1. National Center for Educational Quality Enhancement (NCEQE) Nino Kopaleishvili October 29, 2015 Dublin, Ireland HIGHER EDUCATION PARTNERSHIP POSSIBILITIES – GEORGIA

2. GEORGIA Area: 69, 700 km ² Population: 4.6 mil. Capital: Tbilisi Language: Georgian Alphabet: ქართული

3. Doctorate Master IVET General Education Integrated Programs Adult Education Programs Associate Degree IVET Bachelor Basic Education Elementary Education IVET

4. HIGHER EDUCATION SYSTEM IN GEORGIA Georgia joined the Bologna Process in 2005 Three cycle education (Bachelor, Master, PhD) European Credit Transfer and Accumulation System (ECTS) Bachelor - 240 ECTS credits; Master- 120 ECTS credits National Qualifications Framework adopted in 2010 based on the European Qualifications Framework for Lifelong Learning (LLL). External and Internal Quality Assurance System in place since 2006

5. QUALITY ASSURANCE AGENCY National Center for Educational Quality Enhancement (NCEQE) was founded in 2010 as a legal successor of the National Center for Educational Accreditation: Implements external quality assurance Supports mobility of students and recognition of education Is Enic-Naric Center in Georgia Represents Georgia at Bologna Follow-up Group (BFUG) since 2013 Supports Implementation of the EU Recommendations in Education envisaged by the Association Agreement between the EU and Government of Georgia Supports Internationalization of Education and particularly, Quality Assurance [Revision of QA Standards based on the European Standards and Guidelines for Quality Assurance in the European Higher Education Area (ESG), attracting International Accreditation Peers, Call for International Peers was published through ENQA newsletter in 2015] Affiliate status of ENQA, 2014; Affiliate status of EUA obtained in October, 2015 Maintains Register of Educational Institutions More information on NCEQE”s activities shall be found at www.eqe.ge

6. QUALITY ASSURANCE SYSTEM Authorisation of Educational Institutions was launched in 2010 (a mixture of institutional accreditation and licensing) Accreditation on a programme level since 2011 Authorisation and Accreditation standards and processes are identical for public and private HEIs [ based on the European Standards and Guidelines] Programme accreditation ensures that Internal QA mechanisms are in place at HEIs; Establishment of Annual Self-evaluation NCEQE is actively involved in coordination of international projects, particularly on QA Promoting Internationalization and Comparability of Quality Assurance in Armenia and Georgia, first quality assurance project on a regional level funded by TEMPUS programme, 2010-2014

7. CURRICULUM DEVELOPMENT Curriculum development is the responsibility of HEIs and new study programmes must be approved according to the internal procedures of the HEI before undergoing programme accreditation. As the National Qualifications Framework was adopted in 2010, it had a significant effect on developing curriculum content, programmes were updated to correspond to the learning outcomes defined by the NQF for all three cycles. Programme accreditation has increased the focus on involvement of stakeholders (students, graduates, employers) in programme development To this end, Subject Benchmarks were developed and adopted only in three Regulated Professions: Education, Law and Medicine In 2015-2017 NCEQE plans development of subject specific benchmarks in other fields

8. EDUCATIONAL INSTITUTIONS IN GEORGIA Higher Education Institutions (Universities) – 73 (Public – 20, Private 53) Vocational Education Institutions – 92 ( Public -20, Private 72) General Education Institutions – 2331 ( Public – 2085, Private – 246) Accredited Programmes - 1800 The information on authorised Higher education Institutions is provided by National Center for Educational Quality Enhancement and shall be found at - http://eqe.ge/eng/static/89/register/heis- Source: National Center for Educational Quality Enhancement (NCEQE), 2015

9. TYPES OF TERTIARY EDUCATION INSTITUTIONS The Law on Higher Education of Georgia, Article 9 defines following types of Tertiary education institutions: University Teaching University College Universities are authorized to award all three academic degrees (Bachelor, Master and PhD), while Teaching universities offer only first and second cycles of higher education with no particular emphasis on research. Colleges implement the first cycle higher education programmes. Legal forms of HEIs: legal entity of public law, legal entity of private law and non-commercial non-profit legal entity (NNLE).

10. TERTIARY EDUCATION Source: National Center for Educational Quality Enhancement (NECQE), 2015

11. STUDENT ENROLLMENT IN HIGHER EDUCATION Source: National Center for Educational Quality Enhancement (NECQE), 2015 Total Enrollment in 2013 – 40 249 students In 2014 – 38 587 students

12. STUDENT ENROLLMENT IN HIGHER EDUCATION Most demanded fields of study in 2014 -Business Administration 15% of Total Enrollment -Law – 10% -Computing/Informational Technologies – 6 % -Social Sciences – 2 % Source: National Center for Educational Quality Enhancement (NECQE), 2015

13. FINANCING OF HIGHER EDUCATION Per capita funding The voucher scheme takes the form of a government grant to students. Different grants are given to students according to their performance in the National admissions exam. Students enrolled in engineering and natural sciences programmes, identified as priority by the state, receive different percentage of the maximum tuition fee at public HEIs (100%, 70%, 50% and 30%), while students of other programmes (such as law and business) get public grant only in case of highest scores. The grants are used to finance tuition fees, at both public and private HEIs. Many private universities charge higher tuition fees and voucher recipients may use vouchers to partially offset these higher fees. The share of household in funding higher education is quite high (64%) as the state budget expenses for higher education and research equals to approx. 0.5% of GDP (Ministry of Finance, 2012 in Chakhaia, L., 2013).

14. RESEARCH AND HIGHER EDUCATION There is a strong tendency to integrate education and research in Higher Education Institutions in Georgia. Research is clearly stipulated in the mission of universities as one of the key activities, and significant attention is paid to research component on master and doctoral programmes. New challenges under way based on the Association and decision of the Ministry of Education and Science of Georgia to become an Associate member of H2020 and ensure participation of Georgian scientists in grant programmes. The aim of Shota Rustaveli National Science Foundation, founded on July 28, 2010 is to create an effective system of financing and management to support internationalisation of Georgia’s scientific potential, support young scientists, establish a common scientific informational portal, effectively monitor funds allocated for science, ensure transparency and accountability. More information on Shota Rustaveli National Science Foundation shall be found at http://www.rustaveli.org.ge/

15. SHOTA RUSTAVELI NATIONAL SCIENCE FOUNDATION The priorities of Shota Rustaveli National Science Foundation are to support: - Scientific Research - Targeted projects in cooperation with international partners In 2014 Shota Rustaveli National Science Foundation funded two projects within the frames of Summer School on Georgian Studies: To introduce Georgian culture and scientific achievements on an international level To attract foreign students and scientists who are interested in different aspects of the Georgian Studies

16. SHOTA RUSTAVELI NATIONAL SCIENCE FOUNDATION In 2014, the Foundation financed grant proposals in ten scientific fields: Georgian Studies; Humanitarian, Economic and Social Sciences; Engineering Sciences, High Technology Materials; Informational Technologies, Telecommunications; Mathematics; Physics and Chemistry; Natural Sciences; Medicine; Earth Sciences and Environment; Agrarian Sciences (agriculture)

17. SCIENCE DEVELOPMENT Priorities in Science Development in line with the Strategic Document of the Georgian Government “Georgia 2020” is to support: Capacity building to defend Intellectual Property Rights and foster Applied Research Commercialization New schemes for Research and Science Programmes: financing outstanding programmes on a competitive basis, fostering international cooperation, attracting young scientists Georgian Research Portal Targeted, long-term research projects in STEM in collaboration with International Research Centers/Institutions Collaboration with international partner organisations, supporting joint research projects and widening the scope and geographic area of cooperation

18. PARTICIPATION ON AN INTERNATIONAL LEVEL Mobility of Students and Staff 200 Georgian Students participated in Erasmus Mundus in 2013-2014 In 2015, Six Georgian students got scholarships for Erasmus Mundus Master Courses Since 2007 Georgian HEIs have participated in 27 Consortiums within the frames of Erasmus Mundus Partnerships Currently, 17 Georgian HEIs are involved in credit mobility partnerships History of active participation in TEMPUS Programme. In total, 49% of Georgian HEIs participated in TEMPUS funded projects, which is a high participation rate among 27 partner countries. The majority of projects were implemented with regional and cross-regional partners. More information shall be found at - erasmusplus.org.ge

19. PARTICIPATION ON AN INTERNATIONAL LEVEL Within the Frames of the TEMPUS Programme Georgian HEIs cooperated with universities in most EU countries: 35 Projects (UK) 27 Projects (Germany) 21 Projects (Italy) 20 Projects (France) 18 Projects (Spain)

20. PARTICIPATION ON AN INTERNATIONAL LEVEL Approximately, 80% of TEMPUS projects in Georgia were implemented in the following disciplines: Biosciences and Biotechnology, Medicine, Veterinary, Environment Protection, Law, Public Administration, European Studies, Development of New Curriculum resulted into the introduction of new professions: social worker and informational research specialist. Programmes were developed for all three cycles of education. Projects on QA, development of NQF

21. INTERNATIONALISATION OF HIGHER EDUCATION INSTITUTIONS Programme accreditation standards and criteria pose new requirements to Georgian HEIs in terms of internationalisation - “integrating an international and intercultural dimension into the curriculum, research and service functions.” (Knight J., 2003, p.7) A survey conducted among Georgian universities shows that m ost respondents consider that demand for internationalization is coming from the administration (77.8%), reflecting more of a top- down approach as opposed to students and faculty.

22. INTERNATIONALISATION OF HIGHER EDUCATION INSTITUTIONS

23. INTERNATIONAL STUDENTS Number of International Students in 2014 – 5 590 Number of International Students in 2013 – 4 177

25. CROSS-BORDER EDUCATION IN GEORGIA Modest experience in cross-border Education. Georgia is mostly a receiver country. Transnational Education Programmes are provided in the form of joint programmes or twinning (in case of cooperation with Germany). The Law on Higher Education, Article 49 defines that “Joint Programmes can be implemented by nationally authorized higher educational institutions (or institutions) together with a higher educational institution which is recognized according to the foreign legislation.” At this moment, there is no direct indication of joint and double/multiple degrees in Georgian Legislation, however, the Order 126/n of the Minister of Education and Science of Georgia adopted on July 22, 2011 on Higher Education and Vocational Education State Verified Documents – Diploma and Diploma Supplement specifies that “In the diploma granted as a result of a joint programme all universities carrying out the programme should be indicated…” The draft amendments to the Law on Higher Education elaborated for the fall session of Parliament of Georgia, define joint and double/multiple degrees, thus opening the way to further collaboration among Georgian and foreign Higher Education Institutions.

26. CROSS-BORDER EDUCATION IN GEORGIA At this stage, Quality Assurance of international joint programmes is identical to quality assurance of domestic provision In 2015, National Center for Educational Quality Enhancement (NCEQE) became an official member of TEMPUS- funded project on Promoting Quality and Recognition of Transnational Education in Armenia and Georgia, the key project activity is to develop and test QA criteria for joint programmes. The UNESCO Guidelines for Quality Provision in Cross-border Higher Education, European Standards and Guidelines for Quality Assurance in the European Higher Education Area (ESG) and European Approach for Quality Assurance of Joint Programmes will be taken into account.

27. CROSS-BORDER EDUCATION IN GEORGIA Georgian Law on HE does not provide for Distance Education Establishment of a University should be in compliance with Authorisation Standards identified by the National QA Agency Chapter IV, Article 14 of the Law on Higher Education states that in case of “a branch of a foreign Higher Education Institution to conduct the relevant educational activities on the territory of Georgia it is necessary to establish its compatibility with the authorisation standards commensurate with procedure envisaged by the international agreements and other legislative and sublegal normative acts of Georgia, for which a foreign higher education institution shall undergo the authorisation against the establishment of the compatibility of the branch with the authorisation standards, envisaged by the law of Georgia.” San Diego University in partnership with three Georgian HEIs offers degree programmes for the academic year 2015/2016 in following disciplines: Chemistry and Biochemistry, Computer Engineering, Electrical Engineering. The University also operates the English Language Academy.

28. Thank you! n.kopaleishvili@eqe.ge