Challenges in the Internal Evaluation of First-Level Higher Education Programs in Georgia

Abstract

Higher education quality assurance, as a systematic and systemic process of evaluation, has gained particular scope and priority since the initiation of the Bologna Process, as its one of the main objectives. A number of essential reforms were implemented in Georgia's higher education system after the country joined the Bologna Process. Specifically, Quality Assurance services were established at universities, and both internal and external quality assurance became mandatory at the legislative level[1]. Over the past two decades, fundamental changes have been made to establish the quality assurance system.

At the institutional level, internal quality assurance processes and systems are implemented to provide universities with the opportunity to receive feedback from all stakeholders. Such systems allow universities to evaluate programs from different perspectives, identify both strengths and weaknesses, and improve academic programs.

In the framework of the presented work, the conclusions, developed by experts to ensure compliance with the accreditation standards for first-level higher education programs for the 2023-2024 years, were analyzed. The analysis focused specifically on Accreditation standard 1.3, “Evaluation Mechanism of the Programme Learning Outcomes,” and standard 5, “Possibilities for the Development of the Quality of Teaching.” The analysis reveals key challenges and suggests ways to resolve them.