Developing the National
Qualifications Framework: the
Georgian experience
Case of Georgia
Lali Bakradze
Expert
University Curriculum Development Programme
MoES
NQF for HE
Describes higher education qualifications on the
basis of generic learning outcomes, that are easy to
understand both on national and international
levels.
Aims of the NQF for Higher Education
To make existing qualifications easily
understandable for students, parents, employers,
and academic staff;
 To describe interrelation between existing
qualifications;
 To assist higher education institutions in designing
education programs as well as upgrading existing
ones;
 To support quality assurance system and quality
enhancement;
 To support compatibility and comparability at
international level and facilitate recognition of
qualifications;
 To support lifelong learning.

Main Elements of the NQF

Cycle/Level

ECTS

Qualification Descriptors
Cycles/Levels
 Three
cycles (Bachelor, Master, PhD)
 Short
cycle linked to the first cycle
* Medical Education
Cycles/ Levels and ECTS
Cycle
EQF
Level
Qualification
ECTS
III Cycle
Doctoral programme
8
PhD/ Doctor
180
II Cycle
Master’s programme
7
Master
120
I cycle
Bachelor’s program /
Medical Doctor’s
programme
6
Bachelor /
Medical Doctor
Short cycle within I
cycle /Professional
higher education
programme
5
Certified Specialist
240/300-360
120-180
Qualification Descriptors I
1.
Descriptors determine general learning outcomes
that should be achieved at appropriate learning
level, and clearly distinguishes qualifications in
terms of different levels and provides logical
connection between qualification levels
2.
Based on Dublin Descriptors and Tuning project
Qualification Descriptors II
Descriptors consist of 2 main components:
1. Subject Specific Competences
●
Knowledge and understanding (of a field/sector)
●
Application of knowledge in practice/practical competences (of a
field/sector)
2. Generic Competences
●
●
●
●
●
●
●
●
●
●
Ability of analysis and synthesis,
Problem solving skills
Capacity for organization and planning
Communication skills
ICT skills
Team working skills
Learning skills
Research skills
Ability to work autonomously
Project development skills
Relevance of the higher education
qualifications with the NQF

The NQF based higher education qualifications
are issued after programme accreditation and
included in the diploma supplement

New qualifications have to be included in the NQF
through a programme accreditation procedure;
Revision of NQF for HE
 Periodically
 Task
(4-5 years)
force
 Public
discussions
Implementation on Subject and Programme
level
Tuning - Georgia
In the ten subject areas curricula will be redesigned,
based on the Tuning methodology
 Consultation of stakeholders - survey of subject specific
and generic competences (2500 questionnaires in 10
subject areas and 2500 generic questionnaires)

Development of the Subject Benchmark Statements
 17 subject reference points will be elaborated for first
cycle qualifications
Thank you
www.mes.gov.ge