Relevant bibliographies by topics / Education – Georgia (Republic)

Academic literature on the topic 'Education – Georgia (Republic)'

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Published: 10 March 2023

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Journal articles on the topic "Education – Georgia (Republic)"

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Darchashvili, Manana. "Georgian experience in the field of education and cultural policy: the example of the first democratic republic of Georgia in the years 1918 -1921." Journal of Education Culture and Society 12, no. 1 (June 17, 2021): 520–29. http://dx.doi.org/10.15503/jecs2021.1.520.529.

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Aim. The paper aims to study and present the issue of Georgian education, analyze it chronologically and thematically based on past experience. The paper deals with the period of the First Republic of Georgia, 1918-1921, and highlights the place of education and culture in Georgian politics. Moreover, the paper is focused on the connections of modern Georgian politics and the centuries-old traditional heritage and its transformation into the present reality. Method. The paper is presented based on a number of researched documents, empirical material, scientific research papers, monographs, analysis of government documents, historical-comparative method. Result. The paper presents the reality of the first democratic republic in Georgia in 1918-1921, the effective steps of the state for the development of proper education and cultural policy, and its introduction and development in practice. Conclusion. Several empirical materials prove that during the period of the First Republic of Georgia (1918-1921), despite the difficult political situation in Georgia, education in Georgia, with the support of the government and due to the active and creative work of representatives of such field as education, literature, theater, music, cinema, and science. were well developed. This issue is part of the country's internal policy, which is important and relevant today.
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Lanahan, Brian. "Georgian higher education from the perspective of the international literature from 2003 to 2019." International Journal of Comparative Education and Development 22, no. 3 (May 13, 2020): 185–99. http://dx.doi.org/10.1108/ijced-03-2019-0021.

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PurposeHigher education in the Republic of Georgia has experienced a massive isomorphic transformation since the Rose Revolution of 2003 and continues to transform with aspirations toward Euro-Atlantic integration, compliance with the Bologna Process and as a reflection of the Europeanization of its higher education sector.Design/methodology/approachThis literature review documents and analyzes literature published between 1991 and 2019 on the development of higher education in the Republic of Georgia from 2003 to 2019.FindingsThe findings reflect the evolving political landscape and aspiration for Euro-Atlantic integration against the backdrop of one of the most impoverished education systems in the world, as measured by percentage of gross domestic product spending. More explicitly, what findings have been reported in the international literature on Georgian higher education from 2003 to 2019?Research limitations/implicationsThe choice to review only English publications was deliberate and done after consultation with a leading Georgian scholar, who noted that the Georgian language publishing market is small and of varied quality; leading Georgian scholars most often seek to publish in English journals and books, and all technical and policy reports produced by the Minister of Education, NGOs and large international organizations (e.g. World Bank) are available in English.Originality/valueThis literature review documents and analyzes literature on the development of higher education in the Republic of Georgia from 2003 to 2019 as a reflection of the evolving political landscape and aspiration for Euro-Atlantic integration against the backdrop of one of the most impoverished education systems in the world, as measured by percentage of gross domestic product (GDP) spending. This unique political and economic history makes higher education in Georgia worthy of review.
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MacPhee, Craig R. "Economic Education and Government Reform in the Republic of Georgia." Journal of Economic Education 32, no. 1 (January 2001): 68–77. http://dx.doi.org/10.1080/00220480109595172.

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Whitescarver, Keith. "Creating Citizens for the Republic: Education in Georgia, 1776-1810." Journal of the Early Republic 13, no. 4 (1993): 455. http://dx.doi.org/10.2307/3124556.

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MacPhee, Craig R. "Economic Education and Government Reform in the Republic of Georgia." Journal of Economic Education 32, no. 1 (2001): 68. http://dx.doi.org/10.2307/1183216.

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Kitaevich, Evgenia Jane. "History that splinters: education reforms and memory politics in the Republic of Georgia." Southeast European and Black Sea Studies 14, no. 2 (April 3, 2014): 319–38. http://dx.doi.org/10.1080/14683857.2014.906089.

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Abbasov, I. I. "Introducing Informatics into Education: The Experience of the Soviet Socialist Republic of Georgia." Higher Education Policy 2, no. 4 (December 1989): 17–20. http://dx.doi.org/10.1057/hep.1989.61.

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Gersamia, Mariam, and Eric Freedman. "Challenges to Creating Vibrant Media Education in Young Democracies: Accreditation for Media Schools in Georgia." Journalism & Mass Communication Educator 72, no. 3 (June 5, 2017): 322–33. http://dx.doi.org/10.1177/1077695817710104.

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Since achieving independence in 1991, the Republic of Georgia has made significant progress with democratization and now has what is considered the freest, most independent, and most diverse press among the ex-Soviet Caucasus and Central Asian countries. Improvements have been made in the quality of journalism education as part of a national process of educational reform, but curricula remain hampered by Soviet-era legacies in content and pedagogy. This essay compares a leading university’s curriculum with the UNESCO (United Nations Educational, Scientific, and Cultural Organization) model curricula for journalism education, discusses the purposes and standards of accreditation for journalism and mass communication programs, and concludes that the current accreditation process in Georgia needs improvement.
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Kakhiani, Daredjan, and Nino Mikeladze. "Psychotherapy among children and teenagers in the republic of Georgia." International Journal of Stress Management 3, no. 3 (July 1996): 167–71. http://dx.doi.org/10.1007/bf01857823.

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Shengelia, Lela, Milena Pavlova, and Wim Groot. "Changes in Maternal Care During the Healthcare Reforms in the Republic of Georgia." International Journal of Childbirth 9, no. 3 (September 1, 2019): 158–73. http://dx.doi.org/10.1891/ijcbirth-d-19-00026.

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Since 1991, the health system of the Republic of Georgia has passed through several phases of reform. Privatization and marketization of the healthcare system are among the major reforms. The aim of this study was to analyze the changes in the utilization of, and access to maternal care services during the period 1999–2010. Secondary analysis was done using data from three national reproductive health surveys (RHS). From three RHSs we selected 7,684 women who experienced childbirth/s during 5-years prior to each survey. We analyzed data on pregnancy outcome, type of childbirth, access and utilization of prenatal, natal and immediate postnatal care, and looked at associations with maternal age, ethnicity, educational level, employment status, residence, religion, and economic status. Binary and multinomial regressions were the main statistical models used along with descriptive statistics. We found that the overall utilization of prenatal care services was quite high; in the first wave, it was 92.1% then increased to 95.1% and 98.1% in the second wave and in the third wave respectively. However, utilization of postnatal services was quite low. According to RHS 1999–2000 only 10.7% of mothers utilized postnatal services, which increased to 23.3% in 2010. Women of age group 30–34 were more likely not to use prenatal care services than the other age groups. Rural dwellers, women with lower education level, and women with lower income were less likely to utilize prenatal check-ups. According to the findings from the survey, there were improvements in access to prenatal and natal care as well as utilization of maternal care services over the years. Overall, the use of maternal care has improved during the reforms.
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Dissertations / Theses on the topic "Education – Georgia (Republic)"

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Chankseliani, Maia. "Mixed-methods study of higher education access in Georgia : does location matter?" Thesis, University of Cambridge, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.610636.

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CHAKHAIA, Lela. "Εducational inequalities in transition : the cases of Russia and Georgia." Doctoral thesis, 2018. http://hdl.handle.net/1814/56104.

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Defence date: 21 June 2018
Examining Board: Prof. Gabrielle Ballarino, University of Milan ; Prof. Fabrizio Bernardi, European University Institute, Supervisor ; Prof. Klarita Gërxhani, European University Institute ; Prof. Irena Kogan, University of Mannheim
Whether formal education can equalize life chances of people with different backgrounds, or further exacerbate inequalities that inevitably exist in any society, depends largely on how equally the chances to attain education are distributed among different socio-economic groups. Large-scale political, socio-economic, institutional and structural transformations that newly independent republics underwent in the immediate aftermath of the breakup of the Soviet Union 25 years ago was bound to substantially change the distribution of those chances. Bridging the post-communist area studies with the social science scholarship on educational inequalities, with this thesis I study how inequalities in educational attainment changed in post-Soviet Russia and Georgia and what were broader implications of any such change. Using Gender and Generations Survey data from Russia and Georgia I have examined how chances of attaining various levels of education changed for people born to parents with different social status. I have used a merged dataset of repeated cross-sectional national survey from Russia to examine if returns to educational attainment changed during 1990s and 2000s. I find that while educational inequality has increased in both countries, particularly in attaining secondary education, returns to educational attainment, understandably small in the Soviet Union, did not increase much. This leads me to conclude that increasing educational inequalities did not contribute to the well-documented surge of income inequality. Finally, I used quasi-experimental approach to estimate the effect of the introduction of standardized university admissions examinations on the chances of access to highly selective universities. I find moderate support for the hypothesis that the standardized exams have equalized chances of students from various backgrounds to be admitted to selective universities.
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Ditrych, Lenc Michaela. "Reflexe konceptu Capacity Development v českém programu zahraniční rozvojové spolupráce - vysokoškolské vzdělávání a výzkum v Gruzii." Master's thesis, 2017. http://www.nusl.cz/ntk/nusl-350734.

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CHARLES UNIVERSITY IN PRAGUE FACULTY OF SOCIAL SCIENCES Institute of Sociological Studies Department of Public and Social Policy Michaela Ditrych Lenc A Reflection of Capacity Development Concept in the Czech Development Cooperation Programme in Higher Education and Research - A Georgia Case Study Master's Thesis Prague 2017 Abstract The Master's thesis is concerned with a recently launched policy instrument called the programme placement of Czech students to developing countries whose aim is to enhance quality of higher education and research in Czech Republic's partner countries in the South. The programme, implemented in the framework of the Czech development policy, was introduced in 2012 as a complement modality to the government scholarship programme. The main aim of the thesis was to identify if the project implemented in Georgia within the programme placement had contributed to capacity development in higher education and research in that region. Based on the capacity development concept it was ascertained that the project had promoted development mainly of individual capacities and to a certain extent of organisational capacities as well. Even though the system level was taken into consideration during the implementation, significant system change has not been identified. Additionally, the project...
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Dooley, Patrick. "Post-Soviet Neoliberal Governmentality: A Study of International Organization’s Educational Policy in Post-Rose Revolution Republic of Georgia." Thesis, 2014. http://spectrum.library.concordia.ca/978628/1/DOOLEY_MA_S2014.pdf.

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Since the Rose Revolution in 2003, international organizations have been central in the shaping of educational policy in the Republic of Georgia. I look to analyze the educational policy of international organizations working Georgia from the point of view of governmentality. I argue that pervious research had failed to address the issue of education in Georgia beyond a basic concept of power. Through my analysis, I argue that a distinctly post-Soviet neoliberal governmentality emerges that differs from other concepts of governmentality. I argue that a distinctively post-Soviet neoliberal governmentality has emerged that renders Georgian governable for a specific position within the global assembly line.
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Books on the topic "Education – Georgia (Republic)"

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Jorbenaże, S. Tʻbilisis universitetis mokle istoria. Tʻbilisi: Ivane Javaxišvilis saxelobis Tʻbilisis saxelmcipʻo universiteti, 2019.

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Kakulia, Nino. Kacʻi, romelmacʻ Sakʻartʻvelos goni šecʻvala: Ivane Javaxišvili. Tʻbilisi: Tʻbilisis saxelmcipʻo universiteti, 2015.

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Gapʻrindašvili, Lela. Kʻalebi da kʻaltʻa sakitʻxi Sakʻartʻvelos demokratiul respublikaši: Women and women's issues in the Democratic Republic of Georgia : 1918-1921. Tʻbilisi: ŠPS Kolorado grupi, 2018.

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Tʻbilisis saxelmcipʻo universiteti. Ukrainistikis instituti, ed. Kievis universiteti kʻartʻveli axalgazrdebis savane. Tʻbilisi: Ivane Jaxaxišvilis saxelobis Tʻbilisis saxelmcipʻo universitetis gamomcʻemloba, 2015.

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Metreveli, Lia. Distancʻiuri scavleba da pandemia. Tʻbilisi: Čʻemi gamomcʻemloba, 2021.

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1921-, Vinogradov Vladimir Alekseevich, Ruble Blair A. 1949-, Teeter Mark H, Osinov V. G, Institut nauchnoĭ informat͡s︡ii po obshchestvennym naukam (Akademii͡a︡ nauk SSSR), and Kennan Institute for Advanced Russian Studies., eds. A Scholars' guide to humanities and social sciences in the Soviet successor states: The Academies of Sciences of Russia, Armenia, Azerbaidzhan, Belarus, Estonia, Georgia, Kazakhstan, Kirghizstan, Latvia, Lithuania, Moldova, Tadzhikistan, Turkmenistan, Ukraine, and Uzbekistan. 2nd ed. Armonk, N.Y: M.E. Sharpe, 1993.

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Book chapters on the topic "Education – Georgia (Republic)"

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Kobakhidze, Magda Nutsa. "Shadow Education Research through TIMSS and PIRLS: Experiences and Lessons in the Republic of Georgia." In Researching Private Supplementary Tutoring, 23–48. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-30042-9_1.

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Talcott, Samuel. "Power, Ruse, and Resistance in Societies of Control: Canguilhem on Algeria, the Republic, and Education." In Georges Canguilhem and the Problem of Error, 1–38. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-00779-9_1.

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Maney, Ardith. "Assisting Workforce Education in the Republic of Georgia." In Community Colleges Worldwide: Investigating the Global Phenomenon, 153–81. Emerald Group Publishing Limited, 2012. http://dx.doi.org/10.1108/s1479-3679(2012)0000017010.

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Cohen, Jonathan D. "Selling Hope." In For a Dollar and a Dream, 167—C6.F1. Oxford University PressNew York, 2022. http://dx.doi.org/10.1093/oso/9780197604885.003.0007.

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Abstract The promise of a panacea for education brought lotteries to the South in the 1990s. This chapter shows how Governor Zell Miller led the movement for a lottery in Georgia. Miller proposed that the lottery fund a new college merit scholarship and universal pre-kindergarten. Amid a regional political realignment, lotteries helped Democrats like Miller stave off Republican opponents by offering a new nontax source of state revenue. Though Georgia’s evangelical community mobilized against the lottery, many socially conservative white suburbanites supported lotteries because they anticipated benefiting from the new revenue. Following its enactment, Georgia’s lottery programs became a model for other southern states. Yet these programs have turned lotteries into a doubly regressive enterprise, as the gambling losses of poor and black players fund the education of white middle-class suburbanites across the region.
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Artoni, Daniele, and Sabrina Longo. "The Prospect of the Russian Language in Georgia. Insights from the Educated Youth." In Eurasiatica. Venice: Fondazione Università Ca’ Foscari, 2020. http://dx.doi.org/10.30687/978-88-6969-453-0/009.

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After the collapse of the Soviet Union, the status of the Russian language in the new-born Republics became a central issue. In the Southern Caucasus, all the Constitutions promulgated by the three Republics opted for ethnocentric language policies that accepted the titular language as the only State Language. However, the role of the Russian language as a lingua franca remained crucial for international communication and everyday interaction. It followed that it continued to play an important role also in education. The present study focuses on Georgia, where a strong derussification policy has taken place in the last decades and aims at understanding to what extent the use of Russian among the young generations has contracted. In particular, we present an analysis conducted on data collected via (i) a survey for young people consisting of questions on their sociolinguistic background and a proficiency test in Russian, and (ii) semi-structured interviews for teachers of Russian and English as Foreign Languages on the research topics.
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Mehta, Jal. "The Transformation of Federal Policy: Ideas and the Triumph of Accountability Politics." In The Allure of Order. Oxford University Press, 2013. http://dx.doi.org/10.1093/oso/9780199942060.003.0010.

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Even with the movement of the states toward standards-based reform, there was no reason to think a similar movement would, or even could, take place at the federal level. The defining characteristic of American education was its decentralization: the Republican Party habitually called for the elimination of the Department of Education, and the Democratic Party confined the federal role to providing aid to disadvantaged students. But over the course of fewer than 20 years, all of this was transformed, culminating in the most far-reaching federal education law in the nation’s history, passed under a Republican president no less. What explains this transformation? Three sets of changes need to be explained: how political actors were realigned, how policies were chosen, and how institutions changed. To begin with the political: How did the Republican Party, which had long been philosophically opposed to a federal role in education and had called for the abolition of the Department of Education as recently as 1996 come to support the biggest nationalization of education in the nation’s history? Why did Congressional Democrats, who in 1991 had strongly opposed a proposal by George H. W. Bush for national standards and testing as unfair to minority students, shift by 2001 to embrace a similar proposal offered by another Republican President, George W. Bush? In short, how did an overwhelming bipartisan political consensus form in favor of policies that had been opposed by large majorities in both parties only 10 years earlier? A second set of questions relates to policy choices. Of all the available policy tools, what explains the choice of standards-based reform as the primary federal response to this perceived crisis? The bipartisan embrace of tough accountability in No Child Left Behind seems particularly hard to account for by conventional interest group explanations, given that teachers unions are consistently rated the strongest players in educational politics and have historically been opposed to greater demands for school or teacher accountability. Why were standards and accountability the chosen policy vehicle, and why did they triumph over interest group opposition?
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Winterer, Caroline. "Enlightened Despotism and the American Revolution." In Political Thought and the Origins of the American Presidency, 98–124. University Press of Florida, 2021. http://dx.doi.org/10.5744/florida/9780813066813.003.0005.

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This chapter shows that the political thought of King Frederick II of Prussia (1712–1786) influenced Americans during the revolutionary era by offering both a positive and negative example of despotic executive power. Having thrown off the monarchical rule of King George III in 1776, Americans remained unsure about which kind of executive rule would be acceptable in their new kingless republic. Widely admired by leading revolutionaries, Frederick II offered a viable and appealing example for newly republican Americans because he combined military success with a well-publicized effort to rule the people of Prussia in the name of enlightenment, whose core ideal was that human reason would lead to progress and happiness. Frederick encouraged religious freedom, educational and judicial reforms, and even some freedoms of the press. Frederick’s influence rapidly faded in the early nineteenth century after Napoleon Bonaparte’s conquests dimmed the appeal of despotism.
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Gragson, Ted L. "An Anthropologist Joins the Long-Term Ecological Research Network." In Long-Term Ecological Research. Oxford University Press, 2016. http://dx.doi.org/10.1093/oso/9780199380213.003.0027.

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Environmental science has no room for theoretical or methodological hegemony, and questions cannot be asked in the absence of purposeful design. Education must simultaneously engage students in thinking and doing, ideally in collaboration. Communication is a two-way process in which scientists are challenged to be credible and legitimate in conveying salient results to diverse audiences. Collaboration is about leveraging individual skills toward a common purpose, which can only succeed when trust exists between investigators. I was trained as an ecological anthropologist with an emphasis on behavioral and ecosystem ecology at the University of Montana and the Pennsylvania State University. I have conducted archaeological, behavioral, cultural, and historical research throughout the western and the southeastern United States, as well as in several countries in lowland South America, the Dominican Republic, and southern France. Currently, I am professor and head of the Department of Anthropology at the University of Georgia. In 1997, I was invited to join the Long-Term Ecological Research (LTER) program at the Coweeta site (CWT). CWT is based in the eastern deciduous forest of the southern Appalachian Mountains, and I was brought in to collaborate on regionalization of what had been exclusively a site-based project. Just prior to joining CWT, I had been involved for several years in regional conservation activities in Paraguay and Bolivia. Since 2002, I have served as principal investigator of CWT, leading the successful grant renewal efforts in 2002 and 2008. I recently completed the 2014 renewal effort, which was successful. There has been a dramatic shift over the period of my involvement in the LTER program in attitudes within the network to regionalization and participation by scientists from disciplines other than ecology (Gragson and Grove 2006; Robertson et al. 2012). Several colleagues and I have helped to foster this shift through our involvement on the LTER Social Science Standing Committee (1998–present), leadership in the LTER planning activities (2004–2007), and service on the LTER Executive Board (2008–2011). My experiences in the LTER program have influenced my ideas about the nature and conduct of environmental research.
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Wellman, Kathleen. "The Righteous Right." In Hijacking History, 269–92. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780197579237.003.0017.

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When these curricula narrate recent history, they document the firm alliance between the Republican Party and the religious right. The two groups shared common concerns about such issues as the sexual revolution, drug culture, and the welfare state. From his first venture into national politics in 1976, Ronald Reagan proved to be the ideal candidate for both groups. Evangelicals believed that, under Reagan, the federal government would leave education to local authority. These curricula herald the successful presidencies of Reagan and George W. Bush in furthering the agenda of the Christian right—advancing Christianity and capitalism. They claim that Republicans advance Christian values and American power; Democrats undermine both. These curricula judge the rest of the world on how well they conform to these ideals and support American interests. Because the historical narrative is virtually identical to the history of the religious right, recent history is their story.
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"Life and Works." In The Correspondence of Catharine Macaulay, edited by Karen Green, 3–27. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190934453.003.0001.

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This biographical introduction begins with the formation of Catharine Macaulay’s political ideas from when, as Catharine Sawbridge, she lived at the family estate. It follows her through her mature development as the celebrated female historian, to her death in 1791, as Mrs. Macaulay Graham. It notes the influence on her of writings of John Milton, Algernon Sidney, and John Locke as well as other republican works. It covers her marriage to the physician and midwife George Macaulay, and sets out the circumstances which led to the composition, and influence of, her History of England from the Accession of James I (HEAJ). The content of her histories, political philosophy, ethical and educational views, and criticisms of the philosophers David Hume, Thomas Hobbes, Jean-Jacques Rousseau, and Edmund Burke are sketched, and it is argued that her enlightenment radicalism was grounded in Christian eudaimonism, resulting in a form of rational altruism, according to which human happiness depends on the cultivation of the self as a moral individual. It deals with her engagement with individuals in North America before and after the American Revolution, in particular her exchanges with, John Adams, Mercy Otis Warren, Benjamin Rush, and George Washington, and also recounts her contacts with influential players in the French Revolution, in particular, Jacques-Pierre Brissot de Warville and Honoré-Gabriel Riqueti count of Mirabeau. The introduction concludes with her influence on Mary Wollstonecraft and an overview of her mature political philosophy as summarized in her response to Burke’s Reflections on the Revolution in France.
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Conference papers on the topic "Education – Georgia (Republic)"

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Guven, Halil. "SAN DIEGO STATE UNIVERSITY – GEORGIA: INTRODUCTION OF ACCREDITED AMERICAN STEM DEGREE PROGRAMS IN THE REPUBLIC OF GEORGIA." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.0343.

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Sapozhnykov, S. "Higher education system of the Republic of Georgia in the context of its reform." In Pedagogical comparative studies and international education – 2020: a globalized space of innovation. NAES of Ukraine; Institute of Pedagogy of the NAES of Ukraine, 2020. http://dx.doi.org/10.32405/978-966-97763-9-6-2020-385-387.

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Reports on the topic "Education – Georgia (Republic)"

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Hillman, Kylie, and Sue Thomson. 2018 Australian TALIS-PISA Link Report. Australian Council for Educational Research, August 2021. http://dx.doi.org/10.37517/978-1-74286-598-0.

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Australia was one of nine countries and economies to participate in the 2018 TALIS-PISA link study, together with Cuidad Autónoma de Buenos Aires (Argentina), Colombia, the Czech Republic, Denmark, Georgia, Malta, Turkey and Viet Nam. This study involved coordinating the samples of schools that participated in the Program of International Student Assessment (PISA, a study of the performance of 15-year-old students) and the Teaching and Learning International Survey (TALIS, a study that surveys teachers and principals in lower secondary schools) in 2018. A sample of teachers from schools that were selected to participate in PISA were invited to respond to the TALIS survey. TALIS data provides information regarding the background, beliefs and practices of lower secondary teachers and principals, and PISA data delivers insights into the background characteristics and cognitive and non-cognitive skills of 15-year-old students. Linking these data offers an internationally comparable dataset combining information on key education stakeholders. This report presents results of analyses of the relationships between teacher and school factors and student outcomes, such as performance on the PISA assessment, expectations for further study and experiences of school life. Results for Australia are presented alongside those of the average (mean) across all countries and economies that participated in the TALIS-PISA link study for comparison, but the focus remains on what relationships were significant among Australian students.
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Hillman, Kylie, and Sue Thomson. 2018 Australian TALIS-PISA Link Report. Australian Council for Educational Research, August 2021. http://dx.doi.org/10.37517/978-1-74286-628-4.

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Australia was one of nine countries and economies to participate in the 2018 TALIS-PISA link study, together with Cuidad Autónoma de Buenos Aires (Argentina), Colombia, the Czech Republic, Denmark, Georgia, Malta, Turkey and Viet Nam. This study involved coordinating the samples of schools that participated in the Program of International Student Assessment (PISA, a study of the performance of 15-year-old students) and the Teaching and Learning International Survey (TALIS, a study that surveys teachers and principals in lower secondary schools) in 2018. A sample of teachers from schools that were selected to participate in PISA were invited to respond to the TALIS survey. TALIS data provides information regarding the background, beliefs and practices of lower secondary teachers and principals, and PISA data delivers insights into the background characteristics and cognitive and non-cognitive skills of 15-year-old students. Linking these data offers an internationally comparable dataset combining information on key education stakeholders. This report presents results of analyses of the relationships between teacher and school factors and student outcomes, such as performance on the PISA assessment, expectations for further study and experiences of school life. Results for Australia are presented alongside those of the average (mean) across all countries and economies that participated in the TALIS-PISA link study for comparison, but the focus remains on what relationships were significant among Australian students.
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