HomeAbstract of 14th-omeaconfStatistical Survey on The Functioning and Foundational Learning Skills of Children Living in Georgian Households: Survey Methodology, Design and Key Findings

Statistical Survey on The Functioning and Foundational Learning Skills of Children Living in Georgian Households: Survey Methodology, Design and Key Findings

  • Apr 20, 2026
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Abstract Book of the 14th International Conference on Opportunities and Challenges in Management, Economics and Accounting

Year: 2026

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Statistical Survey on The Functioning and Foundational Learning Skills of Children Living in Georgian Households: Survey Methodology, Design and Key Findings

Giorgi Mikeladze, Simon Gelashvili

ABSTRACT:

This paper presents the survey design and key empirical findings of the Statistical Survey on Functioning and Foundational Learning Skills of Children Living in Georgian Households. The survey aimed to assess functional status and foundational learning skills among children aged 7–14 and to produce internationally comparable indicators, including the wealth index, the dwelling overcrowding rate, and selected Sustainable Development Goal (SDG) indicators: SDG 4.1.1 (Minimum proficiency in reading and mathematics, Grades 2/3), SDG 4.2.2 (Participation rate in organized learning), SDG 4.5.1 (Parity index), and SDG 16.2.1 (Violent discipline).
A stratified three-stage cluster random sampling design was applied, with census enumeration areas as primary sampling units, household addresses as secondary units, and all children aged 7–14 within selected households as tertiary units. To ensure a 10% relative margin of error based on a modified standard error formula for complex surveys, the target sample size was set at 1,199 households. To achieve the planned number of completed interviews, a gross sample of 3,597 households was selected, from which data were collected for 2,614 households, yielding a response rate of 56.9%.
The results indicate that 67.8% of the household population lives in overcrowded dwellings, exceeding comparable Eurostat indicators. Among children aged 7–14, 40.3% had experienced any form of violent discipline. The participation rate in organized learning reached 94.4%. Minimum proficiency in reading was observed among 54.8% of children, while minimum proficiency in mathematics (Grades 2/3) was observed among 37.0%. Parity index values varied across different disaggregation dimensions.

Keywords: Overcrowding Rate; Parity Index; Sampling Design; Violent Discipline; Wealth Index