Georgia’s education system is multi-tiered, encompassing several levels. These include early and preschool education and care, which covers early years education and care (0-2 ages) and preschool education and care (from 3 up to the last year of the school readiness program), general education (primary, basic, and secondary education), vocational education and training (VET), and higher education. Each level operates under the broader umbrella of the Ministry of Education, Science and Youth of Georgia (MoESY), which sets national standards, curricula, and policies. Only EPEC is under the governance of local government municipalities. This multi-level framework is essential for addressing the diverse educational needs across the nation.

The Unified Strategy of Education and Science of Georgia (2022-2030) is a vital feature of the system, offering a detailed policy framework that connects education and science with the nation's broader socio-economic development goals. It establishes national objectives while giving individual educational institutions the flexibility to manage daily operations and adjust to local needs. 

The Unified Strategy of Education and Science of Georgia (2022-2030) is a vital feature of the system, offering a detailed policy framework that connects education and science with the nation's broader socio-economic development goals. It establishes national objectives while giving individual educational institutions the flexibility to manage daily operations and adjust to local needs. 

Key Characteristics of the Education System

Georgia’s education system reflects a structured yet flexible governance model, combining elements of centralization and decentralization across various educational levels. This mixed approach intends to maintain national consistency in education policy but with the needed flexibility within regional and local dimensions to ensure responsiveness to particular needs and priorities. The education system, administered by multiple layers of authority, is shaped by recent trends toward decentralization, deregulation, and the deconcentration of administrative functions.

Centralization and Decentralization Trends

Since the early 2000s, the Georgian education system has evolved through phases of centralization and decentralization. It can be characterized by a blend of centralized and decentralized decentralized structures that work together to administer and govern educational services at various levels. The division of responsibility between the state, local government, and schools is clearly defined in relevant legal acts and provisions. The governance of Georgia's education system is organized around several key institutions, each playing a specific role in ensuring the system's overall functionality and responsiveness at both central and regional/local levels to the educational needs of the country:

• The Ministry of Education, Science, and Youth (MoESY) is the central authority overseeing Georgia's education system. It is responsible for strategic planning, national curriculum development, and the implementation of significant education reforms. Decision-making, especially regarding funding policies, is centralized within MoESY. Together with its key national agencies and entities, MoESY ensures the quality of education and training across the country.

• Regional and Local Education Authorities Act as intermediaries between the central government and local schools. They support the implementation of national policies at the regional and local levels, ensuring that schools in their jurisdiction meet the required standards. At the municipal level, local authorities are tasked with specific administrative duties. They represent the Ministry on the ground, and their function is to support schools and collect various types of data, which allows the Ministry to make decisions tailored to the local context if necessary. These entities have been granted more authority in recent years as part of the decentralization process, particularly in financial management. 

• School-Level Governance: Schools in Georgia, while still governed by national policies, have seen increased autonomy in several key areas, such as budget allocation and staff management. School boards of trustees, typically composed of parents and teachers board, also representative of student self-government, have some decision-making power, especially in hiring school principals following the procedure established by the legislation of Georgia and approving the school budgets, as well as annual reports prepared by the school director. This autonomy level helps schools be more responsive to local needs and challenges.