The education system of Georgia is founded on the principles established by the Constitution of Georgia, which guarantees the right to education and academic freedom. According toArticle 27of the Constitution, everyone has the right to receive education and choose the form of education they receive; elementary and basic education are mandatory, and General education is fully funded by the State for everyone, per the procedures established by law; moreover, citizens have the right to state-funded vocational and higher education following the procedures established by law. This constitutional guarantee is the cornerstone of Georgia's educational governance and policy framework.
Georgia’s legal framework for education is comprehensive, aiming to provide equal access, foster quality education, promote innovation, and ensure alignment with international standards. Key legislative acts that underpin the governance of the education system include the Law on Early and Preschool Education and Care, the Law on General Education, the Law on Higher Education, and the Law on Vocational Education. These laws are instrumental in shaping educational policies and ensuring the system remains adaptable to national priorities and global trends. The system also includes the Law of Georgia on Education Quality Enhancement. This Law defines the legal basis for the mechanisms that facilitate education quality enhancement. The system is also heavily informed by the Unified National Strategy of Education and Science (2022-2030), which sets ambitious goals for modernization, inclusion, and alignment with European standards. The relevant legislative framework for education also includes the Law of Georgia on Science, Technology, and their Development and other legal acts related to the field.
Right to Education and Equal Opportunities
At the core of Georgia’s education system is the right to education, guaranteed by the Constitution of Georgia. This right is protected through a legal framework that ensures access to free and compulsory education at preschool and general education levels defined in the relevant acts, including the Law on Early and Preschool Education and Care. According to Article 4 (Principles of Preschool Education), the state ensures that children in public preschool institutions receive free care, education, and nutrition in accordance with the regulations established by Georgian legislation; preschool care and education, including school readiness programs, are voluntary, universal, and accessible to all children of the appropriate age and Municipalities are responsible for implementing and providing preschool education, including school readiness programs, to children in line with the laws of Georgia (including law mentioned above and related government regulations). MoESY is in charge of approving the state standards of early and preschool education. Per the Law on General Education (amended in 2024), it is guaranteed that every child has access to compulsory, free public education from primary to basic education levels. The state guarantees that no tuition fees are charged at these levels, making education universally accessible. Moreover, the state provides free secondary education, even though secondary education is not mandatory. Additionally, the law provides for the development of individualised education plans (IEPs) to accommodate children with special educational needs, ensuring they receive appropriate support and resources. The right to education is also safeguarded at the higher education level, where merit-based funding through state scholarships ensures access to higher education for students who meet the Unified National Examinations (UNE) requirements.
The Unified National Strategy of Education and Science (2022-2030) emphasises equity and inclusiveness as fundamental principles, focusing on increasing preschool enrolment and addressing the disparities in access between urban and rural areas. The strategy focuses on improving access to education in rural and underserved areas, enhancing infrastructure, training teachers, and expanding digital learning resources to ensure that every student, regardless of socio-economic background, can access high-quality education.
Educational reforms have significantly increased access to education, particularly for previously underserved groups, such as students with disabilities and ethnic minorities. With the introduction of inclusive educational policies, schools are better equipped with support staff and resources to accommodate these students, including strengthening the functional use of resource rooms. In 2022, MoESY and international partners introduced a new three-year program, “Leave No Child Out,” aiming to set up a system for an inclusive, equitable, and Quality preschool and General Education for Children in Georgia.
Quality and Internationalization
Georgia places a strong emphasis on ensuring high-quality education at all levels. According to the Law on General Education, schools are required to adhere to national education standards, which are monitored and regulated by the National Center for Educational Quality Enhancement (NCEQE). Schools undergo authorisation processes to ensure compliance with national curriculum, assessment, and governance standards. The Law on Higher Education similarly mandates that institutions must meet quality assurance standards and undergo regular evaluations to maintain accreditation.
Similarly, the Law on Higher Education mandates quality assurance for higher education institutions, which are subject to periodic evaluations to maintain accreditation. The Unified National Strategy of Education and Science sets ambitious goals for improving education quality. The National Strategy emphasizes internationalization as a strategic priority, with a clear focus on enhancing collaboration, mobility, and alignment with European educational standards. One of the key initiatives includes active engagement in the Erasmus+ programme. The strategy also encourages the development of joint and dual-degree programs with international partners to facilitate academic exchange and reduce mobility barriers. To broaden the impact of internationalization, an “internationalization at home” approach is promoted, which includes recruiting faculty with global perspectives, integrating digital resources, and enhancing language skills among students and staff. Kutaisi International University, developed in collaboration with the Technical University of Munich, is positioned as a regional research hub and includes a cutting-edge hadronic therapy centre for advanced medical research. Additionally, Georgia’s association with Horizon Europe allows Georgian researchers to participate fully in EU-led consortia, fostering large-scale collaborative research and doctoral training programs. Erasmus+ opportunities are also extended to vocational education, expanding international mobility and strengthening language training for students in technical fields. Collectively, these initiatives advance Georgia's European integration goals, elevating the quality and international relevance of the nation’s education system.
Decentralization and Institutional Autonomy
A significant feature of Georgia’s education governance is decentralization, which grants schools, VET institutions, and universities autonomy in managing resources and operations. This autonomy ensures that schools can tailor their operations to the unique needs of their communities. The Law on Higher Education also grants universities autonomy in academic and financial matters, allowing them to set tuition fees, manage resources, and develop curricula independently (Article 2 (“b”), 3, 10, 11, 12, 32, Law on Higher Education).
Inclusivity and Special Education Needs (SEN)
Inclusion is a cornerstone of Georgia's educational policy, particularly focused on integrating students with special educational needs (SEN) into the mainstream education system. To facilitate this inclusive approach, the Georgian educational system provides resources such as assistive technologies, which help remove barriers to learning and communication, and specialised staff, including support teachers and therapists, who work closely with SEN students to help them thrive academically and socially. Training programs are also in place to equip general education teachers with strategies to support diverse learning needs, fostering an environment of understanding and collaboration within classrooms.
The Unified National Strategy of Education and Science highlights specific data related to inclusivity efforts, aiming to expand access to quality education for all. In early and preschool education, the strategy focuses on increasing access for children in rural and mountainous regions, especially for those from socio-economically vulnerable families and ethnic minorities who currently face limited opportunities. A significant disparity is noted for secondary education, with students from high socio-economic backgrounds achieving a completion rate of 88%, compared to only 43% among the poorest students. Among ethnic minorities, the completion rate is meagre for the Azerbaijani population, standing at just 33%. From 2012 to 2021, the number of students with special educational needs in the general education system rose dramatically, from 500 to 11,281, with over 1,453 schools now offering targeted support through specialists such as psychologists, special education teachers, and speech therapists. These efforts are part of a broader strategy to reduce education inequality through infrastructure improvements, teacher training, and access to learning resources.
In accordance with the standards of authorization of higher educational institutions, with the help of individualised education programmes, HEI takes into consideration various requirements, needs and academic readiness of students, and ensures their unhindered involvement into the educational process (component 3.2 of the authorization standard). For this purpose, institution Individualized education programmes offer students appropriate formats and conditions of teaching-learning and assessment to students with different requirements, special educational needs, and different academic readiness as well as opportunities for adapted environment and appropriate human resources, if required. Support for SEN students is assessed in the external quality assessment process.
Technological Integration and Digital Learning
Technology integration into education is a priority for Georgia, as highlighted in the Law on General Education and the Unified National Strategy of Education and Science (2022-2030). The Law on General Education encourages schools to integrate digital tools and e-learning platforms into their curricula, providing students with the skills needed for the digital age. This focus on technology is mirrored in the Unified National Strategy of Education and Science (2022-2030), which seeks to bridge the digital divide exposed by the COVID-19 pandemic. The strategy aims to address the significant disparities in internet access across Georgia, with particular emphasis on improving connectivity in rural and highland areas, where access rates were as low as 15%, compared to 82% in urban schools.
The strategy also recognizes that during the COVID-19 pandemic, many students were unable to effectively participate in distance learning due to the lack of digital devices and reliable internet connections. In response, the strategy sets clear goals to provide all public schools with access to high-speed internet and digital devices, ensuring students from disadvantaged areas are not left behind.
Additionally, it promotes the development of digital competencies among both students and teachers, leveraging tools like Microsoft Office 365 to enhance remote and hybrid learning environments. Integrating digital learning resources into the curriculum is essential for preparing students for the demands of the digital age and helping to ensure that all learners, regardless of location or socio-economic background, can benefit from modern educational technologies.