In the direction of the Center's institutional development:

• An interim evaluation of the Center's strategy for the period 2021-2023 was developed. This evaluation was  conducted by international experts in public administration reform (PAR) and a local consultant with technical and financial support of the European Union. Within the framework of the activity, the current strategy was assessed, and challenges and development opportunities were identified, based on goals and objectives. The evaluation document reflects the Center's achievements, best practices and offers short-term and long-term recommendations. The Center will utilize these results to guide its development efforts, including the creation of a new five-year strategy;
 

• At the Center’s initiative and in response to recommendations from ENQA experts, amendments were made to the Law of Georgia on Education Quality Improvement and the Center's Regulations. These amendments significantly enhance the Centre’s independence, clearly define the procedures for appoiting and dismissing the Center's Director, and assign additional management functions to the Center's Coordination Council.
 

• The employee performance evaluation system was fully implemented in 2024. Under the evaluation guidelines, 100% of employees are subject to assessment;
 

• A user satisfaction survey was conducted in 5 areas: planned monitoring services for accredited programmes of higher education institutions; service related to increasing the maximum number of students of general education institutions and authorization of general education institutions; trainings conducted in connection with the implementation of the first standard for authorization of early childhood and/or preschool education institutions; service of recognition of general education obtained during study abroad. Data was collected, analyzed, and research report documents were prepared in accordance with the methodology;
 

• Work was undertaken to describe business processes to the updated list. Of the 60 identified processes, 42 business processes were described this year, and the description of the remaining processes will be completed in 2025. 

 

The direction of the center's internationalization:

• In 2024, the Center became a member organization of the European Association of Institutes for Vocational Training (EVBB). EVBB is a European Association of Institutes for Vocational Training, which aims to improve the quality of vocational education and training in European countries and at the European level. Membership in this organization is an important step for the country in terms of internationalization of vocational education. It also contributes to deepening cooperation and sharing of experience among the members of the association; 
 

• The Global Convention on the Recognition of Qualifications concerning Higher Education was ratified. The primary objective of the Convention is to promote and strengthen international cooperation in the field of higher education. Also, to support interregional initiatives, policies and innovations for the purpose of international cooperation in the field of higher education;
 

• The structural units of the Center were actively involved in the Bologna Process working groups. In particular, the Center's representatives were actively involved in the working groups on qualifications development, diploma recognition, quality assurance of higher education, teaching and learning, and the social dimension. 
 

• The Center participated in an international project organized by the Dutch and Italian ENIC-NARIC Centers, which ensured the development of concepts for standards and guidelines for improving recognition procedures in ENIC-NARIC Centers. The project is based on the criteria of the Lisbon Recognition Convention (LRC). Within the framework of the project, a self-assessment document of the center was prepared, which consists of 6 standards. The self-assessment discussion was carried out with the involvement of foreign colleagues. The Center will consider the recommendations provided in the final report in its future activities.
  

• A Memorandum of Understanding was signed between the Center and the UK's Quality Assurance Agency (QAA); 
 

• The memorandums of understanding between the Center and the German Agency for Quality Assurance in Higher Education (AQAS) and the Estonian Quality Assurance Agency were renewed.

Development of educational services at the center:

• Providing information to the State Services Development Agency - regarding the apostille/legalization of 27,190 documents;
 

• Recognition of education obtained abroad - 20,156 documents; 
 

• Enrollment without passing the Unified National/Common Master's Exams - 14,013 documents;
 

• Confirmation of the authenticity of documents issued in Georgia - 2,001 documents;
 

• Certificate of status of a foreign educational institution - 586 documents;
 

• Recognition of education received in a liquidated or discontinued educational institution - 109 documents;
 

• State recognition of higher education obtained by individuals enrolled in a licensed higher education institution - 4 documents; 
 

• Recognition of education received by internally displaced persons (IDPs) from the occupied territories of Georgia - 20 documents;
 

• Recognition of higher education obtained in the occupied territories - 2 documents;
 

• Preparation of 79 diplomas confirming higher education and vocational education; 
 

• In terms of linguistic accuracy, the draft of the strict recording document processed by the Center - 113 documents;
 

• Confirmation of the authenticity of a document certifying complete general education or its equivalent obtained in Georgia according to foreign or international programmes recognized by Georgia - 5 documents.

 

Direction of quality assurance of early and preschool education: 

• In 2024, an authorization schedule was approved, outlining the sequence of authorization of early and preschool education institutions for the period from 2025 to 2030. The schedule was based on the analysis of the results of the diagnostic self-assessment carried out by the institutions in 2023. Accordingly, 240 kindergartens will undergo the authorization process for the first time during 2025; 
 

• In 2024, to strengthen the capacities of the parties involved, the trainings and workshops were held for members of the Expert Pool and Authorization Council, representatives of municipalities and representatives of resource centers on substantive and procedural issues covered by the standards;
 

• A simulated authorization process was implemented in 6 institutions, the results of which were used by the Center to strengthen and develop the capacities of the parties involved;
 

• 12 methodological documents were prepared within the framework of supporting institutions;
 

• Representatives of all institutions were retrained in the topics covered by Authorization Standards I and III.

 

Direction of ensuring the quality of general education: 

• In 2024, 113 public general educational institutions were authorized. In 2023-2024, 452 public general educational institutions were authorized;
 

• Support activities were conducted for general education institutions regarding self-assessment and preparation of authorization applications;
 

• Trainings were conducted for authorized private and public schools on the topic of "Process Management and Quality Assurance System in General Educational Institutions"; 
 

• A training was conducted for general education quality assurance experts on the topic: “Support for professional development and capacity building within the framework of the authorization mechanism.”
 

• The capacities of general education institution authorization experts and authorization council members have been enhanced. 
 

• Cambridge International Education's internationally recognized general education programme - Cambridge Pathway - was re-accredited, based on which an agreement was signed between the Center and Cambridge International Education in August. 
 

• In 2024, the American General Education Programme - American International Accreditation Protocol - was recognized, based on which an agreement was signed between the Center and the Cognia organization in December of this year. 

Direction of quality assurance of vocational education: 

• In 2024, three vocational educational institutions (new colleges) were authorized;
 

• Additionally, 21 (20 public and one private) general education institutions have obtained the authority to implement vocational education programmes; 
 

• The capacity of educational institutions/legal entities implementing vocational training/retraining programs was strengthened in the direction of ensuring the quality of vocational education;
 

• Collaborative visits were carried out between educational institutions implementing vocational education programmes, which provided even more opportunities for vocational programme providers to share best practices implemented in their institutions;  
 

• To incorporate the best European experience in the process of implementing a quality assurance system for vocational education, the quality assessment of the vocational education system continues according to the indicators of the European Quality Assurance in Vocational Education and Training (EQAVET). Currently, the process of integrating eight EQAVET indicators into the authorization standards is underway (in total, EQAVET indicators include 10 indicators);
 

• During 2024, support was provided for the implementation of an annual 360-degree electronic self-assessment system. Thesystem was piloted in 76 institutions during the year.

 

Direction of the Higher Education Quality Assurance:

• In 2024, 22 clusters of higher education programmes (up to 100 higher education programmes) presented by various higher education institutions underwent cluster assessment and were granted accreditation. Up to 70 higher education programmes of various higher education institutions underwent individual assessment and were granted accreditation. 25 higher education institutions were authorized;
 

• As a result of the international accreditation process implemented by the Center, 3 higher education programmes of foreign higher education institutions were granted international accreditation; 
 

• The continuation of work on the Framework Document for the Evaluation of Doctoral Programmes was a significant achievement, culminating in its approval in August this year. This document establishes specific criteria and indicators for assessing the quality of doctoral programmes, thereby fostering the advancement of the scientific and research components in universities. The advancement of quality assurance in these areas aligns with the commitments outlined in the Association Agreement between Georgia and the European Union.
 

• As a result of the changes made to the legislation, e-learning will be partially allowed for bachelor's, integrated BA-MA teacher training programmes, 60-credit teacher training programmes, master's and doctoral programmes, and in these directions, with the participation of the Center, a list of fields of study in which e-learning is possible and the rules and conditions for the distribution of credits were developed. In compliance with the legislation, it was established that higher education institutions are permitted to develop master's degree programmes delivered entirely through electronic learning. In such cases, the higher education institution will be granted the right to deliver the master's degree programme in the form of electronic learning upon obtaining accreditation. Within the framework of developing educational programme components in electronic form and their evaluation for external quality assurance, work has begun on integrating specific e-learning evaluation components and indicators into accreditation standards.
 

• As a result of the amendments to the legislation, higher education institutions are given the opportunity to develop bachelor's degree programmes of at least 180 credits (in the fields of business and administration and arts studies) and master's degree programmes of at least 60 credits in the narrow field of business and administration for the purpose of obtaining a master's degree, not only for executive business administration EMBA programmes. Different prerequisites for enrollment in these educational programmes have been determined, which means that the rules and conditions for enrollment in this programme are determined by the relevant higher education institution.
 

In the direction of qualification development:

• The process of developing an electronic registry of qualifications began in 2024 and will continue in 2025. The completion of this activity will ensure improved transparency of qualifications awarded in Georgia. The completion of this process will facilitate the process of recognizing diplomas issued by Georgia abroad and enhance the effectiveness of recognition mechanisms at the international level.
 

• In 2024, the process of referencing and self-certification of the Georgian National Qualifications Framework and the Classification of Fields of Study with the European Qualifications Framework began and continues. This process is scheduled to be completed by 2026. This activity is important in order to determine the compatibility of the existing national qualifications framework and classification of fields of study with the European Qualifications Framework. This process is implemented on the basis of a grant agreement between the European Education and Culture Executive Agency (EACEA) and the NCEQE. 

 
•  During the reporting period, efforts were focused on developing and updating the subject benchmark statements of higher education. As of 2024, a total of 81 higher subject benchmark statements have been developed, including 19 that were created and approved in 2024. In 2024, 28 consultation meetings and 205 working (council) meetings were held under the organization of the Qualifications Development Department. 

 
• The Qualifications Development Department, together with the Ministry of Education, Science and Youth of Georgia, local and foreign universities, and the Georgian Research and Educational Networking Association GRENA, is involved in the "Erasmus+" project: MICRO-CREDENTIALS FOR HIGHER EDUCATION SYSTEMS OF GEORGIA AND ARMENIA: SOUTH CAUCASUS LIGHTHOUSE PROJECT (Micro-GEAR). This project includes partners from Armenia, Italy, Germany and Spain. A package of recommendations was developed based on the meetings held within the project.
 

 
• In 2024, the Center's Qualifications Development Department organized a monitoring process for the National Qualifications Framework and the Classification of Fields of Study, conductedevery five years in accordance with the Georgian legal acts. Working groups established for the monitoring process developed a monitoring report in accordance with the monitoring plan. A package of recommendations was prepared based on the report. Both the report and the recommendations were reviewed and approved by the Center's Advisory Board and the Coordination Council.