Institutions, Level, and Models of Training

Initial teacher education in Georgia is delivered by authorised higher education institutions in accordance with the Law on Higher Education. The structure of teacher preparation varies according to the level of education and the professional profile concerned. Teacher preparation follows two main models:

• Concurrent model: mainly for preschool and primary education, where subject knowledge and pedagogy are integrated within a bachelor’s degree programme.

• Consecutive model: mainly for basic and upper secondary education, where candidates first complete a subject-specific bachelor’s degree and then a teacher training certificate programme (60 ECTS credits).

Programmes are aligned with national standards and the National Qualifications Framework.

For preschool and primary education, teacher preparation is generally organised through bachelor’s degree programmes. Preschool teacher education has been available as a bachelor’s programme since 2023 and comprises 240 ECTS credits. 

For teachers at basic and upper secondary levels, one of the main routes is completion of a bachelor’s degree in the relevant subject area, followed by a teacher training certificate programme of 60 ECTS credits. The learning outcomes of this certificate programme correspond to Level 6 of the National Qualifications Framework and confer the right to teach.

The integrated Bachelor’s–Master’s teacher education programme, currently implemented during the transition period, is developed in accordance with national standards and includes subject modules, teacher education modules, special teacher education modules, free components, and school practice and practice-based research.

Amendments to the Law on Higher Education adopted on 4 February 2026 provide that this integrated programme will be discontinued from the 2030–2031 academic year.

Following its phase-out, teacher preparation will continue through either bachelor’s degree programmes in relevant subject areas or an independent 60-credit teacher training certificate programme. The learning outcomes of this certificate programme correspond to Level 6 of the National Qualifications Framework and confer the right to teach.

For early childhood education, pedagogical staff are referred to as caregiver-pedagogues. Their profession is regulated separately through the Professional Standard for Educator-Teachers. 

Currently, the system offers a 60-credit Certificate Program for Special Education Teacher Training. This program is an independent higher education offering, distinct from Bachelor’s degree programs, developed in accordance with relevant standards; its learning outcomes align with the generalized descriptors defined for Level 6 of the National Qualifications Framework (NQF). At the national level, the implementation of Master’s degree programs in Special Education is also permitted. As mentioned above, in accordance with the amendments to the Law of Georgia on Higher Education dated February 4, 2026, the integrated Bachelor’s and Master’s degree teacher training programs have entered a phased-out stage. Consequently, admission to these programs for the purpose of training Special Education Teachers will cease from the 2026-2027 academic year onward.

It is noteworthy that the Special Education Teacher Training Certificate Program is not an academic degree program, despite its outcomes aligning with NQF Level 6 requirements; therefore, it cannot be considered a prerequisite for enrollment in a Master’s degree program in Special Education. 

Admission Requirements

Admission to initial teacher education programmes follows national higher education admission procedures and is based on the Unified National Examinations. Higher education institutions may establish additional requirements in accordance with national legislation.

Curriculum, Specialisation, and Learning Outcomes

Teacher education curricula must comply with national teacher competence standards and regulations approved by the Ministry of Education, Science and Youth. Programmes include pedagogical and didactic training, classroom management, inclusive education and subject-specific teaching methods. 

For the integrated Bachelor’s–Master’s model, where still applicable during the transition period, the programme includes subject modules, a teacher education module, a special teacher education module, free components, and school practice and practice-based research. Its learning outcomes correspond to Level 7 of the National Qualifications Framework. 

Learning outcomes align with NQF descriptors and include competencies in digital pedagogy, assessment, and the management of diverse classrooms (as reflected in the Teacher Professional Standards).

Teacher Educators

Teacher educators in higher education institutions must hold academic qualifications defined by the Law on Higher Education and typically possess master’s or doctoral degrees.

School-based mentors may support the practical component of teacher education. Their roles and responsibilities are defined within the framework of teaching practice arrangements.

Qualifications, evaluation and certification

Successful completion of initial teacher education leads to a state-recognised qualification, depending on the pathway followed. This may include a bachelor’s degree or a teacher training certificate.

The assessment includes coursework, teaching practice, and a final evaluation, in accordance with higher education regulations. Completion of the teacher training certificate programme provides the right to teach.

Alternative pathways into the teaching profession

Based on the needs of a general education institution, a school may employ a teacher inductee for a period of no more than 2 years, who holds at least a bachelor's academic degree in the subject/subject group direction provided for by the national curriculum, and/or a document certifying vocational education in the field of arts or sports (in the case of a teacher of an arts or sports subject/subject group). During these two years, the teacher inductee must confirm subject-specific competence and complete the academic and pedagogical practice course.