Continuing professional development for teachers is mandatory, as stipulated by the Law of Georgia on General Education, the Teacher Professional Standard (approved by Ministerial decree), and the Scheme for Teacher Professional Development and Career Advancement.

Organisational Aspects

CPD is organised within a decentralised framework. While national policies and priorities are defined by the Ministry of Education, Science and Youth, the planning and implementation of professional development activities are largely carried out at the school level, based on identified needs. 

The system includes mechanisms for evaluating teachers’ performance, identifying professional development needs and providing relevant training opportunities. 

Providers

CPD is provided by:

• MoESY-accredited training organisations 
• School-based professional learning communities 
• Higher education institutions 
• Educational Resource Centres

These providers offer various forms of professional development, including training courses, workshops and other learning activities.

Participation and requirements

Participation in CPD is considered part of teachers’ professional responsibilities. However, there is no unified national system of mandatory credit accumulation.

Teachers engage in professional development activities according to individual needs, school priorities and requirements linked to career advancement.

Link to career progression

CPD is closely linked to the Scheme for Teacher Professional Development and Career Advancement approved by Government Resolution No. 641.

Progression within the teacher career structure is based on professional evaluation and the demonstration of competencies, which may include participation in relevant professional development activities.

Support and incentives

CPD is funded through a combination of school budget and state-funded programmes. Professional development contributes to teachers' career advancement, as reflected in salary increases.

Teachers may receive support for CPD participation through programmes funded by the state or development partners. Schools and Educational Resource Centres may also provide guidance and support in identifying appropriate professional development opportunities.

Early childhood education staff

Continuing professional development for caregiver-pedagogues is organised primarily at the municipal level and may include training programmes provided by local authorities, higher education institutions and other providers.

Participation in CPD supports the development of professional competencies and may be required to meet qualification standards, particularly during the transitional period leading up to September 2028.