Adult education is offered through vocational educational programs, vocational training and retraining programs within the framework of formal education, and non-formal training programs. Vocational educational programs are provided by authorized institutions (per the order 99/N) and issue state-recognized vocational diplomas. The authorization process is administered by the National Center for Educational Quality Enhancement (NCEQE) (see Section 8.1 Distribution of Responsibilities).

Regarding vocational training and retraining programs, any organization that meets the necessary requirements and gains the right from the NCEQE is eligible to offer vocational training and retraining programs for adults and issue state-recognized certificates. 

Additionally, various institutions, including ministries, municipalities, and non-governmental organizations, offer numerous non-formal training courses (see section 8.3 Main Providers), however, there is no unified system to consolidate all these programs at the national level, making it difficult to obtain a complete overview. 

Formal Provision

Vocational educational programs in Georgia are designed to meet labor market demands, focusing on developing practical skills. Graduates can either enter the workforce or continue their education. Program durations vary from 1 to 3 years and the learning outcomes of the program may correspond to levels 3, 4, or 5 of the National Qualifications Framework. According to the Law on Vocational Education (2018), all vocational education programs are implemented in the form of work-based learning. Programs implemented in a real working environment are differentiated into dual (where more than 50% of learning outcomes are achieved in a real working environment) and cooperative (up to 50% of learning outcomes are achieved in a real working environment) programs. Other programs are implemented in the simulative environment at VET institutions. In the case of dual education, a labor contract (paid) between the VET student and the teaching enterprise is signed (see section 8.4.2 Provision targeting the transition to the labor market).

The vocational training and retraining programs aim to upskill and reskill adults, promoting continuous learning throughout their careers. It prepares individuals to perform specific tasks and duties related to a profession. The learning outcomes of the programs may correspond to levels 2, 3, 4, or 5 of the National Qualifications Framework and typically last between 1 week to 9 months.

Since 2019 the educational system of Georgia introduced a new opportunity to certify and approve vocational training and vocational retraining programs, which were previously housed under the umbrella of non-formal education. Based on the Law on Vocational Education (2018), in 2019 Government Decree №131 "On obtaining the right to implement a vocational training program and vocational retraining program and approving the rules and conditions for recognition by the State" was approved, according to which, any legal entity is eligible to become a vocational training and retraining program provider and issue state-recognized certificate. 

As of December 2024, a total of 596 vocational training and retraining programs are available in the system. Since 2019, more than 29,000 persons have been enrolled in vocational training and retraining programs.

Non-formal Provision 

Various institutions, including ministries, municipalities, and non-governmental organizations, offer numerous non-formal training courses tailored to their beneficiaries (see section 8.3 Main Providers). However, there is no unified system to consolidate all these programs at the national level, making it difficult to obtain a complete overview.

The Skills Agency leverages the outcomes of the skills forecasting process to create extracurricular initiatives that strengthen essential competencies among students and local communities. Additionally, it has developed and introduced non-formal education programs informed by these forecasts. Courses in financial literacy and digital skills are just a few examples of the non-formal courses provided by the Skills Agency at the local level. 

Similarly, SESA utilizes skills forecasting results to validate non-formal education programs and distribute funding accordingly. As of today, SESA's non-formal education efforts focus on four key areas: language learning, information technology, entrepreneurship, and social skills.

• 1 Provision to raise achievement in basic skills 

Vocational education reform made significant changes in all directions. Since 2019 VET programs have been transformed into modular ones (from subject-based) aimed at integration of key competencies into modules.

In 2023, the Georgian government adopted new regulations to enhance vocational education. Decree N205 set rules for occupational standards, followed by guidelines for educational standards and modules. Based on these legal documents, the Skills Agency introduced a new methodology for the development of vocational qualifications to align qualifications with international and European standards.

In vocational educational programs, the occupational standard includes professional duties, tasks, knowledge, basic skills, attitudes, competencies, work context, and values. As a result, all students in vocational educational programs are required to study basic skills alongside sector-specific modules. Notably, the Global Skills Taxonomy is used to identify key competencies during the development of occupational standards. There are General modules, which aim to develop and acquire key competencies or transferable skills necessary for lifelong learning; and Professional modules, which aim to provide knowledge related to a specific professional field, as well as develop skills, responsibility, and autonomy. These modules are also classified as compulsory, compulsory elective, elective and independent modules. The distribution of hours is at the discretion of the VET provider. According to the credit system in vocational education, achieving one ECVET credit typically requires 25-30 contact and non-contact hours. Additionally, the number of credits is determined according to the ECVET methodology for assigning credits in vocational education.

As for vocational training and retraining programs, they are not solely focused on the development of basic skills. As these programs are conducted through work-based learning, key competencies are integrated and taught alongside professional skills and are adapted to various sectors and professions.

It’s noteworthy that the 2024-2030 Vocational Education Strategy places special emphasis on the importance of key, so-called transferable competencies alongside sector-specific skills within vocational education and highlights diverse approaches to their development. To improve digital skills (DigiComp) and promote technology-based learning, the strategy includes the integration of technology-enhanced education. This will involve the development of e-learning platforms, digital resources, and initiatives to foster digital competence.

The State Employment Support Agency, in addition to offering vocational training and retraining courses, also focuses on developing basic skills. Specifically, the agency provides courses in information technology, entrepreneurship, and social skills, as well as multilingual competence (German, French, and English).

As part of the EU-funded project“Better Opportunities for Lifelong Learning through Partnership” (implemented by the United Nations Development Programme (UNDP) and the Skills Agency ), non-formal education courses were developed, specifically "Digital Literacy" and "Financial and Economic Literacy." The goal of these courses is to develop various soft and transversal skills among participants, including analytical thinking, digital competence, and problem-solving. The majority of beneficiaries fall within the age groups of 15–25 and 26–40 years.

The Digital Literacy training was conducted in 2023 by seven VET providers across different regions of Georgia, with a total of 66 participants completing the course. On average, each training centre had 10-15 participants per group. Depending on the institution and region, participants varied in gender, age, and experience. The groups included VET students, school students, and other interested individuals from local communities. The course lasted a total of 20 hours, with sessions held twice a week for three hours each.

As for the Financial and Economic Literacy course, it was delivered in 2023 by five VET providers and was completed by 61 participants. On average, 12-15 participants were involved in each institution. Similar to the Digital Literacy course, participants varied in gender, age, and experience and included VET students, school students, and other interested individuals from local communities. This course also lasted 20 hours, with sessions typically held twice a week for three hours each.

• 2 Provision targeting the transition to the labour market 

The upskilling and requalification of job seekers is a crucial objective outlined in Georgia's National Labour and Employment Strategy (2019-2023). The State Employment Support Agency (SESA), established in 2020 under the Ministry of Internally Displaced Persons, Labour, Health, and Social Affairs, plays a central role in this effort. SESA focuses specifically on jobseekers, supporting their access to adult learning opportunities, and offers and finances a variety of vocational training and retraining programs, including those seeking career advancement or transitioning to new professions. These programs are provided by authorized VET institutions and other educational providers, and they cover sectors like IT, tourism, social care, and more. 

Through Active Labour Market Policies (ALMPs), SESA delivers career guidance, internships, public works, and other employment-related services. Additionally, SESA collaborates with the Ministry of Defence to assist demobilized soldiers in requalifying for civilian careers. With field offices in nine regions, SESA provides employment services and supports jobseekers with various training and retraining opportunities. In addition, the Agency conducts its employer surveys and based on this information, compiles a list of high-demand sectors, which it shares with VET Colleges, the Skills Agency, and NCEQE.

In terms of transitioning to the labor market, the work-based learning method is particularly noteworthy, as it provides students, including adults/job seekers, with the opportunity to gain employment while still in the learning process. 

In Georgia, all vocational educational programs are delivered through work-based learning, either in a real or simulated work environment, as mandated by the VET Law of 2018. Through WBL the theoretical component of education takes place at a VET college, while the practical component is conducted in a real work environment at a company, where actual services are provided and/or real products are manufactured. Recently, in 2022, a new regulatory framework on work-based learning (WBL) was developed and approved. The framework provides a clear definition of the roles and responsibilities of various stakeholders, including VET colleges and companies involved in work-based learning, student rights, and quality assurance issues, among others. 

The framework identifies two types of work-based education programs Dual Education and Cooperative Learning that share similarities but differ in key aspects. In dual educational programs, over 50% of the learning outcomes are achieved in a real working environment, in a training enterprise, while in co-operative learning up to 50% of learning outcomes are achieved in a real working environment. Another distinction is that dual education students sign contracts with partner companies and receive compensation that is especially beneficial for adults who need to earn while learning, whereas this is optional in cooperative learning. Additionally, companies must obtain training enterprise status from the Skills Agency to participate in dual education programs. WBL enhances employability by equipping learners with practical, job-specific skills in a real work environment, making them more prepared for employment. It helps individuals quickly adapt to industry standards and become more competitive in the job market. Additionally, by training directly with companies, individuals build professional connections, increasing their chances of securing full-time employment after completing the program.

Vocational training and retraining programs are especially significant in this context, as they provide businesses with a workforce equipped with the necessary knowledge and skills in a very short time. At the same time, they offer a unique opportunity for jobseekers to develop quickly and secure employment in their respective fields.

• 3 Provision of liberal (popular) adult education 

Student Services and Extracurricular Activities encompass various support systems within educational and academic institutions aimed at fostering students' personal and professional growth. These services contribute to students' academic, social, and personal development. The majority of beneficiaries fall within the age groups of 15–25 and 26–40 years.

Extracurricular activities represent one form of student services, primarily designed to develop key competencies among participants based on the principles of non-formal education. These activities promote students’ psycho-social well-being, encourage social integration, foster active citizenship, and cultivate an environmentally conscious generation.

This initiative is intended to support vocational education institutions in implementing diverse extracurricular activities within their facilities. These activities are available not only to students and administrative staff but also to other interested members of the community. Through participation in extracurricular activities, individuals develop effective communication skills, collaboration abilities, and teamwork experience, and acquire essential competencies applicable across different situations and workplaces.

In line with these objectives, since 2022, the Skills Agency has been organizing the competition "Implementation and Development of Extracurricular Activities in Vocational Education Institutions." The competition aims to:

• Integrate formal and non-formal education principles

• Create an inclusive and gender-equal learning environment

• Foster key competencies among participants

• Introduce evidence-based and demand-driven best practices tailored to the needs and interests of the target group

• Ensure the sustainability of the proposed ideas and projects

Extracurricular activities vary in type, form, and structure. However, the following list presents some of the most common types of activities observed in the competition’s practice:

• Sports and physical activities

• Career counseling services

• Multicultural programs

• Academic and volunteer clubs

• Arts and crafts workshops

• Military and civil defense clubs

• Media and digital technologies

• Student self-governance bodies

• Public speaking and political engagement initiatives

Over the past three years, the competition has received more than 200 applications from 47 vocational education institutions across all regions. In total, 78 projects have been funded. Data from the first two years indicate that the number of direct beneficiaries exceeded 1,300 individuals. Notably, in 2023, the number of beneficiaries nearly doubled compared to the previous year, primarily due to an increase in the number of funded projects. 

In addition, the National Palace[1], established by the Tbilisi Municipality, is one of Georgia’s largest cultural and educational centers. It provides a diverse range of educational and creative services in an open and non-formal learning environment, following modern international practices and maintaining high service standards. 

Each year, nearly 5,000 individuals engage in various forms of non-formal and supplementary education at the National Palace. Some courses have age restrictions, while others are accessible to all age groups. Its educational services are designed to align with internationally recognized Sustainable Development Goals (SDGs), ensuring a broad and impactful learning experience.

The organization aims to foster individual, aesthetic, and creative development. Through its teaching and methodological center, the National Palace offers programs that enhance analytical and critical thinking, decision-making, problem-solving, collaboration, and systemic thinking skills. It offers a variety of paid and free courses for interested individuals, including Georgian language, literature, folklore, mathematics and modern technologies, foreign languages, architecture and engineering, natural sciences, choreography, music, visual and applied arts, theatre, and more.

Workshops, clubs, festivals, and other activities help participants develop social awareness, creativity, and essential competencies while supporting personal growth and career exploration.

• 4 Other types of publicly subsidized provision for adult learners 

Training courses for those serving sentences in prisons as well as individuals released on probation are provided by The LEPL Vocational Training and Retraining Center for Convicted Individuals[2], operating under the Ministry of Justice of Georgia.

The main functions of the Vocational Training and Retraining Center for Convicted individuals include their resocialization within penitentiary facilities, providing training and retraining programs, and supporting their employment. The Center collaborates primarily with authorized VET providers, ensuring that convicted individuals receive state-recognized certificates upon completing the programs, which enhances their employment opportunities after release. Additionally, the Center partners with small enterprises and government institutions.

To support convicted individuals’ vocational training and employment, the Center designs projects based on labor market demands and convicted individuals’ interests. Training programs include:

The courses are fully funded by the Skills Agency or the State Employment Support Agency. The Center also offers foreign language courses and ensures that non-Georgian-speaking individuals have access to Georgian language programs.

Convicted individuals show a high interest in agriculture and entrepreneurship. In collaboration with the Special Penitentiary Service, the Center implements agricultural projects, allowing them to work on land, grow berries and vegetables, and earn income from sales. Small production spaces within penitentiaries enable them to craft handmade goods, which are sold through the "Re-Market[3]" store, opened in 2022, both in-store and online.

Convicted individuals can apply for training programs by submitting a written request to the center or informing a social worker. The center also works with the State Employment Support Agency to provide career orientation and planning sessions, awarding certificates upon program completion.