The adoption of the new law "On Vocational Education" made it possible to develop the system and bring it even closer to the European educational space. Within the framework of the vocational education reform, a national qualifications framework and a classifier of fields of study corresponding to the European Qualifications Framework were approved. The vocational Education credit system was introduced, which is based on the European mechanism – European credit system for vocational education and training (ECVET). Per European standards, vocational diplomas and certificates, along with their annexes, have been developed following EUROPASS requirements. To incorporate the best European practices in establishing a quality assurance system for vocational education, the National Center for Educational Quality Enhancement has started to evaluate the quality of the vocational education system in accordance with the indicators of the European Quality Assurance in Vocational Education and Training (EQAVET). The integration of a general educational component in vocational education opened up the possibility of continuing studies at the higher education level with a vocational diploma; Structural and content links were established between vocational education and other levels of education, and the so-called "educational deadlock" was eliminated. The process of integrating the secondary level of general education into vocational education was carried out.
It is particularly important that, based on the new law, an adult education system was also established, within the framework of which short-term vocational training and retraining programs were formalized. According to the amendments, any legal entity (such as a private company, training center, association, or educational institute) matching the defined criteria is eligible to become a VET provider and issue a State Certificate.
2023
In 2023, Georgia expanded its lifelong learning programs to support adult learners in upskilling and reskilling. The number of vocational education training and retraining programs expanded, along with a number of vocational training and retraining providers.
2022
In 2022, the scale of vocational training and retraining programs was further expanded. Both the number of vocational training and retraining programs and the number of providers increased. Since 2022, vocational training and retraining programs have been coordinated by the Skills Agency.
2021
Since 2019, all programs implemented in the VET system have been implemented with a modular approach, which is characterized by compliance with the requirements of the labor market, orientation on learning outcomes, strengthening of the practical component and modern approaches to teaching and assessment. The modular system allows learners to accumulate credits at their own pace, making it easier to balance education with work or other responsibilities. The year 2021 marked the establishment of the Skills Agency, a pivotal institution tasked with supporting the development and modernization of vocational education in Georgia. The Skills Agency collaborates closely with industry stakeholders and educational institutions to ensure that VET programs align with labour market demands and international standards.
One of the significant reforms in 2019 was the introduction of the National Qualifications Framework (NQF), which provided a comprehensive framework for vocational education and training. The NQF is structured to facilitate the recognition of national qualifications in other countries, as the NQF is aligned with the EQF (European Qualifications Framework). Moreover, the validation system of informal/non-formal education was established, supporting recognition of prior learning, allowing individuals who have gained skills and experience outside formal education to have their competencies validated and credited.
The government also focused on promoting lifelong learning through the VET system, recognizing the need for adults to continuously upskill and reskill in a rapidly changing economy. The reforms aimed at creating a more flexible and inclusive vocational education system that caters to the needs of diverse learners, including adult learners, people with disabilities, and those from rural areas.