The higher education system in Georgia has undergone significant reforms over the past two decades, aimed at aligning with European standards and enhancing the quality, accessibility, and international competitiveness of its educational offerings. The primary goals of Georgian higher education are to develop skilled professionals who contribute to the national economy, promote research and innovation, and facilitate the personal development of students within a framework of lifelong learning. 

The Law on Higher Education of Georgia, adopted in 2004, emphasizes the importance of fundamental values such as promoting democracy, humanism, and respect for cultural diversity. These principles are central to the mission of higher education institutions in Georgia, aiming to support the development of national and global cultural values. Additionally, the law underscores a strong commitment to academic freedom, ensuring that students, faculty, and researchers can engage in intellectual and scientific pursuits without external interference. These values align with the broader goal of fostering an open and democratic society through higher education.

This law regulates the process of higher education institutions in Georgia carrying out educational and scientific research activities. It also outlines the principles and procedures of administering and financing higher education, determines guidelines for establishing, reorganizing the activities, and liquidating higher education institutions, as well as principles of the authorization and accreditation of higher education institutions.

Relevant Legislation and Regulatory Framework

The Law of Georgia on Higher Education, enacted in 2004 and subsequently amended, provides the country's primary regulatory framework for higher education. This law sets forth the principles of institutional autonomy, academic freedom, and quality assurance, which are fundamental to the functioning of higher education institutions in Georgia. It also stipulates:

• Quality Assurance and Accreditation: Institutions and programs must undergo a rigorous accreditation process administered by the National Center for Educational Quality Enhancement (NCEQE). Accreditation is essential for ensuring compliance with national standards and alignment with European norms.Since 2022, programme accreditation has become mandatory for all types and levels of higher education programs.

• Degree Structure and Credit System: Following the European Credit Transfer and Accumulation System (ECTS), each academic year, on average, consists of 60 ECTS credits. Higher education is structured in three levels, with specific credit requirements for each. In bachelor's programs, a minimum of 240 credits is typically required, while master’s programs require at least 120 credits. However, certain regulated programs—those subject to special state accreditation requirements and/or by which the state ensures the training of Masters and Doctors using special research programmes—may have different credit requirements: Higher education institutions are permitted to develop bachelor's programs, which consist of at least 180 credits, and master’s programs, which consist of at least 60 credits, as per the Minister's order. Doctoral programs, on the other hand, span at least three years, with a learning component capped at 60 credits.        

• Governance and Autonomy: Institutions are granted significant autonomy in their operations, including curriculum design, faculty recruitment, and financial management, as long as they adhere to national laws and quality assurance criteria.

Academic Year Structure

The academic year in Georgian higher education is typically organized into two semesters: Autumn (starting in September) and Spring (starting in February). Each semester usually lasts around 15 to 16 weeks, with a designated period for examinations at the end of each term. While most institutions follow this structure, there is some flexibility to accommodate accelerated or supplementary courses, including summer sessions, depending on institutional policies.

These directives aim to ensure consistency and standardization across all institutions while also accommodating the unique needs of different programs and student populations.

Reforms in Quality Assurance of Educational Programmes

Implementation of quality assurance mechanisms in Georgia started in 2005 when the institutional accreditation process became mandatory for higher education institutions. Since 2010, the institutional evaluation process of educational institutions' authorization has been launched, while the quality assurance of academic programmes has been carried out in Georgia since 2011.

Since 2016, essential innovations in the higher education system have been planned in order to harmonize with the quality assurance standards and guidelines (ESG-2015) applicable in the European Higher Education Area. A legislative framework was prepared for the development of quality assurance systems.

In 2018, the procedures and standards for accreditation of higher education programmes were adopted in an updated form to introduce a result-based and development-oriented quality assurance system. As a result, criteria and indicators of accreditation standards requirements were established. As a result of the development of accreditation procedures, the assessment process has become more transparent, and more emphasis has been placed on assessing the diversity of system structures and development opportunities.

From 2020, the NCEQE has set a goal to modernize the quality assurance system of educational programmes, improve the academic infrastructure, and transition to a new cluster accreditation system of assessment. With the broad involvement of various parties in the higher education system and international experts, the vision of updating quality assurance mechanisms was formed and agreed upon at the programme level.

Per changes in the legislation in 2022, a legislative framework was created to start the cluster accreditation system. At the same time, the cluster accreditation quality assurance system was introduced, according to which higher education institutions have the opportunity (for the accreditation process) to submit an application for accreditation of educational programmes to the NCEQE in the form of a cluster of educational programmes.

To support the digital transformation of higher education, amendments to Georgia’s laws "On Higher Education" and "On Education Quality Enhancement" were adopted on June 27, 2024. These amendments address distance education and e-learning regulation within higher education, allowing for partial or complete online learning at the Master's level. However, programs offering full online learning will need to undergo re-accreditation. The legislative package also includes provisions for recognizing degrees earned abroad through distance learning per the Ministry's procedures. Following the development of quality assurance standards by 2025, these changes will enable the establishment of online universities in compliance with the new regulations.