System evaluation in Georgia is built upon a strong foundation of data collection. Despite having rich data, however, the use of evidence in policy-making is not systematic, which leads to an unstable environment in which policies can be created or eliminated quickly without rigorously evaluated rationale. Several reasons contribute to this environment, including the lack of a dedicated research and evaluation body within the ministry and the lack of tools that can be used to analyse Georgia’s educational data. These should be established and created to embed policy-making structures that are underpinned by evidence review and guided by continuous monitoring of data. An important component in system evaluation, which is currently missing in Georgia, is regular national assessments that collect information about student outcomes at various stages of learning. Establishing these would strengthen the evidence base that would then inform decision-making.