educational illustration, not a claim about Georgian retail prices or official exam fees.

Georgian reading and evidence-backed inference

Use an age-appropriate passage in the actual school language: ‘The school courtyard was wet although the sky was clear. A caretaker was putting away a hose beside the gate.’ Ask what is explicitly stated and what could reasonably explain the water. The hose suggests watering or cleaning; a sudden storm is not supported by the text.

The tutor should demonstrate how to state an inference and cite the clue, then provide a different unfamiliar passage. The student must produce their own supported answer without copying a polished sentence from the first example.

For Georgian literature or history, the same skill helps connect an argument with relevant evidence. A tutor’s job is not to write the child’s assessed work but to help the learner independently interpret and express what the source supports.

Science and quantitative reasoning: the model and units matter

A cyclist travels 180 metres in thirty seconds at constant speed, giving six metres per second. At that same speed, forty-five seconds of travel would cover 270 metres. The tutor should ask what was measured, why the rate is appropriate and how the units distinguish distance from speed.

If the cyclist accelerates during the next interval, the earlier constant-rate calculation may no longer establish the future distance. A student should learn to state what assumptions are made, which evidence is available and what conclusion is justified. A different problem finding time from speed and distance tests flexibility.

Science tutors should never fabricate laboratory results or perform unsafe experiments merely for practice. The learning target is the student’s own accurate explanation of a principle, not an impressive teacher-authored report.

Vocational education after basic school: genuine qualifications

Georgia has vocational education routes with recognised qualifications and pathways that can complement or follow basic general schooling. The National Center for Educational Quality Enhancement (NCEQE) provides information about vocational education, programme authorisation and qualifications. Choosing vocational study should not be portrayed as an admission failure.

A tutor can help with practical mathematics, technical language, computing and writing, but cannot issue an authorised vocational award merely because the student completes private worksheets. The relevant college or recognised provider determines assessment and qualification.

Applicants should identify their actual programme, prerequisites, possible integrated routes and current intake conditions before paying for broad university exam coaching. A student can benefit from strong academic foundations without needing every expensive entrance-preparation course.

University admissions, recognition and higher education reform

The 2026 Georgian reform context includes changes in school structure and plans for higher education programmes. Recognition and admission should be checked through official institutions, NAEC and NCEQE as appropriate. A private teacher should distinguish legal reforms affecting future cohorts from a student’s current formal requirements.

A student may need the recognised full general education document, appropriate unified exam results and a programme-specific application. International applicants and foreign qualifications can involve additional recognition procedures. A tutoring centre cannot decide equivalency or guarantee degree placement independently.

The subject learning plan should support the actual destination. A student preparing for an advanced quantitative course may need more algebra and scientific reasoning; another intending language study may need rigorous reading and written argument. Neither should be reduced to one undifferentiated ‘all university exams’ package.

Tutoring market: who actually teaches?

Private repetitors can include employed teachers, subject graduates, university students and centre instructors. Academic qualifications can indicate subject knowledge but cannot guarantee that a particular individual can explain a child’s reading difficulties or teach advanced physics. Ask for the named teacher and actual experience with the current school programme.

A sample lesson should begin with the pupil’s unassisted response. The instructor listens to the method, identifies the mistaken idea, explains it another way and then asks for a new task without prompts. A centre with many printed practice exams but no individual feedback may be a revision lecture rather than a true tutorial.

Business operation, registered teaching credentials, recognised school status and authority to award formal documents are different. A tutor can be educationally helpful while having no power to certify school completion or alter NAEC exam results.

Individual, small-group and online tutoring: match format to need

One-to-one support can be suitable for a precise misconception or academic language difficulty. A well-managed small group can encourage reasoning and reduce cost where pupils have compatible goals. A large entrance-exam class may offer helpful breadth to prepared students but little personal correction for someone with a foundational error.

Ask how much time the learner spends answering independently, how errors are recorded and whether the tutor adjusts the method after the student becomes confused. A correct worksheet copied from the board does not prove mastery.

Online classes can increase access to specialists, but need stable feedback channels, appropriate privacy, supervision of minors and a fair policy for lost connection time. A library of videos is a learning resource, not automatically the same as a responsive tutor.

Costs in lari: avoid inventing a nationwide tutor price

No government-approved nationwide hourly commercial tutoring tariff is established in the school-law or NAEC exam sources. Provider rates may vary by location, subject, level, individual versus group teaching and included resources. An online listing is not a representative national survey.

Request a dated four-week quotation in Georgian lari specifying actual teaching minutes, named instructor, materials, marked work, group size, travel or platform costs, cancellation rules and renewal conditions. Keep official examination registration payments, if applicable, separate from private lesson charges.

The family should compare real independent improvement with the cost and available school support. A reputable teacher may recommend fewer sessions once a skill is secure rather than insist on a lengthy package because the national entrance exam approaches.

Child safety, privacy and appropriate professional boundaries

Parents should know the instructor’s identity, lesson venue, adults supervising minors, permitted communication channels and route for reporting concerns. Recorded lessons, pupil photographs, school marks and admission data require careful handling. A student should not be asked to publish official examination credentials in a commercial messaging group.

A teacher can give demanding academic feedback without humiliation. Learners experiencing language transitions, disability-related needs or interrupted schooling may require appropriate school support or qualified assessment beyond ordinary tuition. The tutor should stay within professional competence.

Ghostwritten projects, invented science observations, leaked questions or manipulation of official exam records are not legitimate learning services. A student who can independently solve a new question is a more reliable measure than a centre’s exaggerated guarantee.

Four-week teaching audit: from first error to transfer

Week one — define the route. Establish the learner’s actual cohort, Grade XII transitional requirements, subject and formal admissions target if relevant. Give a short unassisted diagnostic and identify one or two important misconceptions.

Week two — teach the mechanism. Model a clear representation, invite guided practice and then withdraw prompts for a fresh task. Ask the pupil why each step is necessary.

Week three — retrieve and vary. Change surface numbers, language or context, mix in older material and revisit the idea after several days. Introduce genuine exam-style timing only when subject understanding is reasonably secure.

Week four — independently retest. Compare unfamiliar tasks of similar difficulty with the original attempt, review family costs and school help, and decide whether to continue, narrow, switch specialists or stop paid tuition. A completed package is not proof that the learner can act independently.

Twelve tutoring decisions families face in Georgia

Situation 1: A Grade XI family assumes every pupil can stop without Grade XII immediately

Consult the February 2026 law’s detailed transitional provisions. The Grade X intake cohort and older cohorts can have different certificate requirements. Start with the pupil’s real cohort and the relevant school or NAEC reference before purchasing a course. Ask the tutor to inspect an independent mistake, identify the underlying concept and teach it with a clear model. A different problem after assistance is removed shows whether the student has learned rather than merely copied a technique.

After a few weeks, compare the learner’s fresh work, the full tutoring cost and appropriate school support. Where progress is secure, reduce paid lessons; where it stalls, change the explanation or specialist fit. Formal certification and admission remain institutional decisions regardless of tutoring success.

Situation 2: A tutor tells a pupil Grade XII is mandatory for every future cohort

The revised law allows an optional Grade XII within the specified framework; clarify the pupil’s actual entry cohort and any applicable transition. Start with the pupil’s real cohort and the relevant school or NAEC reference before purchasing a course. Ask the tutor to inspect an independent mistake, identify the underlying concept and teach it with a clear model. A different problem after assistance is removed shows whether the student has learned rather than merely copied a technique.

Situation 3: A family mistakes teacher examinations for Unified National Examinations

The 2026 Ministry registration total covered several exam types; undergraduate candidates were a separate subset of more than 43,000. Start with the pupil’s real cohort and the relevant school or NAEC reference before purchasing a course. Ask the tutor to inspect an independent mistake, identify the underlying concept and teach it with a clear model. A different problem after assistance is removed shows whether the student has learned rather than merely copied a technique.

Situation 4: A student is using April 2026 registration dates for a future intake

Use the intended year’s NAEC notices. The 6 April–11 May window refers to the 2026 registration period. Start with the pupil’s real cohort and the relevant school or NAEC reference before purchasing a course. Ask the tutor to inspect an independent mistake, identify the underlying concept and teach it with a clear model. A different problem after assistance is removed shows whether the student has learned rather than merely copied a technique.

Situation 5: A private centre promises a full school-leaving certificate after a study package

Recognised graduation follows formal school or other authorised processes, not a tutor’s attendance certificate. Start with the pupil’s real cohort and the relevant school or NAEC reference before purchasing a course. Ask the tutor to inspect an independent mistake, identify the underlying concept and teach it with a clear model. A different problem after assistance is removed shows whether the student has learned rather than merely copied a technique.

Situation 6: A learner can solve maths verbally but not in Georgian academic language

Diagnose the concept with diagrams first, then teach the assessed Georgian vocabulary and require a new written explanation. Start with the pupil’s real cohort and the relevant school or NAEC reference before purchasing a course. Ask the tutor to inspect an independent mistake, identify the underlying concept and teach it with a clear model. A different problem after assistance is removed shows whether the student has learned rather than merely copied a technique.

Situation 7: A pupil struggles with algebra because fraction rules are insecure

Repair equivalent fractions and signed-number operations before prescribing more advanced entrance-test papers. Start with the pupil’s real cohort and the relevant school or NAEC reference before purchasing a course. Ask the tutor to inspect an independent mistake, identify the underlying concept and teach it with a clear model. A different problem after assistance is removed shows whether the student has learned rather than merely copied a technique.

Situation 8: A vocational applicant is sold university-only coaching

Verify the actual technical course and admission conditions. Applied mathematics and language support may be more useful. Start with the pupil’s real cohort and the relevant school or NAEC reference before purchasing a course. Ask the tutor to inspect an independent mistake, identify the underlying concept and teach it with a clear model. A different problem after assistance is removed shows whether the student has learned rather than merely copied a technique.

Situation 9: An instructor advertises universal coverage of every NAEC subject

Ask which real specialist teaches the intended subject and current paper requirements. A broad brand is not proof of depth. Start with the pupil’s real cohort and the relevant school or NAEC reference before purchasing a course. Ask the tutor to inspect an independent mistake, identify the underlying concept and teach it with a clear model. A different problem after assistance is removed shows whether the student has learned rather than merely copied a technique.

Situation 10: A tutor guarantees a place at a named university

NAEC and the institution control admissions under official requirements. Private teaching can improve skill without creating an entitlement. Start with the pupil’s real cohort and the relevant school or NAEC reference before purchasing a course. Ask the tutor to inspect an independent mistake, identify the underlying concept and teach it with a clear model. A different problem after assistance is removed shows whether the student has learned rather than merely copied a technique.

Situation 11: An online centre keeps students’ results and personal documents without safeguards

Clarify access, retention, communication channels and guardian arrangements before purchasing more sessions. Start with the pupil’s real cohort and the relevant school or NAEC reference before purchasing a course. Ask the tutor to inspect an independent mistake, identify the underlying concept and teach it with a clear model. A different problem after assistance is removed shows whether the student has learned rather than merely copied a technique.

Situation 12: A child becomes dependent on the tutor to complete homework

Remove hints, give varied problems and recheck after a delay. Independent competence is a stronger outcome than polished guided work. Start with the pupil’s real cohort and the relevant school or NAEC reference before purchasing a course. Ask the tutor to inspect an independent mistake, identify the underlying concept and teach it with a clear model. A different problem after assistance is removed shows whether the student has learned rather than merely copied a technique.

Frequently asked questions

How long is full general education in Georgia after the 2026 law?

The law defines a route of at least eleven and at most twelve years: six primary, three basic, two upper secondary plus an optional twelfth year under applicable transition rules.

Did Grade XII become unnecessary for everyone immediately?

No. Transitional provisions preserve additional completion requirements for defined earlier cohorts. The pupil’s actual Grade X entry year matters.

Who runs Unified National Examinations?

The National Assessment and Examinations Centre (NAEC), under the formal country’s examination and higher education processes.

When was the 2026 Maths national entrance exam?

The Ministry scheduled Mathematics for 10 July 2026, within a broader unified national exam window of 2–22 July.

How many students registered for the 2026 undergraduate exam category?

The Ministry reported more than 43,000 applicants for Unified National Examinations; a larger 83,000 total included other exam categories.

Can a private tutor award general education certificates?

Not by merely selling supplementary lessons. Recognised school completion and examination records belong to authorised institutions.

Is there one nationally fixed commercial tutoring price?

No verified uniform hourly tariff is established by the cited education law or NAEC materials. Request actual dated provider quotes in lari.

How can a parent tell tuition was worthwhile?

The learner can solve and explain a fresh comparable question without guidance and retain the skill after several days.

Official sources, reform boundaries and related country guides

Reviewed 7 November 2026. Georgia’s February 2026 law creates an eleven-to-twelve-year structure with detailed transitional rules; the Grade XII status must be determined for the actual pupil cohort. The 2026 NAEC calendar and registration figures describe a completed session, not later confirmed examination dates. These sources do not establish a universal private-tutor hourly price or authorise any commercial provider to guarantee formal results.

The best tutors in Georgia distinguish the learner’s real school certificate from university entrance, explain missing skills accurately and test new independent work. Families should choose that educational evidence rather than a promise that ignores cohort rules or official examination authority.

Tutors of Georgia | How Repetitors, 2026 School Reform and Unified National Exams Work