TAM Report / Georgia - QA of distance learning

GENERAL INFORMATION

TAM title: Quality Assurance and Recognition of Distance Learning Programmes

Type of Event: Workshop

Modality: Presential

Location: Tbilisi

Country: Georgia

Dates: 9 – 10 October 2025

Participants: The TAM brought together 25 participants from Georgian higher education institutions, representing a mix of internal quality assurance (IQA) experts, senior university management, and academic leaders. The activity also involved members of the HERE network, representatives of the National Erasmus+ Office in Georgia, and cooperation with national experts and public authorities involved in quality assurance and distance education.

THEMES COVERED

• Quality assurance of distance and online education programmes
• Recognition of distance learning within national QA systems
• Application of theory-based analytical frameworks to QA
• Alignment of institutional practices with Georgian QA standards
• Internal quality assurance systems and governance models
• Regulatory gaps and blind spots in QA for distance education
• European experiences and comparative practices in online education
• Roles of universities, QA agencies, and public authorities

KEY OUTCOMES

During the workshop, participants:

• Applied a theory-based analytical framework to analyse their institutional QA practices
• Reflected critically on the alignment between institutional cases and Georgian QA standards
• Identified gaps and blind spots in existing QA mechanisms for distance education
• Increased understanding of European approaches to QA and recognition of online programmes
• Engaged in informed dialogue on the future development of Georgian QA standards

• Strengthened peer learning and exchange between QA experts and university leadership

   

OVERVIEW

The Technical Assistance Mission focused on strengthening understanding and practical implementation of quality assurance and recognition mechanisms for distance education programmes in Georgia. The two-day on-site event combined a seminar and interactive workshop format.

Day 1 provided a structured seminar-style introduction to analytical frameworks, European standards, Austrian case studies, and the Georgian legislative and policy context. Participants were introduced to theory-based approaches to quality assurance and recognition in online and blended learning environments.

Day 2 was dedicated to workshop activities. Participants analysed their own institutional cases through the lens of the analytical framework presented by the expert. Discussions compared institutional practices with Georgian standards and European approaches, enabling participants to identify implementation challenges and areas for improvement.

The TAM facilitated structured dialogue between institutional representatives, national experts, and international expertise. It strengthened awareness of how online and blended education must be embedded strategically within institutional quality assurance systems rather than treated solely as a regulatory requirement.

THE FOLLOW UP ACTIVITY

Title of the activity: Follow-up Publication – Quality Assurance and Recognition of Distance Education Programmes, delivered by either fully online or blended learning mode

Dates:  Finalised and published on 30 December 2025 (following the TAM held on 9–10 October 2025 in Tbilisi).

Audience: Higher Education Institutions; Ministry of Education and Science of Georgia; EU Delegation; quality assurance professionals; and a broader network of Erasmus+ stakeholders.

The publication was disseminated through the NEO December newsletter reaching 621 stakeholders across Erasmus+ sectors (higher education, schools, youth, adult education, VET, sports and other related stakeholders), and was made publicly available on the NEO website.

Description: The follow-up activity consisted of the development and dissemination of a structured analytical publication summarising the key findings, conclusions, and recommendations of the Technical Assistance Mission on quality assurance and recognition of distance education programmes. The publication was jointly prepared by the local HERE and the international expert and served as a dissemination and knowledge-sharing tool. Its objective was to extend the impact of the TAM beyond the immediate participants and to promote continued reflection on the implementation of quality assurance and recognition mechanisms for online and blended learning in Georgia. By consolidating the analytical insights and practical discussions from the TAM, the publication supported awareness-raising, structured debate, and institutional use of the results over time.

ENHANCING IMPACT: PROPOSED NEXT STEPS

• Support HEIs in operationalising existing legislation related to online and blended learning.
• Organisetargeted capacity-building initiatives focused on internal quality assurance for distance education.
• Develop clearer institutional strategies integrating online and blended learning into long-term academic planning.
• Promote alignment between learning outcomes, assessment practices, workload descriptions, and recognition procedures.
• Strengthen funding and institutional capacity to ensure sustainable development of high-quality distance education provision.

RESOURCES AND BACKGROUND MATERIAL

• European Commission (n.d.) Digital education actions. Available at: https://education.ec.europa.eu/focus-topics/digital-education/actions
• European Association for Quality Assurance in Higher Education (ENQA) (2020) Considerations for quality assurance of e-learning provision. Brussels: ENQA.
  Available at: https://www.enqa.eu/wp-content/uploads/Considerations-for-QA-of-e-learning-provision.pdf
• ENQA, ESU, EUA and EURASHE (2015) Standards and Guidelines for Quality Assurance in the European Higher Education Area (ESG 2015). Brussels: European Association for Quality Assurance in Higher Education (ENQA).
  Available at: https://www.enqa.eu/wp-content/uploads/2015/11/ESG_2015.pdf