სტრატეგია მთელი სიცოცხლის მანძილზე სწავლის კონტექსტში i ლექცია 1

strategia
zrdasrulTa ganaTleba
mTeli sicocxlis manZilze swavlis
konteqstSi
ADULT EDUCATION STRATEGY

IN THE CONTEXT OF
LIFELONG LEARNING
Tbilisi
Tbilisi
2009
strategia zrdasrulTa ganaTleba mTeli sicocxlis manZilze swavlis konteqstSi

1
Adult Education Strategy in the context of Lifelong Learning
1
strategia zrdasrulTa ganaTleba mTeli sicocxlis manZilze swavlis kon-
teqstSi SemuSavebulia saqarTvelos zrdasrulTa ganaTlebis asociaciis mier
avtorTa jgufi:
ciuri anTaZe, lali baqraZe, Tamar bregvaZe, irine darCia
lika Rlonti (jgufis xelmZRvaneli)
Targmani:
lela abduSeliSvili (qarTulidan)
Tamar lorTqifaniZe (inglisuridan)
redaqcia:
Tea gulua
SoTa kosovi
saqarTvelos zrdasrulTa ganaTlebis asociacia

al. yazbegis 34, nakveTi 3. Tbilisi 0177, saqarTvelo
tel.: 995 32 72 90 65
aeag@gol.ge
www.aeag.org.ge
Adult Education Strategy in the context of Lifelong Learning is elaborated by Adult

Education Association of Georgia (AEAG)
Working group:
Tsiuri Antadze, Lali Bakradze, Tamar Bregvadze, Irine Darchia
Lika Glonti (head of working group)
Translation:
Lela Abdushelishvili (English translation)
Tamar Lortkipanidze (Georgian translation)
Editors:
Tea Gulua
Shota Kosoff
Adult Education Association of Georgia (AEAG)

Al. Kazbegi 34, plot 3. Tbilisi 0177, Georgia
Phone: (+995 32) 72 90 65
aeag@gol.ge
www.aeag.org.ge
ISBN 978-9941-0-2027-8
2 strategia zrdasrulTa ganaTleba mTeli sicocxlis manZilze swavlis konteqstSi

ÙÒÍÏÌÒÜÑÂÏËÞÏ
„çîæïìîóäàï ãïíïàäåþòì ìüîïüåãòï èàåäò ìòúëúõäòì èïíûòäçå ìùïâ-

äòì êëíüåáìüøò“ øåèóøïâæï ìïáïîàâåäëì çîæïìîóäàï ãïíïàäåþòì ïìëúòï-
úòòì èòåî ìïáïîàâåäëì ãïíïàäåþòìï æï èåúíòåîåþòì ìïèòíòìüîëìàïí 2009
ùäòì 28 òïíâïîì õåäèëùåîòäò óîàòåîààïíïèøîëèäëþòì èåèëîïíæóèòì ìï-
ôóûâåäçå.
èàåäò ìòúëúõäòì ãïíèïâäëþïøò ìùïâäòì òæåï òíüåãîòîåþóäòï ìïáïîà-
âåäëì èàïâîëþòì ðîëãîïèïøò, ìïáïîàâåäëì èàïâîëþòì ûòîòàïæ èëíïúåèåþìï
æï èòèïîàóäåþåþøò æï ãïíèüêòúåþóäòï ãïíïàäåþòì ìòìüåèòì èïîåãóäòîåþå-
äò ÷ïî÷ë êïíëíèæåþäëþòà, ìïæïú õïçãïìèóäòï ìëúòïäóîò òíêäóçòòìï æï
ìïèëáïäïáë òíüåãîïúòòì èíòøâíåäëþï.
ìïáïîàâåäëì êïíëíèæåþäëþòì åâîëêïâøòîòì êïíëíèæåþäëþïìàïí ¸ïîèë-
íòçïúòòì åîëâíóäò ðîëãîïèòì ãïíõëîúòåäåþòì ãïíïàäåþòìï æï èåúíòåîåþòì
ìïèòíòìüîëì 2004 ùäòì òíæòâòæóïäóîò ìïèëáèåæë ãåãèòì àïíïõèïæ „ìïáïîà-
âåäëøò óíæï æïòíåîãëì æïìïâäåà åâîëðïøò þëäë æîëì èåüïæ ðëðóäïîóäò
ìüîïüåãòï „ìùïâäï èàåäò ìòúëúõäòì èïíûòäçå“, îïú ðòîëâíåþïì ìïøóïäå-
þïì ïûäåâì, êëíêóîåíüóíïîòïíò ãïõæåì ïõïäò üåáíëäëãòåþòì ãïèëñåíåþïøò,
ãïòïæâòäëì ìëúòïäóîò óîàòåîàëþåþò, øåòáèíïì àïíïìùëîò øåìïûäåþäëþå-
þò æï ãïòóèöëþåìëì úõëâîåþòì õïîòìõò“.
ìüîïüåãòòì øåáèíï æï æïèüêòúåþï ãïùåîòäòï ãïíïàäåþòìï æï èåúíòåîåþòì
ìïèòíòìüîëì Fast Track Initiative (FTI)-òì èëìïèçïæåþåä ôïçïøò øåèóøïâå-
þóä ìïèëáèåæë ãåãèïøò æï èò÷íåóäòï åâîëðòì ìïèåçëþäë ðëäòüòêòì ìïèëá-
èåæë ãåãèòì åîà-åîà èàïâïî ðîòëîòüåüïæ. ïèãâïîïæ, „èàåäò ìòúëúõäòì
èïíûòäçå ìùïâäòì åîëâíóäò ìüîïüåãòòì“ øåèóøïâåþï ðïìóõëþì îëãëîú åîëâ-
íóä, òìå ìïåîàïøëîòìë èëàõëâíåþì.
ìùïâäï èàåäò ìòúëúõäòì èïíûòäçå èëòúïâì ãïíïàäåþòì îëãëîú ôëî-
èïäóî, òìå ïîïôëîèïäóî èõïîååþìï æï àâòàãïíïàäåþïì, òùñåþï îï ìêëäïè-
æåäò ïéçîæòà æï âîúåäæåþï ìïóíòâåîìòüåüë ãïíïàäåþïçå, ìïèóøïë ïæãòä-
çå ðîëôåìòóäò êâïäòôòêïúòòì ïèïéäåþòìï æï ìõâïæïìõâï òíüåîåìàï êóîìåþ-
çå. ùòíïèæåþïîå ìüîïüåãòòì ûòîòàïæò ôëêóìò øåèëòôïîãäåþï èàåäò ìòúëúõ-
äòì ãïíèïâäëþïøò ìùïâäòì åîà-åîàò óèíòøâíåäëâïíåìò ôëîèòà — çîæïì-
îóäàï ïîïôëîèïäóîò ãïíïàäå þòà.

3
3
Foreword
National Lifelong Learning Strategy has been designed by the Adult Edu-
cation Association of Georgia (AEAG) on the basis of the memorandum of
understanding signed with the Ministry of Education and Science (MoES) on
January 28, 2009.
The idea of lifelong learning (LLL) is integrated into the Government
Program of Georgia, Basic Data and Directions of the government of Georgia
and is strengthened by the framework legislation regulating the educational
system of Georgia, where the importance of social inclusion and civil
integration is emphasized.
According to the individual action plan of 2004 of the Ministry of
Education and Science of Georgia regarding harmonization of the Georgian
legislation with the legislation of EU, “the recently popular strategy in Western
Europe – Lifelong Learning should be implemented in Georgia”, which gives
an individual a possibility to become competitive in using new technologies,
simplify social relations, create equal opportunities and improve the quality
of life”.
Design and approval of the strategy is part of the action plan outlined in
the preparatory phase of Fast Track Initiative (FTI) of the Ministry of
Education and Science of Georgia and is regarded as one of the main priorities
of European Neighbourhood Policy action plan. Therefore, elaborating the
National Lifelong Strategy responds to both national and international
requirements.
Lifelong Learning includes both formal and informal aspects of education
and self-education starting from pre-school education and extending to uni-
versity education, raising the qualification on the job or courses of various
interests. The main focus of the present strategy is limited to one of the most
important forms of lifelong learning – adult non-formal education.

ÌÏÎ×ÅÂÒ
1. øåìïâïäò ................................................................................................................. 7
1.1. ìïãïíèïíïàäåþäë êëíüåáìüò ...................................................................... 7
1.1.1 ìïáïîàâåäëì ãïíïàäåþòì ìòìüåèòì èòèëõòäâï ................................ 9
1.1.2 çîæïìîóäàï ãïíïàäåþòì ûòîòàïæò èïõïìòïàåþäåþò .................. 11
1.1.3 çîæïìîóäàï ãïíïàäåþï ìïáïîàâåäëøò — èòèëõòäâï ................. 12
2. îïüëè çîæïìîóäàï ãïíïàäåþï? ................................................................ 14
2.1 æåèëãîïôòóäò æï ìëúòïäóî-åêëíëèòêóîò êëíüåáìüò ..................... 15
2.1.1 æåèëãîïôòóäò êëíüåáìüò ................................................................. 15
2.1.2 ìëúòïäóî-åêëíëèòêóîò êëíüåáìüò ............................................... 16
2.2 ìïèëáïäïáë ìïçëãïæëåþòì èøåíåþäëþï ................................................... 19
3. çîæïìîóäàï ãïíïàäåþòì èòçíåþò .............................................................. 20

3.1 çîæïìîóäàï ãïíïàäåþòì ìòìüåèòì ãïíâòàïîåþòì õåæâï ..................... 20
3.2 ìüîïüåãòòì ûòîòàïæò ïèëúïíåþò .............................................................. 21
3.3 ûòîòàïæò òíæòêïüëîåþò .............................................................................. 21
4. ûòîòàïæò òíòúòïüòâåþò/îåêëèåíæïúòåþò .................................................. 22

4.1 çîæïìîóäàï ãïíïàäåþòì õåäèòìïùâæëèëþòì ãïçîæï ........................ 22
4.1.1. çîæïìîóäàï ãïíïàäåþòì òíôîïìüîóáüóîï ............................... 23
4.1.2 çîæïìîóäàï ãïíïàäåþòì æïôòíïíìåþòì èåáïíòçèåþò .................. 25
4.1.3 ìïêïíëíèæåþäë þïçï ............................................................................ 28
4.1.4 çîæïìîóäàï ãïíïàäåþòì èïîàâòì ìòìüåèï ................................... 30
4.1.5 çîæïìîóäàï ãïíïàäåþòì õïîòìõòì óçîóíâåäñëôòì
ìòìüåèòì ÷ïèëñïäòþåþï ................................................................................. 33
äòüåîïüóîòì ìòï ...................................................................................................... 35

5
5
Contents
1. INTRODUCTION .................................................................................................. 37
1.1 EDUCATIONAL CONTEXT ........................................................................................ 37
1.1.1 Overview of the Educational System of Georgia .................................. 38
1.1.2 Main characteristics of adult education .............................................. 41
1.1.3 Adult education in Georgia – Overview ............................................... 42
2. WHY ADULT EDUCATION? ................................................................................ 43
2.1 DEMOGRAPHIC AND SOCIAL-ECONOMIC CONTEXT ................................................... 44
2.1.1 Demography ............................................................................................. 44
2.1.2 Social-economic indices ......................................................................... 45
2.2 BUILDING CIVIL SOCIETY ....................................................................................... 47
3. AIMS OF ADULT EDUCATION ........................................................................... 48
3.1 VISION OF THE ADULT EDUCATION SYSTEM DEVELOPMENT ...................................... 48
3.2 MAIN OBJECTIVES OF THE STRATEGY ...................................................................... 49
3.3 MAIN INDICATORS ................................................................................................. 49
4. MAIN INITIATIVES/RECOMMENDATIONS ....................................................... 49
4.1 INCREASING ADULT EDUCATION AVAILABILITY ........................................................ 49
4.1.1. Adult Education Infrastructure ............................................................. 50
4.1.2 Mechanisms of funding adult education ............................................... 52
4.1.3 Legislative base ....................................................................................... 55
4.1.4 Adult Education Management System .................................................. 57
4.1.5. Establishing the system of adult education quality assurance ......... 59
REFERENCES ............................................................................................................... 61

1. ØÅÌÏÂÏÄÒ
ìùïâäï èàåäò ìòúëúõäòì èïíûòäçå ùïîèëïæãåíì ìïãïíèïíïàäåþäë

ðëäòüòêïì, îëèäòì èòçïíòï ðòîëâíåþòìïàâòì èàåäò ìòúëúõäòì ãïíèïâäë-
þïøò èòìò ìïãïíèïíïàäåþäë èëàõëâíòäåþåþòì æïêèïñëôòäåþòì ëðüòèïäó-
îò ðòîëþåþòì øåáèíï.
ùòíïèæåþïîå ìüîïüåãòòì èàïâïîò èòçïíòï ìïáïîàâåäëøò ãïíïàäåþòì
èëáíòäò æï ñâåäïìïàâòì õåäèòìïùâæëèò ìòìüåèòì ÷ïèëñïäòþåþï, îëèåäòú
strategia
ìùïâäòì çîæïìîóäò èìóîâåäòìïàâòì ìòúëúõäòì íåþòìèòåî åüïðçå, ïìïêòì,
ìáåìòì, åîëâíåþòìï æï åêëíëèòêóîò æï ìëúòïäóîò èæãëèïîåëþòì èòóõåæï-
âïæ, óçîóíâåäñëôì èòìàâòì îåäåâïíüóîò ãïíïàäåþòì èòéåþïì.
ãïíïàäåþòì èòéåþï èëáïäïáåì øåóûäòï îëãëîú ôëîèïäóîò (çëãïæò
ìïìêëäë, ìïõåäëþë, óèïéäåìò ãïíïàäåþï), òìå ïîïôëîèïäóîò ãçòà. îïè-
æåíïæïú ôëîèïäóîò ãïíïàäåþï áâåñïíïøò èòèæòíïîå îåôëîèåþòì øåæåãïæ
óêâå èæãîïæ ìòìüåèïæ ÷ïèëñïäòþæï æï øåìïþïèòìò êïíëíèæåþäëþòà îåãó-
äòîæåþï, ìüîïüåãòòì ûòîòàïæò ïáúåíüò ôëêóìòîåþóäòï çîæïìîóäàï
ïîïôëîèïäóî ãïíïàäåþïçå.
UNESCO-ì èòåî ãïíìïçéâîóäò ãïíèïîüåþòà, ïîïôëîèïäóîò ãïíïàäå-
þï1 ùïîèëïæãåíì ãïíïàäåþòì ëîãïíòçåþóä ôëîèïì, îëèåäòú éòïï íåþòìèò-
åîò ïìïêòì ìùïâäòì èìóîâåäòìïàòì, ïî ïîòì ìïâïäæåþóäë, øåòûäåþï õëî-
úòåäæåþëæåì ìïãïíèïíïàäåþäë æïùåìåþóäåþòì ôïîãäåþøò ïí èòì èòéèï æï
ïî òìïõïâì èòçíïæ ëôòúòïäóîò ìåîüòôòêïüòì èòéåþïì. àóèúï ïè ôëîèïü-
øò èòéåþóäò úëæíòìï æï óíïîåþòì ïéòïîåþòì èåáïíòçèåþòì ïîìåþëþï çîæòì
ïîïôëîèïäóîò ãïíïàäåþòì èíòøâíåäëþïì îëãëîú æïìïáèåþòìïàâòì, òìå
ìùïâäòì ãïãîûåäåþòìïàâòì ôëîèïäóî ãïîåèëøò, îïú èïì ãïíìïêóàîåþóä
ïæãòäì ïíòÿåþì èàåäò ìòúëúõäòì èïíûòäçå ìùïâäòì êëíüåáìüøò.
1.1. ÌÏÃÏÍÈÏÍÏÀÄÅÞÄË ÊËÍÜÅÁÌÜÒ
ôëîèïäóîò ãïíïàäåþï ìïáïîàâåäëøò îåãóäòîæåþï øåìïþïèòìò êïíëí-

èæåþäëþòà, îëèåäòú àïâòì èõîòâ êëíúåðüóïäóî æëêóèåíüåþì åñîæíëþï
(„ðîëôåìòóäò ãïíïàäåþòì êëíúåôúòï“, „ìïõåäëþë ãïíïàäåþòìï æï èëèçï-
æåþòì ãïíâòàïîåþòì øóïäåæóîò ìüîïüåãòï“, „óèïéäåìò ãïíïàäåþòì ãïí-
1
saqarTveloSi damkvidrebuli tradiciiT termini àraformaluri ganaTleba~ moicavs
rogorc sakuTriv araformalur (non-formal education), ise e. w. araoficialur (informal educa-
tion) ganaTlebasac, romelic yoveldRiuri cxovrebis bunebrivi Sedegia da ar warmoadgens
miznobriv swavlas.

7
7
âòàïîåþòì ûòîòàïæò èòèïîàóäåþåþò“), èïãîïè þëäë ìïèò ùäòì ãïíèïâäëþï-
øò çëãïæò, ðîëôåìòóäò æï óèïéäåìò ãïíïàäåþòì êïíëíåþòì èóæèòâò úâäò-
äåþåþò æï æïèïüåþåþò úõïæñëôì, îëè ãïíïàäåþòì ìòìüåèï öåî êòæåâ âåî
ðïìóõëþì áâåñïíïøò ïîìåþóä ãïèëùâåâåþì æï øåèæãëè æïõâåùïì ìïÿòîëåþì.
ôëîèïäóîò ãïíïàäåþòì ðïîïäåäóîïæ ïîìåþóäò ïîïôëîèïäóîò ãï-
íïàäåþï ðîïáüòêóäïæ ïî îåãóäòîæåþï ïîìåþóäò êïíëíåþòà, àóèúï æå
ôïáüë ôóíáúòëíòîåþì æï ûòîòàïæïæ çîæïìîóä èëìïõäåëþïçåï ëîòåíüò-
îåþóäò.
çîæïìîóäàï ïîïôëîèïäóîò ãïíïàäåþï ìïáïîàâåäëøò ïõïäò àåèï ïî
ïîòì — ìïèëíïìüîë ãïíïàäåþòì üîïæòúòåþçå æïñîæíëþòà èå-19 ìïóêóíòì èåë-
îå íïõåâïîøò òäòï ÿïâÿïâïûòì, åãíïüå íòíëøâòäòì, òïêëþ ãëãåþïøâòäòìï æï ìõâï-
àï ûïäòìõèåâòà òáèíåþëæï ìïõïäõë æï ìïêâòîïë ìêëäåþòì áìåäò æï çîæïì-
îóäàï ãïíïàäåþòì ìòìüåèï åâîëðóäò èëæåäòì èòõåæâòà âòàïîæåþëæï.
ìïþÿëàï ðåîòëæøò çîæïìîóäàï ïîïôëîèïäóîò ãïíïàäåþï ûòîòàïæïæ
èøîëèåäàï øëîòì ùåîï-êòàõâòì óúëæòíïîëþòì ïéèëôõâîïì åèìïõóîåþë-
æï, õëäë èå-20 ìïóêóíòì þëäëì çîæïìîóäàï ãïíïàäåþï áâåñïíïøò ìïçëãï-
æëåþï „úëæíòì“ èòåî ûòîòàïæïæ ðëäòüòêóîò ðîëðïãïíæòì òíìüîóèåíüïæ
òáúï; àóèúï ïèïâæîëóäïæ ïîìåþëþæï æïîãëþîòâò êâïäòôòêïúòòì ïèïéäå-
þòì ðîëôåìòóäò êóîìåþòú.
æéåì ìïáïîàâåäëøò çîæïìîóäåþì ïîïôëîèïäóî ãïíïàäåþïì ûòîòàï-
æïæ ïîïìïèàïâîëþë ëîãïíòçïúòåþò ìàïâïçëþåí. èïà èòåî øåàïâïçåþóäò
ìïãïíèïíïàäåþäë ðîëãîïèåþò æïíòøíóäåþòì èòõåæâòà ëî ûòîòàïæ öãó-
ôïæ øåòûäåþï æïòñëì:
ï) çîæïìîóäàï ãïíïàäåþï ìïêëèðåíìïúòë ôóíáúòòà ïõïä ãïîåèë ðò-
îëþåþàïí óêåàåìò ïæïðüïúòòìï æï øîëèòì þïçïîçå êëíêóîåíüëþòì
ïèïéäåþòìàâòì (êëèðòóüåîóäò êóîìåþò, èåùïîèåëþòìï æï èúòîå þòç-
íåìòì êóîìåþò, ìïõåäèùòôë åíòì øåèìùïâäåäò êóîìåþò åàíòêóîò óè-
úòîåìëþåþòìàâòì æï ï. ø.);
þ) çîæïìîóäàï ìïèëáïäïáë ãïíïàäåþï èæãîïæò ãïíâòàïîåþòìàâòì, ìï-
èëáïäïáë èøâòæëþòìï æï òíüåãîïúòòìïàâòì, êëíôäòáüåþòì ðîåâåí-
úòòìï æï èøâòæëþòïíò ãïæïÿîòìàâòì, ïáüòóîò èëáïäïáåëþòì ùïõï-
äòìåþòìàâòì (àåèåþò: æåèëêîïüòï, üëäåîïíüëþï, òíüåîåàíòêóîò
óîàòåîàëþåþò, ïáüòóîò èëáïäïáåëþï, ãåíæåîò, ãïîåèëì æïúâï,
öïíèîàåäò úõëâîåþòì ùåìò æï ï. ø.).
èïãîïè ïáâå óíæï ïéòíòøíëì, îëè èëìïõäåëþòì èëíïùòäåëþï ìïãïíèïíïà-
äåþäë ðîëãîïèåþøò ìïêèïëæ èùòîòï æï çîæïìîóäàï ãïíïàäåþòì ïæãòäò
ìïåîàë ìïãïíèïíïàäåþäë ìòìüåèïøò ãïóîêâåâåäòï.

1.1.1 ÌÏÁÏÎÀÂÅÄËÌ ÃÏÍÏÀÄÅÞÒÌ ÌÒÌÜÅÈÒÌ ÈÒÈËÕÒÄÂÏ
2004 ùäòæïí ìïáïîàâåäëøò ãïíïàäåþòì ìòìüåèïè èíòøâíåäëâïíò úâäò-

äåþåþò ãïíòúïæï — øåòúâïäï ìòìüåèòì èïîàâòì, æïôòíïíìåþòìï æï õïîòìõòì
èïîàâòì èëæåäåþò æï ãïíïàäåþòì ìòìüåèòì ìüîóáüóîï.
åîà-åîàò ûòîòàïæò èòçïíò, îëèåäòú ìïôóûâäïæ æïåæë ãïíïàäåþòì
îåôëîèïì ìïáïîàâåäëøò, ãóäòìõèëþæï ìïáïîàâåäëì òíüåãîïúòòì õåä-
øåùñëþïì ìïåîàïøëîòìë ìòâîúåøò. øåìïþïèòìïæ, þåâîò èíòøâíåäëâïíò êëí-
úåðüóïäóîò úâäòäåþï ìïáïîàâåäëì ãïíïàäåþòì ìòìüåèïøò ãïíðòîëþåþó-
strategia
äò òñë óôîë ôïîàë ìïåîàïøëîòìë ðîëúåìåþòà, îëèäåþìïú ìïáïîàâåäë
þëäë ùäåþøò èòóåîàæï.
íòøïíæëþäòâòï ïãîåàâå òì ôïáüòú, îëè èåëúå ìïóêóíòì þëäëìï æï ëú-
æïèååîàå ìïóêóíòì æïìïùñòìøò èíòøâíåäëâíïæ ãïòçïîæï ìïåîàïøëîòìë æë-
íëîò ëîãïíòçïúòåþòì ÷ïîàóäëþïú áâåñíòì ãïíïàäåþòì ìòìüåèòì îåëîãï-
íòçïúòïøò — øåìïûäåþåäò ãïõæï ìïêèïëæ æòæò àïíõåþòì èëþòäòçåþï æï åîà-
æîëóäïæ þåâîò èòèïîàóäåþòà ìùîïôò æï êëèðäåáìóîò ìüîóáüóîóäò
úâäòäåþåþòì ãïíõëîúòåäåþï.
øåìïþïèòìïæ, øåòáèíï ìòìüåèòì èïîàâòì ïõïäò ìüîóáüóîóäò èëæåäò,
îëèäòì èòçïíòï, óçîóíâåäñëì ãïíïàäåþòì ìòìüåèïøò øåèïâïäò åîàåóäå-
þòì ïâüëíëèòóîëþòì ãïçîæï, ìïèïîàäòïíëþòì ðîòíúòðçå æïôóûíåþóäò êëí-
êóîåíüóäò ãïîåèëì ÷ïèëñïäòþåþï æï, øåæåãïæ, ãïíïàäåþòì ìåîâòìòì õïîòì-
õòì ãïóèöëþåìåþï úëæíïçå æïôóûíåþóäò åêëíëèòêòì ãïíâòàïîåþòìïàâòì.
ìïáïîàâåäëì ãïíïàäåþòì ìòìüåèòì ûòîòàïæò øåèïæãåíåäò êëèðëíåí-
üåþòï:
ìêëäïèæåäò ãïíïàäåþï;
çëãïæò ãïíïàäåþï, îëèåäòú èëòúïâì æïùñåþòà, ìïþïçë æï ìïøóïäë
ãïíïàäåþïì;
ìïõåäëþë æï óèïéäåìò ðîëôåìòóäò ãïíïàäåþï;
ìïèìïôåõóîòïíò óèïéäåìò ïêïæåèòóîò ãïíïàäåþï;
çîæïìîóäàï ãïíïàäåþï æï üîåòíòíãò — åì óêïíïìêíåäò, æå ôïáüë
ïîìåþëþòì èòóõåæïâïæ, ðîïáüòêóäïæ ìïèïîàäåþîòâò ìòâîúòì èòé-
èïï (üåîèòíò „çîæïìîóäàï ãïíïàäåþï“ ìïåîàëæ ïî ïîòì íïõìåíåþò
ãïíïàäåþòì èïîåãóäòîåþåä êïíëíèæåþäëþïøò) æï èòìò ïæãòäò ãï-
íïàäåþòì ìòìüåèïøò èêïôòëæ ãïíìïçéâîóäò ïî ïîòì.
çëãïæò ãïíïàäåþòì õïíãîûäòâëþï ìïáïîàâåäëøò 12 ùåäòï. æïùñåþòàò
ìïôåõóîò èëòúïâì ðòîâåä åáâì êäïìì, ìïþïçë ìïôåõóîò — èåøâòæå-èåúõîå
êäïìåþì, ìïøóïäë ìïôåõóîò — èåïàå-èåàëîèåüå êäïìåþì.
ìïáïîàâåäëì êëíìüòüóúòïøò 2006 ùäòì 27 æåêåèþåîì (¹ 4135 — îì) øå-
üïíòäò úâäòäåþåþòì àïíïõèïæ, æïùñåþòàò æï ìïþïçë ãïíïàäåþï (9 êäïìò)

9
9
ìïâïäæåþóäëï. çëãïæ ãïíïàäåþïì êïíëíòà æïæãåíòäò ùåìòà ìîóäïæ ïôò-
íïíìåþì ìïõåäèùòôë.
ìïþïçë ãïíïàäåþòì ìïôåõóîòì æïìîóäåþòì øåèæåã ðòîì øåóûäòï ïòî÷ò-
ëì ìïõåäëþë ãïíïàäåþòì èòèïîàóäåþï.
ÌÁÅÈÏ 1. ÔËÎÈÏÄÓÎÒ ÃÏÍÏÀÄÅÞÒÌ ÌÒÌÜÅÈÏ
22
21
20 PhD
19
18
17 MA
16
15
14
BA
13
u. p. g.
12 saxelobo
11 saSualo skola ganaTleba
10
9
8 sabazo skola
7
6
5
4 dawyebiTi skola
3
2
1
Ó.Ð.Ã. — ÓÈÏÉÄÅÌÒ ÐÎËÔÅÌÒÓÄÒ ÃÏÍÏÀÄÅÞÏ
óèïéäåìò ïêïæåèòóîò æï ðîëôåìòóäò ãïíïàäåþï õåäèòìïùâæëèòï èõë-

äëæ ìîóäò çëãïæò ãïíïàäåþòì èáëíå ðòîàïàâòì. ïèòüëè ìïõåäëþë ìïì-
ùïâäåþäòì æïìîóäåþòì øåèæåã óèïéäåìò ãïíïàäåþòì èòéåþòì ìóîâòäòì
èáëíå ðòîò óíæï æïþîóíæåì çëãïæìïãïíèïíïàäåþäë ìêëäïøò æï ãïòïîëì

çëãïæò ãïíïàäåþòì þëäë ìïôåõóîò. ùòíïèæåþïîå ìüîïüåãòòì øåèóøïâåþòì
ðïîïäåäóîïæ ìïáïîàâåäëì ãïíïàäåþòìï æï èåúíòåîåþòì ìïèòíòìüîëøò
èëèçïææï „ìïõåäëþë ãïíïàäåþòìï æï èëèçïæåþòì ãïíâòàïîåþòì øóïäåæó-
îò ìüîïüåãòï“, îëèäòì åîà-åîà óèàïâîåì ïèëúïíïì ìùëîåæ ïè ìïãïíèï-
íïàäåþäë ÷òõòì ïéèëôõâîï ùïîèëïæãåíì.
ìïõåäëþëæïí óèïéäåìò ãïíïàäåþòì ìïôåõóîçå ïéèïâïäò èëþòäë-
þòì ìòîàóäòì ðòîëþåþøò ìïõåäëþë ãïíïàäåþï òøâòïàïæ ãïíòõòäåþï,
îëãëîú çëãïæò ãïíïàäåþòì þëäë ìïôåõóîòì ïäüåîíïüòâï æï óôîë
strategia
èåüïæ çîæïìîóäàï ãïíïàäåþòì òíìüîóèåíüì ùïîèëïæãåíì.
çëãïæ æï óèïéäåì ãïíïàäåþïì øëîòì ôòäüîòì ôóíáúòïì ïìîóäåþì åî-
àòïíò åîëâíóäò ãïèëúæåþò, îëèäåþòú üïîæåþï ùåîòàò ôëîèòà, úåíüîï-
äòçåþóäïæ, èàåäò ìïáïîàâåäëì üåîòüëîòïçå.
óèïéäåìò ãïíïàäåþòì ôïîãäåþøò ðòîì øåóûäòï ïòî÷òëì ïêïæåèòóîò ïí
ðîëôåìòóäò ðîëãîïèåþò. óèïéäåìò ïêïæåèòóîò ãïíïàäåþï èëòúïâì ìïè ìï-
ôåõóîì: þïêïäïâîòïüì (ìïøóïäëæ 4 ùåäò — 240 ECTS êîåæòüò), èïãòìüîï-
üóîïì (ìïøóïäëæ 2 ùåäò — 120 ECTS êîåæòüò) æï æëáüëîïíüóîïì (ìïøóï-
äëæ 3 ùåäò — 180 ECTS êîåæòüò). óèïéäåìò ðîëôåìòóäò ãïíïàäåþï ùïîèë-
ïæãåíì þïêïäïâîòïüòì ôïîãäåþøò ìùïâäòì èëêäå úòêäì.
ìïáïîàâåäëøò çëãïæìïãïíèïíïàäåþäë ìêëäïì ñëâåäùäòóîïæ æïïõ-
äëåþòà 60 000 ìüóæåíüò ïìîóäåþì, èïàãïí óèïéäåì ìïìùïâäåþäåþøò (ïêï-
æåèòóîò ïí óèïéäåìò ðîëôåìòóäò ðîëãîïèåþòà) ìùïâäïì æïïõäëåþòà 15
20 ïàïìò ìüóæåíüò ïãîûåäåþì (çëãïæìïãïíèïíïàäåþäë ìïôåõóîòì ãïèëø-
âåþòì æïïõäëåþòà 30%).
ìïõåäëþë ãïíïàäåþòì ìòìüåèòì ãïíêïîãóäåþïøò ïèýïèïæ 6 000 ìïìùïâ-
äë ïæãòäòï.
øåìïþïèòìïæ, ïè åüïðòìïàâòì ìïáïîàâåäëøò óèíòøâíåäëâïíåì ïèëúïíïì
ùïîèëïæãåíì ìïõåäëþë ãïíïàäåþòì ìïôåõóîòì åôåáüóîëþòì ãïçîæï, îï-
àï ãïæïòÿîïì ãïíïàäåþòì ôëîèïäóîò ìòìüåèòì ãïîåà æïî÷åíòäò ïæïèòï-
íåþòì ðîëôåìòóäò èëèçïæåþòì ðîëþäåèï.
ïèïâæîëóäïæ èëìïõäåëþòì ìïãïíèïíïàäåþäë èëàõëâíåþòì æïêèïñëôò-
äåþï çîæïìîóäàï ïîïôëîèïäóîò ãïíïàäåþòì ìòìüåèòì ãïíâòàïîåþòì ãçò-
àïú ïîòì øåìïûäåþåäò.
1.1.2 ÇÎÆÏÌÎÓÄÀÏ ÃÏÍÏÀÄÅÞÒÌ ÛÒÎÒÀÏÆÒ ÈÏÕÏÌÒÏÀÅÞÄÅÞÒ
ïîìåþëþì çîæïìîóäàï ãïíïàäåþòì îïèæåíòèå æåôòíòúòï, èïàãïí ñâå-

äïçå óôîë ôïîàëï „çîæïìîóäàï ìùïâäåþòìï æï ìùïâäòì ìòìüåèï“. ãïèëè-
æòíïîå ìïáïîàâåäëøò ïîìåþóäò îåïäëþòæïí (ùòãíòåîåþòì àòàáèòì 100%-
òïíò õïîòìõò, ôëîèïäóîò ãïíïàäåþòì üîïæòúòóäò æï èëèúâåäò ìòìüåèï),

11
11
çîæïìîóäàï ãïíïàäåþï ãïíòõòäåþï, îëãëîú ìïþïçë ãïíïàäåþòì èáë-
íå çîæïìîóä ïìïêì èòéùåóä ðòîàï ãïíïàäåþï2.
ïè êëíüåáìüøò çîæïìîóäïæ èòò÷íåâï 15 ùåäì èòéùåóäò ðòîëâíåþï, îë-
èåäòú ìïõåäèùòôëì èòåî óêâå øîëèòà áèåæóíïîòïíïæ ãïíòõòäåþï3. ìïáïîà-
âåäëì ôëîèïäóîò ãïíïàäåþòì ìòìüåèïøò ïè ïìïêøò èëáïäïáå ïìîóäåþì ìï-
âïäæåþóäë ìïþïçë ãïíïàäåþïì (çëãïæìïãïíèïíïàäåþäë ìêëäòì èå-9 êäï-
ìò). ìïþïçë ãïíïàäåþòì èòéåþòì øåèæåã ãïíïàäåþòì ôëîèïäóîò ìòìüåèòì
ôïîãäåþøò øåìïûäëï ðîëôåìòóäò æï ïêïæåèòóîò ãïíïàäåþòì ãçòì ïî÷åâï.
ìïõåäëþë ãïíïàäåþòì èòçíåþò æï ïèëúïíåþò ÷ïèëñïäòþåþóäòï ìïõåäëþë ãï-
íïàäåþòìï æï èëèçïæåþòì ìüîïüåãòóä æëêóèåíüøò (ðîëåáüò, 2009). èïî-
àïäòï, ïî ïîìåþëþì ìïóíòâåîìòüåüë ãïíïàäåþòì ìüîïüåãòï, èïãîïè óèïé-
äåìò ïêïæåèòóîò ãïíïàäåþòì ãïíâòàïîåþòì èòèïîàóäåþåþì þëäëíòòì ðîòí-
úòðåþò ãïíìïçéâîïâì. øåìïþïèòìïæ, ùòíïèæåþïîå ìüîïüåãòï èëòúïâì çîæïì-
îóäàï ïîïôëîèïäóîò ãïíïàäåþòì èàåä ìðåáüîì. ìüîïüåãòòì ôïîãäåþ-
øò ïî âåõåþòà ìêëäïèæåä æï ìïþïçë ãïíïàäåþïì, òìåâå îëãëîú ôëîèïäó-
îò ãïíïàäåþòì çåæï (èå-9 êäïìòì øåèæãëèò) ìïôåõóîåþì: ìïõåäëþë æï óèïé-
äåì ãïíïàäåþïì.
ìüîïüåãòòì ôïîãäåþøò ãïà-
ùòíïèæåþïîå ìüîïüåãòï èëòúïâì ïîï-
âïäòìùòíåþóäòï îåêëèåíæïúòå-
ôëîèïäóîò ãïíïàäåþòì èàåä ìðåáüîì
þòì øåèóøïâåþï ìïáïîàâåäëøò
(èïà øëîòì óùñâåü ðîëôåìòóä ãïíïà-
çîæïìîóäàï ãïíïàäåþòì èæãîï-
äåþïì) æï ïî åõåþï ìêëäïèæåä æï ìï-
æò æï åôåáüóîò ìòìüåèòì ÷ïèë-
þïçë ãïíïàäåþïì, òìåâå îëãëîú ôëî-
ñïäòþåþòìïàâòì. îåêëèåíæïúòåþò èïäóîò ãïíïàäåþòì çåæï (èå-9 êäïìòì
èëòúïâì îëãëîú øåìïþïèòì ìïêï- øåèæãëèò) ìïôåõóîåþì.
íëíèæåþäë úâäòäåþåþì, òìå õåä-
èòìïùâæëèëþòì óçîóíâåäñëôïìï
æï îåìóîìåþòìï æï òíôîïìüîóáüóîòì ãïíâòàïîåþòìïàâòì ïóúòäåþåäò ðò-
îëþåþòì øåáèíïì.
1.1.3 ÇÎÆÏÌÎÓÄÀÏ ÃÏÍÏÀÄÅÞÏ ÌÏÁÏÎÀÂÅÄËØÒ — ÈÒÈËÕÒÄÂÏ
ìïáïîàâåäëøò çîæïìîóäàï ãïíïàäåþïøò ÷ïîàóäëþïçå ëôòúòïäóîò

ìüïüòìüòêï ïî ïîìåþëþì: 2005 ùåäì ÷ïüïîåþóäò åîà-åîàò êâäåâòì èòõåæ-
âòà, ãïèëêòàõóäò 25-64 ùäòì ïìïêòì çîæïìîóäåþòì 74%-èï ïéíòøíï, îëè
2
aqve unda gvaxsovdes, rom mZime socialur-ekonomikuri pirobebis gamo bolo sami wlis
ganmavlobaSi sabazo skolas yovelwliurad daaxloebiT 2000 mozardi tovebs, xolo sko-
laSi, sxadasxva monacemebiT, saerTod ar dadis Sesabamisi asakobrivi jgufis bavSvTa 2-dan
9%-mde. es bavSvebi momavalSi sabazo ganaTlebis armqone zrdasrulTa rigebs Seavseben.
3
aRsaniSnavia, rom saqarTvelos SromiTi kanonmdeblobiT fizikuri piris SromiTi qmed-
unarianoba warmoiSoba 16 wlis asakidan, statistikuri aRricxvis praqtikaSi ki es zRvari
15 welia. momavalSi aucilebelia am Seusabamobis gasworeba.

þëäë åîàò ùäòì èïíûòäçå ðîëôåìòóäò úëæíï ïî ãïóéîèïâåþòï, ãïèë-
êòàõóäàï 6%-èï ãïòïîï èëêäåâïæòïíò ðîëôåìòóäò èëèçïæåþòìï æï êâïäò-
ôòêïúòòì ïèïéäåþòì êóîìåþò, 21% ìòìüåèïüóîïæ åúíëþëæï ìðåúòïäóî äò-
üåîïüóîïì, 10% àâòàìùïâäåþòì ìïøóïäåþòà úæòäëþæï úëæíòì ãïéîèïâå-
þïì, õëäë 1% ÷ïîàóäò òñë ïêïæåèòóîò õïîòìõòì èëìïðëâåþåä ðîëãîïèåþøò.
ìïòíüåîåìëï èåëîå êâäåâïú, îëèäòì ôïîãäåþøòú ãïèëêòàõóäò òáíåí
îåìðëíæåíüåþò 18-70 ùäòì ïìïêëþîòâ öãóôøò. ïè êâäåâòì èòõåæâòà, 2004 ùåäì
ïêïæåèòóî ãïíïàäåþïì òéåþæï ïí îïòèå ìïõòì ìïìùïâäë/ðîëôåìòóä ðîëã-
strategia
îïèïì ãïæòëæï àþòäòìøò ãïèëêòàõóä îåìðëíæåíüàï 10%. 2005 ùäòì èëíï-
úåèåþòà êò àþòäòììï æï øòæï áïîàäøò (ìïáïîàâåäëì îåãòëíò) åì èï÷âåíåþå-
äò 5%-òì üëäò òñë. 2004 ùåäì ìõâïæïìõâï ðîëôåìòóä üîåòíòíã-ðîëãîï-
èåþì åìùîåþëæï îåìðëíæåíüàï 2.4%. úòüòîåþóäò êâäåâåþòì ìïôóûâåäçåú
êò øåòûäåþï æïìêâíòì ãïêåàåþï, îëè ìïáïîàâåäëì çîæïìîóäò èëìïõäåëþï,
åâîëðòì áâåñíåþàïí øåæïîåþòà, íïêäåþïæïï ÷ïîàóäò ìõâïæïìõâï ìïãïíèï-
íïàäåþäë ðîëãîïèåþøò — ìïøóïäë èï÷âåíåþåäò åâîëðòì áâåñíåþòìïàâòì 12%-
òï, õëäë çëã ãïíâòàïîåþóä áâåñïíïøò çîæïìîóäò èëìïõäåëþòì 60%-òï ÷ïî-
àóäò ìïãïíèïíïàäåþäë ïáüòâëþïøò.
úïäêåóäò êâäåâåþòì èòõåæâòà, çîæïìîóäàï ãïíïàäåþòì ðîëãîïèåþøò
øåæïîåþòà æïþïäòï øåèæåãò öãóôåþòì ÷ïîàóäëþï: óôîëìò ïìïêòì ïæïèòï-
íåþò, îåãòëíòì èúõëâîåþäåþò æï øåçéóæóäò øåìïûäåþäëþåþòì èáëíå ðòîå-
þò; ãåíæåîóäò ãïíìõâïâåþåþò ïè èõîòâ óèíòøâíåäëï. ïõïäãïçîæåþò èåüïæ
ïîòïí æïòíüåîåìåþóäò æï ÷ïîàóäò ãïíïàäåþïøò, âòæîå øåæïîåþòà ïìïêë-
âïíò ðòîåþò. 2005 ùäòì èëíïúåèòà, òè ïæïèòïíàï ìïøóïäë ïìïêò, îëèäåþòú
îïòèå üòðòì ãïíïàäåþïì òéåþåí, 26 ùåäòï (èòíòèïäóîò — 19, èïáìòèïäóîò —
76); çîæïìîóäàï ãïíïàäåþòì ïîèòéåþòì ûòîòàïæ èòçåçïæ îåìðëíæåíüåþò
ïìïêì ïìïõåäåþåí: 45 ùåäì çåèëà ïìïêò îåìðëíæåíüåþòì èòåî ïéáèóäòï, îë-
ãëîú ïîïïæåêâïüóîò îïòèå üòðòì ãïíïàäåþòì èòìïéåþïæ.
2005 ùäòì êâäåâòì èëíïúåèåþòì èòõåæâòà, çîæïìîóäàï ãïíïàäåþï æå-
æïáïäïáøò èúõëâîåþàïàâòì óôîë èåüïæ õåäèòìïùâæëèòï, âòæîå îåãòëíøò
èïúõëâîåþåäàïàâòì. ïèòì åîà-åîàò èòçåçòï ìïìùïâäë æïùåìåþóäåþåþòì èå-
üò îïëæåíëþï æåæïáïäïáìï æï æòæ áïäïáåþøò, ïìåâå ìùïâäòìï æï úõëâîåþòì
èïéïäò ìïôïìóîò; èëêäåâïæòïíò ðîëôåìòóäò èëèçïæåþòì, êâïäòôòêïúòòì
ïèïéäåþòìï æï üîåòíòíã-ðîëãîïèåþòì óèîïâäåìëþï æåæïáïäïáøò üïîæåþï
(88%), èõëäëæ èúòîå íïùòäò — æòæ áïäïáåþøò (12%). ïè üåíæåíúòïçå íïùò-
äëþîòâ ðëçòüòóîò ãïâäåíï óíæï òáëíòëì òè ãïîåèëåþïèïú, îëè æéåòìïà-
âòì ìïáïîàâåäëøò ïîìåþóäò 38 ðîëôåìòóäò ìùïâäåþòì úåíüîòæïí 27 ìï-
áïîàâåäëì îåãòëíåþøò ãïíàïâìæï, îïèïú õåäò óíæï øåóùñëì ãïíïàäåþòì
õåäèòìïùâæëèëþïì, èòãîïúòòì øåèúòîåþïì æï îåãòëíåþòì åêëíëèòêóî ãïí-
âòàïîåþïì.

13
13
2. ÎÏÜËÈ ÇÎÆÏÌÎÓÄÀÏ ÃÏÍÏÀÄÅÞÏ?
èëáïäïáååþòìïàâòì èàåäò ìòúëúõäòì èïíûòäçå ìùïâäòì ìïøóïäåþòì óç-
îóíâåäñëôï áâåñíòì ùïîèïüåþóäò ãïíâòàïîåþòì åîà-åîàò óèíòøâíåäëâï-
íåìò ùòíïðòîëþïï.
21-å ìïóêóíåøò ùïîèïüåþï çîæïìîóäàï èõëäëæ 6% èëíïùòäå-
úëæíïçå æïôóûíåþóäò åêëíëèò- ëþì ìïáïîàâåäëøò ïîïôëîèïäóî ìï-
êòì ãïîåøå ùïîèëóæãåíåäòï. ãïíèïíïàäåþäë ïáüòâëþïøò — åâîëðòì
úëæíïçå æïôóûíåþóäò åêë- ãïíâòàïîåþóä áâåñíåþøò åì èï÷âåíåþå-
äò 60%-ì ïéùåâì.
íëèòêï ðòîâåä îòãøò åñîæíëþï
òæååþòì æï ïîï ôòçòêóîò îåìóî-
ìåþòì ãïèëñåíåþïì, üåáíëäëãòïì æï ïîï íåæäåóäòì ïí òïôò ìïèóøïë ûïäòì
ãïèëñåíåþïì. úëæíòì èëðëâåþï, ãïíâòàïîåþï æï ãïèëñåíåþï ìõâïæïìõâï ãçò-
àïï øåìïûäåþåäò. ãäëþïäóîò åêëíëèòêï úâäòì øîëèòì þïçîòì èëàõëâíåþì
èàåä èìëôäòëøò. ïèïâæîëóäïæ òçîæåþï èëàõëâíåþò îòãòà èëáïäïáåàï
èòèïîàïú — èïà ãïíìõâïâåþóäò úëæíï æï óíïîåþò èëåàõëâåþïà ñëâåäæéò-
óîò ôóíáúòåþòì øåìîóäåþòìïàâòì.
ïîìåþóäò ãïèëúæòäåþï ãâò÷âåíåþì, îëè çîæïìîóäàï ãïíïàäåþòì êïî-
ãïæ ãïíâòàïîåþóäò ìòìüåèï èíòøâíåäëâíïæ óùñëþì õåäì áâåñíòì åêëíëèò-
êóî ùòíìâäïìï æï ãïíâòàïîåþïì. ìêïíæòíïâòòì áâåñíåþò, ãåîèïíòï æï òîäïí-
æòï ïèòì íïàåäò èïãïäòàòï. ãïíìïêóàîåþòà ìùëîåæ òîäïíæòòì èïãïäòàò
óíæï ïéòíòøíëì: îëæåìïú òîäïíæòï 1973 ùåäì åâîëêïâøòîøò ãïùåâîòïíæï,
èòìò èøð ìïåîàë åâîëðóäàïí èòèïîàåþïøò èõëäëæ 64% òñë, 2004 ùåäì êò
óêâå 150%. „òîäïíæòóîò åêëíëèòêóîò ìïìùïóäò“ ìõâï ðòîëþåþàïí åîàïæ
èíòøâíåäëâïíùòäïæ ãïíïðòîëþï æïìïáèåþòì èêâåàîèï çîæïè, îïìïú ùòí æï-
ìïáèåþòìïàâòì çîæïìîóäò èëìïõäåëþòì èëèçïæåþï óûéâëæï — òíâåìüòúòïè
çîæïìîóäàï ãïíïàäåþïøò æï ïè ìòìüåèòì åôåáüóîèï èïîàâïè (èïà øëîòì
ìðåúòïäóîò ìïèòíòìüîëì øåáèíïè) àïâòìò øåæåãò ãïèëòéë.
ïæïèòïíóîò îåìóîìåþòì ãïíâòàïîåþòì ïóúòäåþäëþï óêïâøòîæåþï îë-
ãëîú áâåñíòì åêëíëèòêóîò ãïíâòàïîåþòì æï÷áïîåþòìï æï ìòéïîòþòì æïûäå-
âòì ïèëúïíåþì, òìå ðîëôåìòóäò úëæíòì åêëíëèòêóîò æï ìëúòïäóîò ôïìòì
çîæïì. „äòìïþëíòì æïìêâíåþò èëòàõëâì ïæïèòïíóî îåìóîìåþøò åîà ìóä èë-
ìïõäåçå òíâåìüòîåþòì ñëâåäùäòóî èíòøâíåäëâïí çîæïì, èòóàòàåþì îï, îëè
åâîëðóäò åêëíëèòêï èíòøâíåäëâíïæ æïèëêòæåþóäòï èòìò èëìïõäåëþòì óíï-
îåþçå, îëèäåþòú, îëãëîú úëæíïçå æïèñïîåþóä ìïçëãïæëåþïì ïõïìòïàåþì,
èóæèòâ ãïíïõäåþïì èëòàõëâåí. èåëîå èõîòâ, ãïíïàäåþòìï æï èëèçïæåþï-ãï-
æïèçïæåþòì ìåáüëîøò ôòíïíìóîò øåçéóæâåþòú óíæï èëáèåæåþæåì, îïàï óç-
îóíâåäñëôòäò òñëì îåìóîìåþòì åôåáüóîò ãïíïùòäåþï æï ãïèëñåíåþï ãï-
íïàäåþòì õïîòìõòì èïéïäò æëíòì èòìïéùåâïæ“.

ìïåîàïøëîòìë ìïåáìðåîüë
ìïáïîàâåäëøò èëìïõäåëþòì æïþåîå-
ëîãïíòçïúòåþòì, èïà øëîòì
þï æï ãïîå èòãîïúòï ïèúòîåþì áâåñíòì
CEDEFOP-òì, 2008 ùäòì ðîëãíë-
øîëèòàò ðëüåíúòïäòì ïéùïîèëåþïì.
çòà, èìëôäòëøò ãïòçîæåþï
èëàõëâíï èïéïäò êâïäòôòêïúò-
òì êïæîåþçå. ñëâåäòâå åì êò ãóäòìõèëþì, îëè åêëíëèòêïì øåìïþïèòìò ãïíïà-
äåþòì èáëíå ìóä óôîë èåüò æï èåüò ìðåúòïäòìüò ìÿòîæåþï æï ðîëþäåèï òì
ïîòì, îïèæåíïæ òáíåþòïí òìòíò èçïæ èëèïâïäò ìïáèòïíëþòìïàâòì æï òáíåþï
strategia
àó ïîï èïàò úëæíï ïîìåþóäò ìïèóøïëì øåìïþïèòìò.
åêëèëíòêóîò çîæòì ðåîìðåáüòâïçå æòæ çåãïâäåíïì ïõæåíì ïõïäò üåá-
íëäëãòåþòì ãïíâòàïîåþï. îåìóîìåþòì ïæåêâïüóîëþï ïòìïõåþï áâåñíòì ûò-
îòàïæò ïæïèòïíóîò îåìóîìòì ðîëæóáüòóäëþïìï æï êîåïüòóäëþïçå.
çîæïìîóäàï ãïíïàäåþïì èíòøâíåäëâïíò ùâäòäò øåïáâì ïæïèòïíóîò îåìó-
îåþòì ãïíâòàïîåþïøò. úëæíïçå æïôóûíåþóäò åêëíëèòêòìïàâòì ìïøóïäë æï
óôîë èïéïäò ïìïêòì èëìïõäåëþòì îòúõâòì çîæòì ðòîëþåþøò èïààâòì èëáíò-
äò ìïãïíèïíïàäåþäë ìáåèåþòì øåáèíïì ìüîïüåãòóäò èíòøâíåäëþï åíòÿåþï.
ãïîæïèïâïäò åêëíëèòêòì áâåñíåþòìïàâòì êò åì óêâå ìïìòúëúõäë ðîëþäåèïï.
2.1 ÆÅÈËÃÎÏÔÒÓÄÒ ÆÏ ÌËÚÒÏÄÓÎ-ÅÊËÍËÈÒÊÓÎÒ

ÊËÍÜÅÁÌÜÒ
ìïáïîàâåäëøò ïîìåþóäò æåèëãîïôòóäò æï ìëúòïäóî-åêëíëèòêóîò

ìòüóïúòòì ãïàâïäòìùòíåþòà çîæïìîóäàï ãïíïàäåþï êòæåâ óôîë èåü ïá-
üóïäëþïìï æï ãïíìïêóàîåþóä èíòøâíåäëþïì òûåíì.
2.1.1 ÆÅÈËÃÎÏÔÒÓÄÒ ÊËÍÜÅÁÌÜÒ
ìïáïîàâåäëì èëìïõäåëþòì îòúõëâíëþï, 2009 ùäòì 1 òïíâîòì èæãëèïîå-

ëþòà, 4 èäí 385 ïàïì êïúì øåïæãåíæï. 1990 ùåäàïí øåæïîåþòà èòìò îïëæåíë-
þï 1 èäí 39 ïàïìò êïúòà øåèúòîæï. èëìïõäåëþòì îïëæåíëþòì êäåþï ãïíðò-
îëþåþóäò òñë îëãëîú åèòãîïúòòì æòæò èïìøüïþåþòà, òìå ïéùïîèëåþòì èï÷-
âåíåþäåþòì (øëþïæëþï, èëêâæïëþï, þóíåþîòâò èïüåþï) ãïóïîåìåþòà.
2006-2008 ùäåþøò ãïîêâåóäò ðëçòüòóîò üåíæåíúòåþò ãïèëòêâåàï øëþï-
æëþòì èï÷âåíåþäòì ãïóèöëþåìåþòì àâïäìïçîòìòà, èïãîïè ìòüóïúòï êâäïâ
îàóäò î÷åþï, îïæãïí öåî êòæåâ èúòîåï èëìïõäåëþòì þóíåþîòâò èïüåþï æï
èòãîïúòòì ìïäæë òìåâ óïîñëôòàòï (2007 ùåäì — 20,7 æï 2008 ùåäì — 10,2 ïàï-
ìò êïúò). æåèëãîïôòóäò ðîëãíëçåþòú ìïêèïëæ ðåìòèòìüóîòï: ãïåîëì õïä-
õàèëìïõäåëþòì ôëíæòì ãïàâäåþòà, ìïáïîàâåäëì èëìïõäåëþòì îïëæåíë-
þï 2050 ùäòìïàâòì 2,5 èäí-èæå øåèúòîæåþï.

15
15
áïîàâåä èåúíòåî-æåèëã-
çîæïìîóäàï ãïíïàäåþï õåäì óùñëþì
îïôàï ðîëãíëçóäò ãïïíãïîòøå- êâïäòôòúòóîò ìïèóøïë ûïäòì ôëîèò-
þåþòà êò, 2050 ùåäì ìïáïîàâåäëì îåþïì, îïú áâåñíòì åêëíëèòêóîò ãïí-
èëìïõäåëþòì îïëæåíëþï 3,3 èäí âòàïîåþòì æï÷áïîåþòì ïóúòäåþåäò
òáíåþï (ðîëãíëçòì ìïøóïäë âïîò- ùòíïðòîëþïï.
ïíüòà).
ïîïìïìóîâåäò úâäòäåþåþò
èòèæòíïîåëþì ìïáïîàâåäëì èëìïõäåëþòì ïìïêëþîòâ ìüîóáüóîïøòú: èëìïõ-
äåëþòì ìïåîàë îïëæåíëþïøò èúòîæåþï 15 ùäïèæå ïìïêòì þïâøâåþòìï æï èë-
çïîæåþòì ùòäò æï òçîæåþï õïíæïçèóäàï õâåæîòàò ùëíï. æéåòìïàâòì ìï-
áïîàâåäëì èëìïõäåëþï æåèëãîïôòóäïæ æïþåîåþóäòï æï æïþåîåþòì ðîë-
úåìò ìóä óôîë òíüåíìòóîò õæåþï. 2009 ùäòì 1 òïíâîòì èæãëèïîåëþòà, èë-
ìïõäåëþòì ìïåîàë îïëæåíëþòì 14,4% 65 ùåäçå óôîëìò ïìïêòìïï. áïîàâåä
æåèëãîïôàï ðîëãíëçóäò ãïïíãïîòøåþåþòà, 2020 ùäòìïàâòì åì èï÷âåíåþå-
äò 21,8%, õëäë 2050 ùäòìïàâòì 23,8% òáíåþï. øåìïþïèòìïæ, èëòèïüåþì èëìïõ-
äåëþòì ìïøóïäë ïìïêò æï òãò 36,1 ùäòæïí (2002 ùäòì ïéùåîòà) 2020 ùäòìïà-
âòì 39,3 ùäïèæå, õëäë 2050 ùäòìïàâòì 45,4 ùäïèæå ãïòçîæåþï.
èëìïõäåëþòì æåèëãîïôòóäò æïþåîåþòì êâïäëþïçå øåèúòîæåþï øîëèò-
ìóíïîòïíò ïìïêòì (15-64 ùù.) èëìïõäåëþòì îòúõëâíëþï. êäåþï óêâå 2010 ùäò-
æïí æïòùñåþï æï ðåîìðåáüòâïøò àïíæïàïí óôîë òíüåíìòóîò ãïõæåþï (âòíïò-
æïí ìïðåíìòë ïìïêøò ãïæïìâäïì æïòùñåþì XX ìïóêóíòì 50-80-òïí ùäåþøò æïþï-
æåþóäò èîïâïäîòúõëâïíò àïëþåþò). áâåñíòì øîëèòàò ðëüåíúòïäòì øåèúò-
îåþïì õåäì øåóùñëþì ïìåâå øîëèòàò èòãîïúòï, îëèåäòú ìïøóïäëâïæòïí ðåî-
ìðåáüòâïøòú óïîñëôòà ìïäæëì øåòíïî÷óíåþì. åì íòøíïâì, îëè îïëæåíëþ-
îòâïæ øåèúòîæåþï áâåñíòì øîëèòìóíïîòïíò èëìïõäåëþï æï èíòøâíåäëâíïæ
ãïòçîæåþï ìïçëãïæëåþòì æåèëãîïôòóäò æï åêëíëèòêóîò æïüâòîàâï.
ìïáïîàâåäëøò èòèæòíïîå æï èëìïäëæíåäò æåèëãîïôòóäò üåíæåíúòå-
þòì ôëíçå ãïíìïêóàîåþòà ïáüóïäóîòï ïæïèòïíóîò îåìóîìåþòì ãïíâòàï-
îåþï æï åôåáüòïíïæ ãïèëñåíåþï. ïèòìïàâòì, ìõâï òíìüîóèåíüåþàïí åîàïæ,
ïóúòäåþåäòï ìòúëúõäòì èïíûòäçå ìùïâäåþòì åôåáüòïíò ìòìüåèòì ÷ïèëñï-
äòþåþï æï æïíåîãâï.
2.1.2 ÌËÚÒÏÄÓÎ-ÅÊËÍËÈÒÊÓÎÒ ÊËÍÜÅÁÌÜÒ
XX ìïóêóíòì 90-òïí ùäåþøò ìïáïîàâåäëì åêëíëèòêïè ûïäòïí æòæò âïîæ-

íï ãïíòúïæï: 1990-2000 ùäåþøò ìïáïîàâåäëøò ùïîèëåþóäò èàäòïíò øòæï ðîë-
æóáüòì (èøð) èëúóäëþï 8-öåî æï èåüïæ øåèúòîæï. 1999-2003 ùäåþøò èøð-ì
çîæòì üåèðò ùåäòùïæøò ìïøóïäëæ 3-4%-ì øåïæãåíæï, îïú ãï÷ïíïãåþóäò åêë-
íëèòêòì ïéëîûòíåþòìïàâòì ìïêèïîòìò ïî òñë.

ìïáïîàâåäëøò „âïîæåþòì îåâëäóúòòì“ øåèæãëè ðåîòëæøò (2004-2007 ùù.)
ãïíõëîúòåäåþóäò îåôëîèåþòì, åêëíëèòêóîò ãïîåèëì ãïöïíìïéåþòì èòç-
íòà ãïüïîåþóäò éëíòìûòåþåþòì øåæåãïæ (ðîòâïüòçïúòòì ðîëúåìòì æï÷áï-
îåþï, ìïãïæïìïõïæë êëæåáìòì ìîóäñëôï, ãïæïìïõïæåþòì øåèúòîåþï, þòçíå-
ìòì æïùñåþòìïàâòì ðòîëþåþòì ìîóäñëôï, êëîóôúòïìàïí þîûëäï æï ï. ø.)
èíòøâíåäëâíïæ æï÷áïîæï èøð-ì èïüåþòì üåèðò. èïãîïè 2008 ùäòì ïãâòìüëì
ìïëèïîèï èëáèåæåþåþèï æï 2008 ùäòì øåèëæãëèòæïí ãïíâòàïîåþóäèï èìëô-
äòë åêëíëèòêóîèï êîòçòìèï èòíòèóèïèæå øåïèúòîï èøð-ì çîæòì üåèðåþò (2008
strategia
ùåäì — 2,1%).
ìïáïîàâåäëì èøð-ì íïõåâïîçå èåüò (54%) èëèìïõóîåþòì ìôåîëøò òùïî-
èëåþï. øåæïîåþòà èúòîåï åêëíëèòêòì å. ù. èùïîèëåþäóîò æïîãåþòì (èîåùâå-
äëþï, èøåíåþäëþï, ìëôäòì èåóîíåëþï) ùòäò, îïú áâåñíòì åêëíëèòêòì ãïíâò-
àïîåþòì æïþïä æëíåçå èòïíòøíåþì.
2006-2007 ùäåþøò ðîòâïüòçïúòòì ðîëúåìòì æï÷áïîåþòì øåæåãïæ ìùîï-
ôïæ (4,5-öåî) ãïòçïîæï ðòîæïðòîò óúõëóîò òíâåìüòúòåþòì èëúóäëþï. òí-
âåìüòúòåþòì óèåüåìò íïùòäò åíåîãåüòêòì, ìïþïíêë, èøåíåþäëþòìï æï üó-
îòçèòì ìåáüëîåþøò ÷ïòæë. 2008 ùåäì, ðëäòüòêóîò æï åêëíëèòêóîò õïìòï-
àòì ìòîàóäååþòì èòóõåæïâïæ, ðòîæïðòîò óúõëóîò òíâåìüòúòåþòì èëúó-
äëþïè 1293,7 èäí ïøø æëäïîò øåïæãòíï. èïãîïè òíâåìüòúòåþòì çîæòì ðëçò-
üòóîò øåæåãåþò, ìïèóøïë ïæãòäåþòì øåáèíòì àâïäìïçîòìòà, öåîöåîëþòà
ìïâïîïóæëçå íïêäåþòï.
ìïãïîåë ìïâïÿîë óîàòåîàëþåþøò ìïáïîàâåäëì æòæò óïîñëôòàò þï-
äïíìò ïáâì æï, ìïèùóõïîëæ, ìõâïëþï ìóä óôîë òçîæåþï. 2008 ùäòìïàâòì
ìïãïîåë âïÿîëþòì þïäïíìò 4808,5 èäí ïøø æëäïîïèæå ãïòçïîæï. òèðëîü-
åáìðëîüòì ìüîóáüóîï ûòîòàïæò ìïìïáëíäë öãóôåþòì èòõåæâòà ïìåâå èò-
ïíòøíåþì áâåñíòì åêëíëèòêòì ãïíâòàïîåþòì æïþïä æëíåçå. åì óêïíïìêíåäò êò
íåãïüòóîïæ ïòìïõåþï èëìïõäåëþòì æïìïáèåþïìï æï úõëâîåþòì õïîòìõçå. øåìï-
þïèòìïæ, áâåñïíïøò ïîìåþóäò ìëúòïäóîò ðîëþäåèåþòì ãïæïìïÿîåäïæ ïóúò-
äåþåäòï åêëíëèòêóîò ãïíâòàïîåþòì æï÷áïîåþï, îïú ïæïèòïíóîò îåìóîìåþòì
ãïíâòàïîåþòìï æï åôåáüòïíïæ ãïèëñåíåþòì ãïîåøå ùïîèëóæãåíåäòï.
ìïáïîàâåäëøò 15 ùåäçå óôîëìò ïìïêòì èëìïõäåëþòì åêëíëèòêóîò ïá-
üòóîëþòì æëíå 62,6%-òï. óêïíïìêíåäò ùäåþòì ãïíèïâäëþïøò èúòîæåþï îë-
ãëîú åêëíëèòêóîò ïáüòóîëþòì, òìå æïìïáèåþòì èï÷âåíåþäåþò æï òçîæåþï
óèóøåâîëþï. ëôòúòïäóîò ìüïüòìüòêòà, óèóøåâîëþòì æëíå 2008 ùåäì
16,5%-ì øåïæãåíæï. åáìðåîüóäò ãïàâäåþòà, òãò ìóä úëüï 30-35%-òï.
ìïáïîàâåäëøò óèóøåâîëþï ãâåâäòíåþï ìòéïîòþòì ãïíèïðòîëþåþåä èàï-
âïî ôïáüëîïæ. øåìïþïèòìïæ, ìòéïîòþòì æïûäåâòìïàâòì ïóúòäåþåäòï èë-
ìïõäåëþòì æïìïáèåþòì õåäøåùñëþï îëãëîú åêëíëèòêóîò ãïíâòàïîåþòì æï÷-
áïîåþòì, òìå æïìïáèåþòì åôåáüòïíò ìïõåäèùòôë ðëäòüòêòì øåèóøïâåþï-îåï-
äòçïúòòì ãçòà.

17
17
óèóøåâîëþòì ãïíèïðòîëþåþåä ôïáüëîåþì øëîòì åîà-åîàò ûòîòàï-
æòï ìïèóøïë ûïäïçå èëàõëâíïìï æï èòùëæåþïì øëîòì èêâåàîò ìüîóá-
üóîóäò æï õïîòìõëþîòâò æòìþïäïíìò. æïìïáèåþóäàï àòàáèòì íïõåâïîò
ãïíïàäåþòà èòéåþóäò ðîëôåìò-
òìïãïí èêâåàîïæ ãïíïìõâïâåþóä çîæïìîóäàï ãïíïàäåþï óèóøåâîë-
ðëçòúòïçå èóøïëþì æï èïìëþîò- þòì øåèúòîåþòìï æï ìòéïîòþòì æïûäå-
âò óèóøåâîëþòì ðòîëþåþøòú, æïè- âòì èíòøâíåäëâïíò þåîêåüòï. ãïíïà-
ìïáèåþäåþò õøòîïæ âåî íïõóäë- äåþóä èëìïõäåëþïì æïìïáèåþòì æï øå-
þåí ìïÿòîë ðîëôåìòòìï æï êâïäò- ìïþïèòìïæ ìëúòïäóîò æïúâòì óêåàå-
ôòêïúòòì êïæîåþì. óèóøåâïîàï ìò øïíìò ïáâì.
75-77% õïíãîûäòâïæ óèóøåâïîòï,
îïú ðîëôåìòóäò úëæíòì ãïóôïìóîåþïì óêïâøòîæåþï æï çîæòì å. ù. „õåä-
÷ïáíåóäò“ óèóøåâîåþòì êïüåãëîòïì. ïèòüëè ðîëôåìòóäò ãïíïàäåþòì
ìîóäñëôï, èàåäò úõëâîåþòì èïíûòäçå ìùïâäòì ðîòíúòðåþòì úõëâîå-
þïøò îåïäòçïúòï, çîæïìîóäàï ãïíïàäåþòì ìòìüåèòì ãïíâòàïîåþï áâåñ-
íòì åêëíëèòêóîò ãïíâòàïîåþòì æï÷áïîåþòì, óèóøåâîëþòì øåèúòîåþòìï
æï ìòéïîòþòì æïûäåâòì èíòøâíåäëâïíò þåîêåüòï.
ãïíïàäåþï ìòéïîòþòì æïûäåâòì èíòøâíåäëâïíò òíìüîóèåíüòï. îëãëîú
ìïåîàïøëîòìë, òìå ïæãòäëþîòâò èëíïúåèåþò ïæïìüóîåþì, îëè ãïîêâåóäò
ðîëôåìòóäò êâïäòôòêïúòòì èáëíå ðòîåþòì æïìïáèåþï æï øåìïþïèòìïæ øåèë-
ìïâäåþò þåâîïæ óôîë èïéïäòï, âòæîå ìïãïíèïíïàäåþäë úåíçòì ïîèáëíå
ðòîàï.
ïè êëíüåáìüøò ñóîïæìïéåþòï ìïáïîàâåäëì èëìïõäåëþòì ìïãïíèïíïà-
äåþäë úåíçò: èëìïõäåëþòì 76%-ì ìïþïçë æï óôîë èïéïäò ìïôåõóîòì (ðîë-
ôåìòóäò, æïóìîóäåþåäò æï ìîóäò óèïéäåìò) ãïíïàäåþï ïáâì. èïãîïè ïáâå
óíæï ïéòíòøíëì, îëè úëæíòì ãïíïõäåþï (èïã., ãïæïèçïæåþòì ôëîèòà) óèå-
üåì øåèàõâåâïøò ïî õæåþï: 2005 ùåäì ÷ïüïîåþóäò êâäåâòì àïíïõèïæ, ãïèë-
êòàõóäàï 74%-çå èåüì ðîëôåìòóäò úëæíï þëäë åîàò ùäòì ãïíèïâäëþïøò
ïî ãïóéîèïâåþòï, àóèúï èïàò æïèëêòæåþóäåþï ìïãïíèïíïàäåþäë ïáüòâë-
þåþòìïæèò ïþìëäóüóîïæ ðëçòüòóîòï: 70%-ì èòï÷íòï, îëè ðîëôåìòóäò æï
ðòîïæò ùòíìâäï øåóûäåþåäòï èàåäò ìòúëúõäòì èïíûòäçå ìùïâäïøò ÷ïîà-
âòì ãïîåøå.
ãïíïàäåþóä èëìïõäåëþïì æïìïáèåþòì æï øåìïþïèòìïæ ìëúòïäóîò æïú-
âòì óêåàåìò øïíìò ïáâì, ïíó ãïíïàäåþï ùïîèëïæãåíì îëãëîú ìòéïîòþòì æïû-
äåâòì, òìå êëíêóîåíüóíïîòïíëþòì çîæòìï æï ìëúòïäóîò òíêäóçòòì èíòøâ-
íåäëâïí òíìüîóèåíüì.
èïãîïè çîæïìîóäàï ãïíïàäåþï èíòøâíåäëâïí îëäì àïèïøëþì ïîï èïî-
üë åêëíëèòêóîò âòàïîåþòì ãïóèöëþåìåþïøò — èïí øåòûäåþï ìåîòëçóäò ãïâ-
äåíï òáëíòëì ðëäòüòêóî æï êóäüóîóä ïìðåáüåþçåú.

2.2 ÌÏÈËÁÏÄÏÁË ÌÏÇËÃÏÆËÅÞÒÌ ÈØÅÍÅÞÄËÞÏ
çîæïìîóäàï ãïíïàäåþï
æåèëêîïüòóäò éòîåþóäåþåþòì ãïí-
èíòøâíåäëâïíòï ìïçëãïæëåþïøò
âòàïîåþï æï ðòîëâíåþòì ìïãïíèïíïà-
æåèëêîïüòóäò éòîåþóäåþåþòì äåþäë òíüåîåìåþòì æïêèïñëôòäåþï
ãïíâòàïîåþòìï æï æïíåîãâòìïà- çîæïìîóäàï ãïíïàäåþòì èíòøâíåäë-
âòì, ìïõåäèùòôëåþîòâò ïçîëâíå- âïíò æïíòøíóäåþïï.
þòì ÷ïèëñïäòþåþòìïàâòì.
ãïíïàäåþóäò èëáïäïáå, îë-
strategia
èåäìïú êïîãïæ ïáâì ãïúíëþòåîåþóäò àïâòìò óôäåþåþò æï èëâïäåëþåþò, ìï-
èëáïäïáë ìïçëãïæëåþòì èàïâïîò æïìïñîæåíòï.
ìïèëáïäïáë ãïíïàäåþòì êëèðëíåíüò ìùëîåæ ïõäï òíåîãåþï çëãïæìï-
ãïíèïíïàäåþäë ìêëäåþòì ðîëãîïèåþøò, îïú ãóäòìõèëþì ìùëîåæ òìåàò ìï-
þïçë úíåþåþòì ãïúíëþïì, îëãëîòúïï ìïõåäèùòôëåþîòâò èëùñëþï, òíôëîèï-
úòòì ìïöïîëëþï æï ìïõåäèùòôëì èïîàâòì ðîëúåìøò ìïçëãïæëåþòì èëíïùò-
äåëþòì ôëîèåþò, èïà øëîòì ïî÷åâíåþøò èëíïùòäåëþòì ðîòíúòðåþò, ïíó ïõïä-
ãïçîæï àïëþï èçïææåþï ïõïäò üòðòì æåèëêîïüòóä ìïçëãïæëåþïøò úõëâ-
îåþòìïàâòì, èïøòí îëæåìïú çîæïìîóäàï æòæ íïùòäì åì úëæíï ôëîèïäóî
ãïîåèëøò ïî èòóéòï æï ìïþÿëàï òæåëäëãòóîò èåèêâòæîåëþòì èïüïîåþå-
äòï (íïùòäëþîòâ èïòíú).
ìïáïîàâåäëøò æéåì ïîìåþóäò èûòèå ìëúòïäóî-åêëíëèòêóîò ìòüóïúòòì
ôëíçå ìîóäòïæ ãïìïãåþòï, îëè æåèëêîïüòóäò éòîåþóäåþåþòì ãïíâòàïîå-
þï øåòûäåþï ïî òñëì æéåì çîæïìîóäàï ãïíïàäåþïøò èëáïäïáååþòì ÷ïîàó-
äëþòì èàïâïîò èïèëûîïâåþåäò ûïäï — ûòîòàïæò èëüòâïúòï, îëãëîú ïèïì
êâäåâåþò ïæïìüóîåþì, êâäïâòíæåþóîïæ èïòíú æïìïáèåþï æï êïîòåîóäò ùòí-
ìâäïï, èïãîïè ìîóäòïæ æïóøâåþåäòï çîæïìîóäàï ãïíïàäåþïøò ìïèëáïäï-
áë ãïíïàäåþòì ïìðåáüåþòì óãóäåþåäñëôï.
çîæïìîóäàï ãïíïàäåþòì êòæåâ åîàò óèíòøâíåäëâïíåìò æïíòøíóäåþïï
ðòîëâíóäò ãïíâòàïîåþòì õåäøåùñëþï — ìòìüåèïè óíæï øåûäëì èëáïäïáååþòì
òíæòâòæóïäóîò ìïãïíèïíïàäåþäë èëàõëâíåþòì æïêèïñëôòäåþï, îëèäåþòú
óøóïäëæ ïî óêïâøòîæåþï æïìïáèåþïì æï åèìïõóîåþï ðòîëâíåþòì ìõâï òíüåîå-
ìåþì, îïú ïæïèòïíòì ðòîëâíóäò àâòàîåïäòçïúòòì óôäåþïì åõèòïíåþï.

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19
3. ÇÎÆÏÌÎÓÄÀÏ ÃÏÍÏÀÄÅÞÒÌ ÈÒÇÍÅÞÒ
ìïáïîàâåäëøò çîæïìîóäàï ãïíïàäåþòì èàïâïîò èòçïíòï ìïãïíèïíïà-
äåþäë ïáüòâëþïøò èëìïõäåëþòì èëíïùòäåëþòì ãïçîæï ìïçëãïæëåþòì, øîë-
èòì þïçîòìï æï èïàò ðòîëâíóäò ìïÿòîëåþåþòìï æï èëàõëâíåþòì æïêèïñëôò-
äåþòìïàâòì æï ìïïèòìëæ øåìïþïèòìò ðòîëþåþòì øåáèíï.
3.1 ÇÎÆÏÌÎÓÄÀÏ ÃÏÍÏÀÄÅÞÒÌ ÌÒÌÜÅÈÒÌ

ÃÏÍÂÒÀÏÎÅÞÒÌ ÕÅÆÂÏ
çîæïìîóäàï ãïíïàäåþòì ìòìüåèïè óíæï óçîóíâåäñëì ìïáïîàâåäëì

èëáïäïáååþò èàåäò ìòúëúõäòì èïíûòäçå ìùïâäòì øåìïûäåþäëþòà.
çîæïìîóäàï ãïíïàäåþïøò èëìïõäåëþòì ÷ïîàóäëþòì ãïçîæï ãóäòìõ-
èëþì èïéïäò õïîòìõòì ãïíïàäåþòì õåäèòìïùâæëèëþòì ãïçîæïì, îïú àïâòì
èõîòâ íòøíïâì, îëè ïî óíæï ïîìåþëþæåì ãïíïàäåþòì èòéåþòì ãåëãîïôòóäò,
ôòíïíìóîò àó ðîëãîïèóäò þïîòåîåþò. õïîòìõòïíò ãïíïàäåþòì õåäèòìïùâ-
æëèëþòì ãïçîæï ùòíïèæåþïîå ìüîïüåãòòì èàïâïîò èòçïíòï.
ìüîïüåãòòì ûòîòàïæò ðîòíúòðòï çîæïìîóäàï ãï-

íïàäåþòì èëáíòäò ìáåèåþòì ÷ïèëñïäòþåþòì ãçòà õåäò
øååùñëì:
1. àïíïèåæîëâå ìùîïôúâïäåþïæ ìïçëãïæëåþï-
øò òíæòâòæòì êëíêóîåíüóíïîòïíëþòì ïèïéäå-
þïìï æï úëúòïäóî òíêäóçòïì;
2. øîëèòì þïçïîçå ëîòåíüïúòïìï æï øåìïþïèòìïæ,
åêëíëèòêòì ãïíâòàïîåþïì;
3. ìïèëáïäïáë ìïçëãïæëåþòì ôëîèòîåþïì — ãï-
íïàäåþóäò ðòîëâíåþòì ÷ïèëñïäòþåþïì.
çîæïìîóäàï ãïíïàäåþòì ìòìüåèòì åôåáüóî ôóíáúòëíòîåþïì óçîóí-

âåäñëôì ìïõåäèùòôëì úåíüîïäóîò ïðïîïüòìï æï ïæãòäëþîòâò àâòàèèïî-
àâåäëþòì, ãïíïàäåþòì ðîëâïòæåîåþòìï æï ìëúòïäóî ðïîüíòëîàï àïíïè-
øîëèäëþï.
ìïõåäèùòôë óíæï óçîóíâåäñëôæåì ìëúòïäóî ìïèïîàäòïíëþïì æï ôïî-
àë ïî÷åâïíì; ãïíïàäåþòì ðîëâïòæåîåþò — õïîòìõòïí ãïíïàäåþïì, îëèåäòú

æïïêèïñëôòäåþì ìùïâäòì èìóîâåäàï èëàõëâíåþìï æï ìïÿòîëåþåþì, ãïçî-
æòì èïàò æïìïáèåþòì øåìïûäåþäëþåþì; ìëúòïäóîò ðïîüíòëîåþò óíæï èëíï-
ùòäåëþæíåí ãïíïàäåþòì æïôòíïíìåþïìï æï õïîòìõòì óçîóíâåäñëôïøò.
3.2 ÌÜÎÏÜÅÃÒÒÌ ÛÒÎÒÀÏÆÒ ÏÈËÚÏÍÅÞÒ
çîæïìîóäàï ãïíïàäåþòì òíôîïìüîóáüóîòì ãïíâòàïîåþï;

çîæïìîóäàï ãïíïàäåþòì èïîàâòì åôåáüóîò ìòìüåèòì ÷ïèëñïäòþåþï;
strategia
çîæïìîóäàï ãïíïàäåþòì ìïêïíëíèæåþäë þïçòì øåáèíï;
çîæïìîóäàï ãïíïàäåþòì æïôòíïíìåþòì åôåáüóîò ìòìüåèòì øåèóøï-
âåþï æï æïíåîãâï;
çîæïìîóäàï ãïíïàäåþòì õïîòìõòì óçîóíâåäñëôòì ìòìüåèòì ÷ïèë-
ñïäòþåþï.
3.3 ÛÒÎÒÀÏÆÒ ÒÍÆÒÊÏÜËÎÅÞÒ
èëìïõäåëþòì ÷ïîàóäëþï çîæïìîóäàï ãïíïàäåþïøò (ìõâïæïìõâï ìï-

ãïíèïíïàäåþäë úåíçòìï æï ìëúòïäóîò öãóôåþòì èòõåæâòà);
çîæïìîóäàï ãïíïàäåþòì „êóîìæïèàïâîåþóäàï“ îïëæåíëþï, èïàò
æïìïáèåþòìï æï êïîòåîóäò ùòíìâäòì èï÷âåíåþäåþò;
èìèåíåäàï êèïñëôòäåþï;
ìëúòïäóîò ðïîüíòëîåþòì êèïñëôòäåþï;
çîæïìîóäàï ãïíïàäåþòì ðîëâïòæåîàï îïëæåíëþòì æòíïèòêï æï ãå-
ëãîïôòóäò ãïíïùòäåþï;
øòíïèåóîíåëþòì, ìïõåäèùòôëìï æï ìëúòïäóîò ðïîüíòëîåþòì ùòäò
çîæïìîóäàï ãïíïàäåþòì æïôòíïíìåþïøò.

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4. ÛÒÎÒÀÏÆÒ ÒÍÒÚÒÏÜÒÂÅÞÒ/ÎÅÊËÈÅÍÆÏÚÒÅÞÒ
4.1 ÇÎÆÏÌÎÓÄÀÏ ÃÏÍÏÀÄÅÞÒÌ ÕÅÄÈÒÌÏÙÂÆËÈËÞÒÌ

ÃÏÇÎÆÏ
ãïíïàäåþòì õåäèòìïùâæëèëþï ãóäòìõèëþì:

ðîëãîïèóä õåäèòìïùâæëèëþïì — óíæï ïîìåþëþæåì ìïãïíèïíïàäåþ-
äë ðîëãîïèåþò íåþòìèòåîò ìïèòçíå öãóôòìïàâòì;
ãåëãîïôòóä õåäèòìïùâæëèëþïì — ìïáïîàâåäëì èëáïäïáååþì óíæï
øååûäëà ìïúõëâîåþåä ïæãòäàïí ïõäëì ãïíïàäåþòì èòéåþï, îïú èïà
àïâòæïí ïïúòäåþì èãçïâîëþïìï æï ìõâïãïí úõëâîåþïìàïí æïêïâøò-
îåþóä æïèïüåþòà õïîöåþì;
ôòíïíìóî õåäèòìïùâæëèëþïì — óíæï ïîìåþëþæåì ìõâïæïìõâï ùñïîëå-
þòæïí ìïãïíèïíïàäåþäë ðîëãîïèåþòì æïôòíïíìåþòì ãïíìõâïâåþóäò
èåáïíòçèåþò, îëèäåþòú ìùïâäòì èìóîâåäàï øåìïûäåþäëþåþòìï æï
èæãëèïîåëþòì øåìïþïèòìïæ èïà ãïíïàäåþïì óçîóíâåäñëôì.
øåìïþïèòìïæ, çîæïìîóäàï ãïíïàäåþòì õåäèòìïùâæëèëþòì ãïçîæòìïà-
âòì ïóúòäåþåäòï îëãëîú îåäåâïíüóîò òíôîïìüîóáüóîòì ãïíâòàïîåþï,
òìå ìïêïíëíèæåþäë úâäòäåþåþò æï ìòìüåèòì èïîàâòìï æï ãïíâòàïîåþòì åôåá-
üóîò èëæåäòì ÷ïèëñïäòþåþï.
õïîòìõòïíò ãïíïàäåþòì
èòçïíò:
õåäèòìïùâæëèëþòì ãïçîæï
çîæïìîóäàï ôòíïíìóîò ìïêïíëí- èïîàâòì

ûòîòàïæò
ãïíïàäåþòì óçîóíâåä- èæåþäë åôåáüóîò
ïèëúïíåþò:
òíôîïìüîóáüóîï ñëôï þïçï ìòìüåèï
êïíëíò/ ìïõåäèùòôëì,
èëìïäëæ- âïó÷åîåþò; ìëúòïäóîò
Soft Hard ðîëãîïèóäò
úâäòäåþåþò
íåäò ðïîüíòëîåþòìï
infrastructure infrastructure æïôòíïíìåþï;
êïíëíåþøò; æï ãïíïàäåþòì
øåæåãåþò: íëîèïüòóäò ðîëâïòæåîåþòì
ôëíæåþò
ïáüåþò ôóíáúòåþò
ïáâå óíæï ïéòíòøíëì, îëè ãïíïàäåþòì õåäèòìïùâæëèëþòì ãïçîæï „ìïõå-

äëþë ãïíïàäåþòìï æï èëèçïæåþòì ãïíâòàïîåþòì øóïäåæóîò ìüîïüåãòòì“
óèàïâîåìò ïèëúïíïï. áâåèëà èëñâïíòäò îåêëèåíæïúòåþòì ãïàâïäòìùòíåþï

õåäì øåóùñëþì ìïõåäëþë ãïíïàäåþòì ìüîïüåãòóäò èòçíåþòì ãïíõëîúòå-
äåþïìïú.
4.1.1. ÇÎÆÏÌÎÓÄÀÏ ÃÏÍÏÀÄÅÞÒÌ ÒÍÔÎÏÁÌÜÎÓÁÜÓÎÏ
òíôîïìüîóáüóîïøò èëòïçîåþï ñâåäï òì ìüîóáüóîï àó ðîëãîïèï, îëèå-

äòú õåäì óùñëþì çîæïìîóäàïàâòì ìïãïíèïíïàäåþäë ðîëúåìòì ùïîèïîàâïì.
ìïãïíèïíïàäåþäë òíôîïìüîóáüóîï ðòîëþòàïæ øåòûäåþï ëî öãóôïæ
strategia
æïòñëì:
ï) soft infrastructure — ðîëãîïèåþò æï ðîëúåæóîåþò:
êâïäòôòêïúòåþòì åîëâíóäò ÷ïî÷ë — ùïîèëïæãåíì æëêóèåíüì, îë-
èåäøòú ïéùåîòäòï áâåñïíïøò ïîìåþóäò ñâåäï êâïäòôòêïúòòì æëíå
æï èïàò øåìïþïèòìò ìïãïíèïíïàäåþäë ìïôåõóîò, èïà øëîòì ãïæïìâ-
äòì/æïøâåþòì ðòîëþåþò æï ðîëúåæóîåþò. êâïäòôòêïúòåþòì ÷ïî÷ë áèíòì
òè ëîòåíüòîì, îëèäòì èòõåæâòàïú ãïíïàäåþòì ðîëâïòæåîåþò øåòèó-
øïâåþåí ìïãïíèïíïàäåþäë ðîëãîïèåþì, æïèìïáèåþäåþò ïñïäòþåþåí
èëàõëâíåþì ìïèóøïë ûïäòìïæèò, õëäë ìùïâäòì èìóîâåäåþò ãïíìïçé-
âîïâåí ìïêóàïî êëèðåüåíúòåþì æï ìïãïíèïíïàäåþäë ìïÿòîëåþåþì.
ïíæîïãëãòì ðîëôåìòóäò ìüïíæïîüò, îëèäòì ìïôóûâåäçåú øåáè-
íòä ìïãïíèïíïàäåþäë ðîëãîïèåþì/êóîìåþì ïíæîïãëãòêïøò ôëîèï-
äóîò (èïã., óèïéäåìò ìïãïíèïíïàäåþäë æïùåìåþóäåþåþò) æï ïîï-
ôëîèïäóîò ðîëâïòæåîåþò øåìàïâïçåþåí èìóîâåäåþì — çîæïìîó-
äåþàïí ìïãïíèïíïàäåþäë èóøïëþï ìðåúòôòêóî úëæíïìï æï èëèçï-
æåþïì ìïÿòîëåþì. çîæïìîóäàï ìùïâäòì àïâòìåþóîåþåþòìï æï ìùïâ-
äåþòì øåìïþïèòìò èåàëæòêòì úëæíï õåäì øåóùñëþì õïîòìõòïíò ìïãïí-
èïíïàäåþäë ðîëãîïèåþòì øåèóøïâåþïìï æï ãïíõëîúòåäåþïì.
ùòíèìùîåþò ãïíïàäåþòì ïéòïîåþòì ìòìüåèï — èåáïíòçèò, îëèåäòú êâï-
äòôòêïúòåþòì æëíòæïí æëíåçå ãïæïìâäòìïàâòìïï ïóúòäåþåäò æï
óçîóíâåäñëôì ãïíïàäåþòì óùñâåüëþïì æï õåäì óùñëþì øîëèòì þï-
çïîçå ãïìâäïì.
þ) hard infrastructure — ðîëâïòæåîåþò æï æïèõèïîå ìïèìïõóîåþò:
ãïíïàäåþòì ðîëâïòæåîåþòì áìåäò — õåäèòìïùâæëèëþòì óçîóíâåä-
ñëôòì èòçíòà çîæïìîóäàï ãïíïàäåþïøò ìõâïæïìõâï ðîëôòäòìï æï
ìïèïîàäåþîòâò ìüïüóìòì ëîãïíòçïúòï èëíïùòäåëþì.
øåìïþïèòìò æïèõèïîå ìïèìïõóîåþòì áìåäò, îëèäåþòú õåäì óùñëþì
çîæïìîóäàï ãïíïàäåþòì ìòìüåèòì åôåáüóî ôóíáúòëíòîåþïì æï òá-
èíåþï èóíòúòðïäòüåüåþàïí:
ðîëôåìòóäò ëîòåíüïúòòìï æï êïîòåîòì æïãåãèâòì úåíüîåþò;

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ùòíèìùîåþò ãïíïàäåþòì ïéòïîåþòì èïïüåìüòîåþåäò ëîãïíëåþò;
ìïòíôëîèïúòë-ìïêëíìóäüïúòë ìåîâòìò, îëèåäòú ìùïâäòì
èìóîâåäåþì, ãïíïàäåþòì ðîëâïòæåîåþì, ðëüåíúòóî æïèìïáèåþ-
äåþìï æï ðïîüíòëîåþì æï ìõâï æïòíüåîåìåþóä ðòîåþì æîëóäïæ
èòïùâæòì òíôëîèïúòïì æï êëíìóäüïúòïì ãïóùåâì ìïèóøïë ûïäï-
çå ïîìåþóäò èëàõëâíòìï æï èòùëæåþòì øåìïõåþ;
ìðåúòïäóîò æåðïîüïèåíüò/ãïíñëôòäåþï ãïíïàäåþòì ïêîåæòüïúò-
òì úåíüîøò, îëèåäòú ïîïôëîèïäóîò ãïíïàäåþòì ðîëâïòæåîàï õï-
îòìõòì êëíüîëäì ãïíïõëîúòåäåþì.
çîæïìîóäàï ãïíïàäåþòì òíôîïìüîóáüóîòì ãïíâòàïîåþòìàâòì ïóúò-
äåþåäòï ãïíïàäåþòì ðîëâïòæåîàï æòâåîìòôòêïúòï. æéåì ìïáïîàâåäëøò
çîæïìîóäàï ãïíïàäåþòì þïçïîçå ûòîòàïæïæ ïîïìïèàïâîëþë ëîãïíòçï-
úòåþò ïáüòóîëþåí (àóèúï ïáâå óíæï ïéòíòøíëì, îëè ìïõåäëþë ìùïâäåþòì
úåíüîåþøò ìüóæåíüàï ûòîòàïæ èïìïì çîæïìîóäåþò ùïîèëïæãåíåí — 17
ùäïèæå ïìïêòì èëçïîæåþò ìüóæåíüåþòì èõëäëæ 12%-ì øåïæãåíåí). ìïõåäè-
ùòôëì èòåî ïéòïîåþóäò 60 óèïéäåìò ìïãïíèïíïàäåþäë æïùåìåþóäåþòæïí
èõëäëæ 8 ìàïâïçëþì èëìïõäåëþïì ìïìåîüòôòêïúòë êóîìåþì (èïøòí îëæå-
ìïú åâîëðóäò óíòâåîìòüåüåþòì 56%-øò ìùïâäï èàåäò ìòúëúõäòì èïíûòä-
çå ìïóíòâåîìòüåüë ðëäòüòêòì/ìüîïüåãòòì øåèïæãåíåäò íïùòäòï). íïêäå-
þïæ ãïâîúåäåþóäò æï ïîïåôåáüòïíòï ìïèóøïë ïæãòäçå ãïíïàäåþòì ðîïá-
üòêï. ïèòì øåæåãïæ ãïíïàäåþïçå õåäò èëìïõäåëþòì èõëäëæ ûïäòïí èúòîå
íïùòäì èòóùâæåþï. ìðåúòïäóîò ìïêïíëíèæåþäë úâäòäåþåþò (òõ. áâåèëà) õåäì
øåóùñëþì çîæïìîóäàï ãïíïàäåþïøò ìõâï ðîëâïòæåîàï óôîë ïáüòóî èë-
íïùòäåëþïì.
èëìïäëæíåäò øåæåãåþò:
çîæïìîóäàï ãïíïàäåþïøò èëíïùòäåëþïì èòòéåþåí ìõâïæïìõâï ìïèïî-
àäåþîòâò ôëîèòì (ìïöïîë, êåîûë) æïùåìåþóäåþåþò. ÷ïèëñïäòþæåþï
çîæïìîóäàï ãïíïàäåþòì ðîëâïòæåîàï æòâåîìòôòúòîåþóäò áìåäò:
ôëîèïäóîò ìïãïíèïíïàäåþäë òíìüòüóüåþò:
çëãïæìïãïíèïíïàäåþäë ìêëäï;
ìïõåäëþë ìùïâäåþòì úåíüîò;
óèïéäåìò ìïãïíèïíïàäåþäë æïùåìåþóäåþï.
ïîïìïèàïâîëþë ëîãïíòçïúòåþò;
êåîûë (èïã., þòçíåììåáüëîòì èòåî æïïîìåþóäò) ìïãïíèïíïàäåþ-
äë úåíüîåþò;
ìïèóøïë ïæãòäçå ãïíïàäåþòì úåíüîåþò;
èóíòúòðïäòüåüòì èòåî æïïîìåþóäò ëîãïíòçïúòåþò.

çîæïìîóäàï ãïíïàäåþòì ðîëâïòæåîåþòì îïëæåíëþï ãïòçîæåþï æï ðîë-
ôòäò óôîë èîïâïäôåîëâïíò ãïõæåþï (èïã., óìæ-åþòì èåüò îïëæåíëþï øåì-
àïâïçåþì ìïçëãïæëåþïì ïîïôëîèïäóî ìïãïíèïíïàäåþäë ðîëãîïèåþì, æò-
æò ìïùïîèëåþò ãïíïõëîúòåäåþåí ìïèóøïë ïæãòäçå ãïíïàäåþïì, èåüò ïîï-
ìïèàïâîëþë æï ìïàåèë ëîãïíòçïúòï òáíåþï ÷ïîàóäò ìïãïíèïíïàäåþäë ïá-
üòâëþåþøò æï ï. ø.).
çîæïìîóäàï ãïíïàäåþòì ðîëâïòæåîåþò ìïáïîàâåäëì ñâåäï îåãò-
ëíøò òáíåþï ùïîèëæãåíòäò — ðîëâïòæåîåþòì áìåäòì æòâåîìòôòêïúòòì
strategia
õïîöçå ìïáïîàâåäëì ñâåäï îåãòëíòì èëìïõäåëþïì èòóùâæåþï õåäò
ìïúõëâîåþåä ïæãòäàïí ïõäëì ìïãïíèïíïàäåþäë èëèìïõóîåþïçå.
øåèóøïâæåþï æï ãïíõëîúòåäæåþï çîæïìîóäàï ãïíïàäåþòì ìðåúòï-
äòìüåþòì/ïíæîïãëãåþòì èëèçïæåþòì ðîëãîïèï.
æïèõèïîå ìïèìïõóîåþòì áìåäòì èåøâåëþòà èëìïõäåëþïì øååûäåþï îë-
ãëîú îåäåâïíüóîò òíôëîèïúòòì èòéåþï ìùïâäòì ìïøóïäåþåþòì øå-
ìïõåþ, òìå ìùïâäòì ìïìóîâåäò ôëîèòì øåî÷åâï æï èòéåþóäò êâïäò-
ôòêïúòòì ïéòïîåþï øîëèòì þïçïîçå ãïìâäòìïàâòì.
4.1.2 ÇÎÆÏÌÎÓÄÀÏ ÃÏÍÏÀÄÅÞÒÌ ÆÏÔÒÍÏÍÌÅÞÒÌ ÈÅÁÏÍÒÇÈÅÞÒ
çîæïìîóäàï ãïíïàäåþòì æïôòíïíìåþòì åôåáüóîò ìòìüåèòì øåèóøïâåþï

æï æïíåîãâï õåäèòìïùâæëèò ãïíïàäåþòì ìòìüåèòì ÷ïèëñïäòþåþòì óèíòøâíå-
äëâïíåìò ïèëúïíïï. êâäåâåþòì àïíïõèïæ, ìùëîåæ ôòíïíìóîò îåìóîìåþòì ìòè-
ùòîå ùïîèëïæãåíì èëìïõäåëþòìïàâòì ìïãïíèïíïàäåþäë ïáüòâëþïøò ÷ïîà-
âòì èàïâïî æïþîêëäåþïì.
úíëþòäòï çîæïìîóäàï ãïíïàäåþòì æïôòíïíìåþòì ìõâïæïìõâï èëæåäò.
áïîàóä îåïäëþïøò øåìïûäëï ãïèëñåíåþóä òáíåì çîæïìîóäàï ãïíïàäå-
þòì æïôòíïíìåþòì èìëôäòëøò ïîìåþóäò îïèæåíòèå èëæåäòì êëèþòíïúòï,
ìõâïæïìõâï ìïèòçíå öãóôåþòìï æï ðîëãîïèåþòì ðòîëþåþøò. íåþòìèòåî øåè-
àõâåâïøò ãïîæïèïâïä ðåîòëæøò ìïõåäèùòôëì èëíïùòäåëþï ãïíèìïçéâ-
îåäòï: ìïõåäèùòôëì ôòíïíìóîò èëíïùòäåëþï óçîóíâåäñëôì ìòìüåèòì àï-
íïþïî õåäèòìïùâæëèëþïì æï çîæòì èòì åôåáüóîëþïì.
ðîïáüòêï ãâò÷âåíåþì, îëè ìõâïæïìõâï æïîãëþîòâ ìôåîëåþøò, ìïæïú êâï-
äòôòúòóîò êïæîåþòìïàâòì êïîãïæ ïíïçéïóîåþïæò ìïèìïõóîòì èòéåþï øå-
æïîåþòà èïîüòâòï, ìùïâäòì èìóîâåäåþò àïâïæ ôïîïâåí ãïæïìïõïæåþì (èïã.,
ìïòíôëîèïúòë üåáíëäëãòåþò, üóîòçèò æï èëèìïõóîåþòì ìõâï ìôåîëåþò);
èïøòí îëæåìïú ìõâï æïîãåþøò (èïã., ìëôäòì èåóîíåëþï) èëìïõäåëþòìàâòì
çîæïìîóäàï ãïíïàäåþï æëüïúòòì ãïîåøå ìîóäòïæ õåäèòóùâæëèåäòï.
çîæïìîóäàï ãïíïàäåþòì æïôòíïíìåþòì åîà-åîàò èàïâïîò òíìüîóèåí-
üò óíæï òñëì èòçíëþîòâò ìïõåäèùòôë ôëíæò, îëèåäòú øåûäåþì ïæãòäëþ-

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îòâò àó ìïåîàïøëîòìë æëíëîåþòì, þòçíåìòì ìåáüëîòì, ìõâï ìëúòïäóîò ðïî-
üíòëîåþòì ìïõìîåþòì àïâèëñîïìï æï ãïíêïîãâïì ìëúòïäóîò ìïèïîàäòïíë-
þòìï æï ìïõåäèùòôë ðîòëîòüåüåþòì ðîòíúòðåþòì øåìïþïèòìïæ. ïîìåþóäò
ôëíæòì îåìóîìåþò øåìïûäëï ãïèëñåíåþóä òáíåì îëãëîú êëíêîåüóäò òí-
æòâòæåþòì, òìå èàåäò ðîëãîïèåþòì æïôòíïíìåþòìïàâòì.
çîæïìîóäàï ãïíïàäåþòì æïôòíïíìåþòì ôëîèï:
ìùïâäòì èìóîâåäàï æïôòíïíìåþï âïó÷åîóäò ùåìòà — âïó÷åîò óíæï
ãïòàâïäëì ðîëãîïèòì èïõïìòïàåþäåþòì ãïàâïäòìùòíåþòà;
ðîëãîïèåþòì æïôòíïíìåþï (lump sum àïíõï êëíêîåüóäò ðîëãîïèòì
ãïíõëîúòåäåþòìïàâòì) — èïã., ãïíìïêóàîåþóäò èíòøâíåäëþòì ðîëã-
îïèåþòì ãïíõëîúòåäåþòìïàâòì (òõ. ãâ. 31);
ìïãïæïìïõïæë øåéïâïàåþò êåîûë ðòîåþòìï æï ìïùïîèëåþòìïàâòì — æï-
ôòíïíìåþòì ïîïðòîæïðòîò èåàëæòï, îòàïú óíæï ùïõïäòìæåì êåîûë
ìåáüëîòì èëíïùòäåëþï.
æïôòíïíìåþòì ùñïîëåþò:
ìïõåäèùòôë — èïà øëîòì ïæãòäëþîòâò àâòàèèïîàâåäëþï;
øòíïèåóîíåëþï — ìùïâäòì èìóîâåäò êåîûë ðòîò ïí èòìò ëöïõò;
æïèìïáèåþåäò;
æëíëîò ëîãïíòçïúòåþò — èïã., ôëíæåþò, ðîëôåìòóäò ïìëúòïúòåþò
æï ï. ø.
æïôòíïíìåþòì òíìüîóèåíüåþò:
òíæòâòæóïäóîò ïíãïîòøåþò ìùïâäòìïàâòì;
ìåáüëîïäóîò üîåòíòíãòì ôëîèåþò;
ìïãïæïìïõïæë øåéïâïàåþòì/æïþåãâîòì ãïíìõâïâåþóäò èåáïíòçèåþò.
áâåèëà èëúåèóäòï æïôòíïíìåþòì òíìüîóèåíüåþòì óôîë æåüïäóîò ïéùåîï:
Individual learning accounts (ILA) — òíæòâòæóïäóîò ïíãïîòøåþò ìùïâäòìïà-
âòì — ùïîèëïæãåíì êåîûë ðòîåþòì ìùïâäòì ùïõïäòìåþòì ôëîèïì — ìòìüåèï
ðòîëâíåþïçåï ëîòåíüòîåþóäò æï õåäì óùñëþì êëíêîåüóäò ìïÿòîëåþåþòì
æïêèïñëôòäåþïì (ïðîëþòîåþóäòï òìåà áâåñíåþøò, îëãëîòúïï ïâìüîòï, þåä-
ãòï, êïíïæï, òîäïíæòï, òüïäòï, íòæåîäïíæåþò, åìðïíåàò, øâåòúïîòï, æòæò
þîòüïíåàò æï ïøø).
ïîìåþëþì ïè ìáåèòì èóøïëþòì ëîò ïäüåîíïüòóäò âïîòïíüò:
ï) òíæòâòæóóèòì ïíãïîòøçå òîòúõåþï àïíõï, îëèåäìïú òì òñåíåþì üîå-
òíòíãòì õïîöåþòì æïìïôïîïâïæ;
þ) òíæòâòæóóèò ïâìåþì ãïíïúõïæì üîåòíòíãçå æï àïíõï ðòîæïðòî åîòú-
õåþï üîåòíòíã-ðîëâïòæåîì.

ïíó ILA ïîòì òíìüîóèåíüò ìëúòïäóîïæ æïóúâåä ðòîàï ìùïâäåþòì æï-
ôòíïíìåþòìïàâòì. àïíõåþì ïíãïîòøçå îòúõïâì ìïõåäèùòôë æï/ïí êåîûë êëè-
ðïíòåþòú.
Sectoral training founds (STF) — ìåáüëîïäóîò üîåòíòíãòì ôëíæåþò — ùïî-
èëïæãåíì ìëúòïäóîò ðïîüíòëîåþòì èòåî ìòìüåèòì æïôòíïíìåþòì åîà-åîà
èåáïíòçèì. æïíåîãòäòï åâîëêïâøòîòì áâåñíåþøò (þåäãòï, æïíòï, åìðïíåàò, ìïô-
îïíãåàò, òüïäòï, êâòðîëìò, æòæò þîòüïíåàò, íòæåîäïíæåþò). ôëíæøò àï-
íïèëíïùòäåëþåí ìïõåäèùòôë æï ìëúòïäóîò ðïîüíòëîåþò. ìåáüëîïäóîò
strategia
ôëíæò øåòûäåþï øåòáèíïì íåþïñëôäëþòà æï èïìøò ãïåîàòïíæåì êëíêîåüó-
äò ìôåîëì ïí êëíêîåüóäò îåãòëíòì ãïíâòàïîåþòì èìóîâåäåþò, èïã., ìï-
ùïîèëåþò, êåîûë ðòîåþò, ìïìùïâäåþäåþò, ïæãòäëþîòâò àâòàèèïîàâåäëþï
æï ï. ø. ìõâïæïìõâï áâåñïíïøò ôëíæøò ãïåîàòïíåþòìï æï ôëíæòì èïîàâòì ãïí-
ìõâïâåþóäò èëæåäåþò ïîìåþëþì. ôëíæøò øåíïüïíò øåòûäåþï òñëì íåþïñëô-
äëþòàò ïí ìïâïäæåþóäë æï èåîñåëþæåì êëíêîåüóäò ïáüòëîòì øåèëìïâ-
äåþòì 0,1-æïí 2,5%-èæå.
ìïãïæïìïõïæë øåéïâïàåþò — ãïèëòñåíåþï åâîëêïâøòîòì îòã áâåñíåþøò òè
ìïùïîèëåþòìïàâòì, îëèäåþòú ïôòíïíìåþåí ðåîìëíïäòì ìùïâäåþïì, ïí òè ðòî-
àïàâòì, âòíú àïâïæ ïôòíïíìåþì ìïêóàïî ìùïâäåþïìï æï üîåòíòíãì. èòìò åîà-
åîàò ôëîèïï øåèúòîåþóäò æéã üîåòíòíã-ðîëâïòæåîåþòìïàâòì. õïíæïõïí
èòèïîàïâåí ìõâï èåàëæåþìïú: èïãïäòàïæ, ìïôîïíãåàøò êëèðïíòï, îëèåäòú
ïî ïôòíïíìåþì ðåîìëíïäòì üîåòíòíãì, øåòûäåþï æïèïüåþòà æïòþåãîëì.
äòüâïøò ãïæïìïõïæåþòìãïí àïâòìóôäæåþòïí üîåòíòíã-ðîëâïòæåîåþòì ìðëí-
ìëîåþò. ãïíìõâïâåþóäò ìïãïæïìïõïæë øåéïâïàåþòï æïùåìåþóäò ìïùñòìò ðîë-
ôåìòóäò ãïíïàäåþòìï æï êâïäòôòêïúòòì ïèïéäåþòì êóîìåþòìïàâòì. åâîë-
êïâøòîòì çëãòåîà áâåñïíïøò (íòæåîäïíæåþò, øâåæåàò) ïîìåþëþì ìïãïæïìïõï-
æë øåéïâïàåþò æïþïäò øåèëìïâäåþòì èáëíå èëáïäïáååþòìïàâòì, îëèäåþòú àï-
âïæ ïôòíïíìåþåí ìïêóàïîò êâïäòôòêïúòòì ïèïéäåþïì üîåòíòíãåþòì ìïõòà.
øåèóøïâæåþï ìïãïíèïíïàäåþäë ïáüòâëþåþøò çîæïìîóäò èëìïõäåë-
þòì èëíïùòäåëþòì ôòíïíìóîò óçîóíâåäñëôòì ìòìüåèï. êåîûëæ:
øåòáèíåþï çîæïìîóäàï ãïíïàäåþòì ìïõåäèùòôë ðîëãîïèåþòì
æïôòíïíìåþòì ôëíæò;
øåòáèíåþï ìåáüëîïäóîò/îåãòëíóäò ôëíæåþò;
ãïòàâäåþï ðîëãîïèåþòìï æï øåìïþïèòìò âïó÷åîåþòì éòîåþóäåþï;
øåèóøïâæåþï âïó÷åîåþòì/ðîëãîïèóäò æïôòíïíìåþòì ãïúåèòì èå-
áïíòçèåþò ðîòëîòüåüóäò ðîëãîïèåþòìï æï ìðåúòïäóîò ìïèòçíå
öãóôåþòìïàâòì (èïã., òûóäåþòà ãïæïïæãòäåþóäò ðòîåþò, åîëâ-
íóäò óèúòîåìëþåþò, ìëúòïäóîïæ æïóúâåäò èëìïõäåëþï æï ï. ø.);

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øåèóøïâæåþï ìðåúòïäóîò ùïèïõïäòìåþåäò éëíòìûòåþåþò, èïà øë-
îòì ìïãïæïìïõïæë øåéïâïàåþò, îïú õåäì øåóùñëþì êåîûë êïðò-
üïäòì èëçòæâïì çîæïìîóäàï ãïíïàäåþïøò.
4.1.3 ÌÏÊÏÍËÍÈÆÅÞÄË ÞÏÇÏ
ìïþïçë çëãïæò ãïíïàäåþòì èòéåþï ìïáïîàâåäëì èëáïäïáååþòìïàâòì óç-

îóíâåäñëôòäòï áâåñíòì êëíìüòüóúòòà. ôëîèïäóîò ãïíïàäåþòì ñâåäï
åüïðò — ìïìêëäë, ìïõåäëþë æï óèïéäåìò ãïíïàäåþï — îåãóäòîæåþï øåìï-
þïèòìò êïíëíèæåþäëþòà, èïøòí îëæåìïú ïîïôëîèïäóîò ãïíïàäåþï ìïêï-
íëíèæåþäë ìòâîúòì èòéèïï, àóèúï óêâå æòæò õïíòï ðîïáüòêóäïæ æïòèê-
âòæîï ïæãòäò ìïáïîàâåäëì ìïãïíèïíïàäåþäë ìòìüåèïøò.
èïãîïè çîæïìîóäàï ãïíïàäåþòì ìòìüåèòì åôåáüóîò ôóíáúòëíòîåþï
øåóûäåþåäòï øåìïþïèòìò ìïêïíëíèæåþäë þïçòì ãïîåøå.
îëãëîú ìïãïíèïíïàäåþäë òíôîïìüîóáüóîòì ãïíâòàïîåþïì, òìå æï-
ôòíïíìåþòì ìòìüåèòì øåèóøïâåþïì ìðåúòôòêóîò ìïèïîàäåþîòâò ìïôóûâåäò
ìÿòîæåþï.
ïîìåþëþì ïè ðîëþäåèòì ãïæïÿîòì ëîò ïäüåîíïüòóäò ãçï:
1) ìðåúòïäóîò êïíëíòì èòéåþï çîæïìîóäàï ãïíïàäåþòì øåìïõåþ;
2) ìïàïíïæë úâäòäåþåþòì øåüïíï áâåèëà ÷ïèëàâäòä êïíëíåþøò, îïàï
øåòáèíïì çîæïìîóäàï ãïíïàäåþòì åôåáüóîò ôóíáúòëíòîåþòì ðò-
îëþåþò (èïã., ìïìùïâäë øâåþóäåþï àïíïèøîëèäåþòìïàâòì, ùòíèìùîå-
þò ãïíïàäåþòì ïéòïîåþï óèïéäåìò ãïíïàäåþòì ìôåîëøò, ìïãïæïìï-
õïæë øåéïâïàåþò æï ï. ø.):
øîëèòì êëæåáìò;
ìïãïæïìïõïæë êëæåáìò;
êïíëíò àâòàèèïîàâåäëþòì øåìïõåþ;
êïíëíò çëãïæò ãïíïàäåþòì øåìïõåþ;
êïíëíò óèïéäåìò ãïíïàäåþòì øåìïõåþ;
êïíëíò ðîëôåìòóäò ãïíïàäåþòì øåìïõåþ;
êïíëíò ìïãïíèïíïàäåþäë æï ìïïéèçîæåäë æïùåìåþóäåþåþòì ìïáèòï-
íëþòì äòúåíçòîåþòì øåìïõåþ.
øåìïþïèòìò ìïêïíëíèæåþäë þïçòì ãïîæï, ïóúäåþåäòï ïìåâå ìõâï íëîèï-
üòóäò æëêóèåíüåþòìï æï ìïõåäèùòôëì èòåî ïéòïîåþóäò/æïèüêòúåþóäò
ðîëúåæóîåþòì ïîìåþëþï. ïìåàåþì èòåêóàâíåþï:
êâïäòôòêïúòåþòì åîëâíóäò ÷ïî÷ë;

ùòíèìùîåþò ãïíïàäåþòì ïéòïîåþï;
ïîïôëîèïäóîò ãïíïàäåþòì ïéòïîåþï.
ïìåâå óíæï øåèóøïâæåì çîæïìîóäàï ãïíïàäåþòì ðîëâïòæåîåþòì äòúåí-
çòîåþòìï æï ïêîåæòüïúòòì ùåìåþò: ùòíèìùîåþò æï ïîïôëîèïäóîò ãïíïàäå-
þòì ïéòïîåþòì ðòîëþåþøò ãïíìïêóàîåþóä èíòøâíåäëþïì òûåíì ïè ãïíïàäå-
þòì èòèùëæåþäòì õïîòìõò.
ïè åüïðçå ìïáïîàâåäëøò ðîïáüòêóäïæ æïìîóäåþóäòï èóøïëþï óèïé-
äåìò ãïíïàäåþòì êâïäòôòêïúòåþòì åîëâíóä ÷ïî÷ëçå (ìïâïîïóæëæ æïèü-
strategia
êòúæåþï 2009 ùäòì ëáüëèþåîøò), øåèóøïâåþóäòï ðîëôåìòóäò ãïíïàäåþòì
êâïäòôòêïúòåþòì åîëâíóäò ÷ïî÷ëì ðîëåáüò, æïìîóäåþóäòï èóøïëþï ìï-
õåäëþë æëíåçå ïîïôëîèïäóîò ãïíïàäåþòì ïéòïîåþòì ðîëúåæóîåþòì íëî-
èïüòóäò æëêóèåíüòì ðîëåáüçå.
èàåäò ìòúëúõäòì èïíûòäçå ìùïâäòì õåäèòìïùâæëèëþòìï æï óùñâåüë-
þòì ðîòíúòðòì óçîóíâåäñëôòìïàâòì ãïíìïêóàîåþòà èíòøâíåäëâïíòï ãïíïà-
äåþòì ïéòïîåþòì/ïüåìüïúòòì èåáïíòçèåþòì ïîìåþëþï.
ùòíèìùîåþò ãïíïàäåþòì ïéòïîåþï (Recognition of Prior Lerarning- RPL) ôïî-
àë úíåþïï æï èëòúïâì îëãëîú ôëîèïäóîò, òìå ïîïôëîèïäóîò ãïíïàäå-
þòì ïéòïîåþïì. æéåì ìïáïîàâåäëøò èëáèåæò êïíëíèæåþäëþòà æïøâåþóäòï
ïîïôëîèïäóîò ãïíïàäåþòì ïéòïîåþï èõëäëæ ìïõåäëþë ãïíïàäåþòì æë-
íåçå æï èïì ïüåìüïúòï åùëæåþï.
ïüåìüïúòï — óôäåþïèëìòäò ëîãïíëì èòåî ìïáïîàâåäëì êïíëíèæåþäë-
þòà æïæãåíòäò ùåìòà ïîïôëîèïäóîò ãçòà øåûåíòäò ìïõåäëþë ãïíïàäå-
þòì èáëíå ðòîòì ðîëôåìòóäò úëæíòìï æï óíïî-÷âåâåþòì øåèëùèåþï æï øåìï-
þïèòìò êâïäòôòêïúòòì æïæïìüóîåþï.
ïüåìüïúòòì èòçïíò:
ï) ïîïôëîèïäóîò ãïíïàäåþòì èáëíå ðòîòì úëæíòìï æï óíïî-÷âåâåþòì
øåèëùèåþï æï øåìïþïèòìò êâïäòôòêïúòòì æïæïìüóîåþï;
þ) óúõë áâåñïíïøò èòéåþóäò ðîëôåìòóäò ãïíïàäåþòìï æï êâïäòôòêï-
úòòì ïéòïîåþï;
ã) ìïáïîàâåäëøò èòéåþóäò ôëîèïäóîò ðîëôåìòóäò ãïíïàäåþòì øå-
ôïìåþï æï øåìïþïèòìò êâïäòôòêïúòòì æïæïìüóîåþï — åì óêïíïìêíåäò
èõëäëæ êâïäòôòêïúòåþòì åîëâíóäò ÷ïî÷ëì ïîìåþëþòì ðòîëþåþøòï
øåìïûäåþåäò.
ðëäòüòêóîò íåþòì ïîìåþëþòì ðòîëþåþøò øåìïþïèòìò ìïêïíëíèæåþäë æï
ëîãïíòçïúòóäò úâäòäåþåþòì ãïíõëîúòåäåþï üåáíòêóî ïèëúïíïì ùïîèë-
ïæãåíì.

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29
èëìïäëæíåäò øåæåãò:
øåèóøïâæåþï ïõïäò êïíëíò çîæïìîóäàï ãïíïàäåþòì øåìïõåþ ïí úâäò-
äåþåþò/æïèïüåþåþò øåâï øåìïþïèòì êïíëíèæåþäëþïøò, îïú õåäì øå-
óùñëþì:
ôëîèïäóîò ãïíïàäåþòì ðîëâïòæåîåþòì èëíïùòäåëþïì çîæïì-
îóäàï ãïíïàäåþïøò;
ìðåúòïäóîò æïèõèïîå ìïèìïõóîåþòì áìåäòì øåáèíïì;
ìïèóøïë ïæãòäçå ðîëôåìòóäò ìùïâäåþòì ãïíõëîúòåäåþïì;
ùòíèìùîåþò ïîïôëîèïäóîò ãïíïàäåþòì ïéòïîåþïì;
êåîûë êïðòüïäòì èëçòæâïì ìïãïíèïíïàäåþäë ðîëãîïèåþòì ãïí-
õëîúòåäåþòìïàâòì;
æïôòíïíìåþòì ìáåèåþòì ÷ïèëñïäòþåþïìï æï ãïíõëîúòåäåþïì;
ïîïôëîèïäóîò ãïíïàäåþòì ðîëâïòæåîàï äòúåíçòîåþïìï æï ïê-
îåæòüïúòïì;
àâòàèèïîàâåäëþòì èëíïùòäåëþïì çîæïìîóäàï ãïíïàäåþòì
ìòìüåèòì èïîàâïøò;
êâïäòôòêïúòåþòì ÷ïî÷ëì ìïôåõóîåþì øëîòì æïóþîêëäåþîòâ ãï-
æïìâäïì;
øîëèòì þïçïîçå ïîïôëîèïäóîò ãïíïàäåþòì èáëíå ìðåúòïäòì-
üåþòì æïìïáèåþòì õåäøåùñëþïì;
ïîïôëîèïäóîò ãïíïàäåþòì ðîëâïòæåîåþòìï æï èïà èòåî øåàï-
âïçåþóäò ðîëãîïèåþòì õïîòìõòì êëíüîëäòì èåáïíòçèåþòì èóøï-
ëþïì.
4.1.4 ÇÎÆÏÌÎÓÄÀÏ ÃÏÍÏÀÄÅÞÒÌ ÈÏÎÀÂÒÌ ÌÒÌÜÅÈÏ
ïîïôëîèïäóîò ãïíïàäåþòì ìòìüåèòì èïîàâòì ðîòíúòðåþò ìîóäòïæ ãïí-

ìõâïâæåþï üîïæòúòóäò ôëîèïäóîò ìòìüåèòìïãïí. çîæïìîóäàï ãïíïàäå-
þòì èïîàâòì åôåáüóîëþïì ãïíìïçéâîïâì ïîï òèæåíïæ ìðåúòïäóîò ìüîóá-
üóîóäò åîàåóäåþòìï æï øåìïþïèòìò ïðïîïüòì ÷ïèëñïäòþåþï, îïèæåíïæïú
ðîëúåìøò èëíïùòäå ñâåäï èõïîòì ôóíáúòåþòìï æï ðïìóõòìèãåþäëþåþòì èêï-
ôòë ãïíìïçéâîï æï ãïèòöâíï. åì, úõïæòï, ïî ïêíòíåþì ãïíïàäåþòìï æï èåúíò-
åîåþòì ìïèòíòìüîëì ãïíìïêóàîåþóä îëäì çîæïìîóäàï ãïíïàäåþòì ìòì-
üåèòì èïîàâòì ìïáèåøò.
ìïáïîàâåäëì ðïîäïèåíüò ãïíìïçéâîïâì çîæïìîóäàï ãïíïàäåþòì ðë-
äòüòêïì æï òéåþì øåìïþïèòì ìïêïíëíèæåþäë ïáüåþì.

ìïáïîàâåäëì èàïâîëþï ãïíïàäåþòìï æï èåúíòåîåþòì ìïèòíòìüîëì êë-
ëîæòíòîåþòà ïõëîúòåäåþì ìïõåäèùòôë ðëäòüòêïì çîæïìîóäàï ãïíïà-
äåþòì ìôåîëøò, èëíïùòäåëþì îï øåìïþïèòìò òíôîïìüîóáüóîòìï æï ìðåúòï-
äóîò ôëíæòì øåáèíïøò, ïìåâå ìðåúòïäóîò ìïõåäèùòôë ðîëãîïèåþòì ãïíõëî-
úòåäåþïøò.
ìëúòïäóî ðïîüíòëîàï èëíïùòäåëþïì ìòìüåèòì èïîàâïøò óçîóíâåä-
ñëôì ìðåúòïäóîò ìïêëíìóäüïúòë ìïþÿë, îëèåäòú ãïíïàäåþòìï æï èåú-
íòåîåþòì ìïèòíòìüîëìï æï ìõâï îåäåâïíüóîò ìïõåäèùòôë ìüîóáüóîåþòì,
strategia
æïèìïáèåþäåþòìï æï ðîëôêïâøòîåþòì, ãïíïàäåþòì ðîëâïòæåîåþòì ùïîèëèïæ-
ãåíäåþàïí åîàïæ ãïíìïçéâîïâì çîæïìîóäàï ãïíïàäåþòì ðîòëîòüåüóä
èòèïîàóäåþåþì, ìðåúòïäóî ìïõåäèùòôë ðîëãîïèåþì æï ïæãòäëþòâ, îåãò-
ëíïäóî æï ìïåîàïøëîòìë àïíïèøîëèäëþïì ïè ìôåîëøò.
ìïõåäèùòôë ðîëãîïèåþò ãóäòìõèëþì ðîòëîòüåüóäò æïîãåþòìï æï/ïí
èëìïõäåëþòì ãïîêâåóäò ôåíåþòì õåäøåùñëþïì ìðåúòïäóîò ìïãïíèïíïàäåþ-
äë ïáüòâëþòì èåøâåëþòà. èïãïäòàïæ:
çîæïìîóäàï ìïãïíèïíïàäåþäë ðîëãîïèåþò ìðåúòôòêóîò ìïèòçíå
öãóôåþòìïàâòì
åîëâíóä óèúòîåìëþïàï ãïíïàäåþï (èïã., áïîàóäò åíòì êóîìåþò);
òûóäåþòà ãïæïïæãòäåþóä ðòîàï æï äüëäâòäàï ãïíïàäåþï;
øåçéóæóäò øåìïûäåþäëþåþòì èáëíå ðòîàï ãïíïàäåþï;
èìöïâîæïæåþóäàï ãïíïàäåþï ðåíòüåíúòïäóî ìòìüåèïøò;
ïîïìîóäò ìïþïçë ãïíïàäåþòì èáëíå ðòîàï ìïãïíèïíïàäåþäë
ðîëãîïèåþò;
óùñâåüò ãïíïàäåþï/ðîëôåìòóäò êâïäòôòêïúòòì ïìïèïéäåþå-
äò ðîëãîïèåþò îåãóäòîåþïæò ðîëôåìòåþòì ùïîèëèïæãåíåä-
àïàâòì;
ìïõåäèùòôë èëõåäåàï ãïíïàäåþï æï ï. ø.
îåãòëíïäóîò/ìåáüëîïäóîò ìïãïíèïíïàäåþäë ðîëãîïèåþò, èïã.:
çîæïìîóäàï êëèðòóüåîóäò ùòãíòåîåþï;
ãïíïàäåþï ìëôäòì èåóîíåëþòì ìôåîëøò æï ï. ø.
ãïíïàäåþòì ãïâäåíï, åîàò èõîòâ, èëìïõäåëþòì æïìïáèåþïìï, æï îëãëîú
øåæåãò, èïàò êåàòäæéåëþòì çîæïçå æï, èåëîå èõîòâ, åêëíëèòêóî ãïíâòàï-
îåþïçå ùòí ùïèëìùåâì ïæãòäëþîòâò àâòàèèïîàâåäëþòì îëäì ìòìüåèòì èïî-
àâòì ìïáèåøò. ïæãòäëþîòâèï àâòàèèïîàâåäëþïè ïáüòóîò èëíïùòäåëþï óí-
æï èòòéëì ïîï èïîüë èòèæòíïîå ðîëúåìåþòì èïîàâïøò, ïîïèåæ ìïãïíèïíïà-
äåþäë ðîëúåìòì æïãåãèâòì åüïðçåú. îïèæåíïæïú ïæãòäëþîòâò ìïÿòîëå-

31
31
þåþòì øåìïþïèòìïæ øåèóøïâåþóäò æï ãïíõëîúòåäåþóäò ìïãïíèïíïàäåþäë
ðîëãîïèåþò õåäì óùñëþì èëìïõäåëþòì ÷ïîàâïì øîëèòà ìïáèòïíëþïøò, õìíòì
ìëúòïäóî æïûïþóäëþïì æï õåäì óùñëþì îåãòëíòì åêëíëèòêòì èóøïëþïì, ïæ-
ãòäëþîòâèï àâòàèèïîàâåäëþïè ïáüòóîò èëíïùòäåëþï óíæï èòòéëì ïîï
èïîüë èòèæòíïîå ðîëúåìåþòì èïîàâïøò, ïîïèåæ ìïãïíèïíïàäåþäë ðîëúå-
ìåþòì æïãåãèâòì åüïðçåú. îåãòëíåþòì ìüîïüåãòóä ãïíâòàïîåþïøò óíæï ïòìï-
õëì ïæãòäëþîòâò øîëèòì þïçîòì èëàõëâíåþò, òìåâå îëãëîú ãïàâïäòìùòíå-
þóä óíæï òáíåì çîæïìîóäò èëìïõäåëþòì ìïÿòîëåþåþò. îåãòëíåþòì þòóöåü-
øò óíæï ïòìïõëì ïè èëàõëâíåþòì æïêèïñëôòäåþòìïàâòì ìïÿòîë àïíõåþò —
àâòàèèïîàâåäëþïè óíæï ãïïúíëþòåîëì, îëè çîæïìîóäàï ãïíïàäåþï îå-
ãòëíòì ãïíâòàïîåþòì åîà-åîàò óèíòøâíåäëâïíåìò òíìüîóèåíüòï.
çîæïìîóäàï ãïíïàäåþòì èïîàâòì åîà-åîàò èíòøâíåäëâïíò ïìðåáüòï
ìïîùèóíë ìüïüòìüòêóîò èëíïúåèåþòì ïîìåþëþï æï îåãóäïîóäò êâäåâåþòì
÷ïüïîåþï çîæïìîóäàï ãïíïàäåþòì ìôåîëì ãïíâòàïîåþòìïàâòì. øåìïþïèò-
ìò ðëäòüòêòì øåèóøïâåþï — ìïêïíëíèæåþäë úâäòäåþåþòì èëèçïæåþï æï æï-
ôòíïíìåþòì èëæåäåþòì ãïèëúæï — âåî èëõåîõæåþï èóæèòâïæ ãïíïõäåþïæò
ìïòíôëîèïúòë þïçòì ãïîåøå. çîæïìîóäàï ãïíïàäåþòì ñâåäïçå óôîë ïá-
üóïäóîò ïìðåáüò — èëìïõäåëþòì æïìïáèåþòì øåìïûäåþäëþåþòì ãïóèöëþå-
ìåþï — åôåáüóîïæ âåî ãïíõëîúòåäæåþï øîëèòì þïçîòì êâäåâåþòì ãïîåøå.
èêïôòëæ ãïíòìïçéâîåþï ìïõåäèùòôëì, ïæãòäëþîòâò àâòàèèïîàâå-
äëþòì, ìëúòïäóîò ðïîüíòëîåþòìï (èïà øëîòì þòçíåììåáüëîòì) æï
ãïíïàäåþòì ðîëâïòæåîåþòì ôóíáúòåþò æï ðïìóõòìèãåþäëþåþò, òìåâå
îëãëîú èïà øëîòì àïíïèøîëèäëþòì ðîëúåæóîåþò:
ãïòçîæåþï ìïõåäèùòôëì ðïìóõòìèãåþäëþï çîæïìîóäàï ãïíïà-
äåþòì õåäèòìïùâæëèëþïìï æï ìëúòïäóîò ìïèïîàäòïíëþòì ðîòí-
úòðòì æïúâïçå, õïîòìõòì óçîóíâåäñëôïìï æï ìïçëãïæëåþòì òí-
ôëîèòîåþóäëþïçå;
ãïûäòåîæåþï ïæãòäëþîòâò àâòàèèïîàâåäëþòì îëäò æï ðïìó-
õòìèãåþäëþï èïà êóàâíòä üåîòüëîòïçå çîæïìîóäàï ãïíïà-
äåþòì õåäèòìïùâæëèëþòì óçîóíâåäñëôïøò;
ãïòçîæåþï ãïíïàäåþòì ðîëâïòæåîàï ðïìóõòìèãåþäëþï øåàïâï-
çåþóäò ðîëãîïèåþòì õïîòìõçå, òìòíò óçîóíâåäñëôåí øîëèòì
þïçïîàïí èÿòæîë êïâøòîì, òàâïäòìùòíåþåí îï ðîëãîïèåþøò øîë-
èòì þïçîòì èëàõëâíåþì;
ìëúòïäóîò ðïîüíòëîåþò ÷ïîàóäíò òáíåþòïí ìïãïíèïíïàäåþäë
òíôîïìüîóáüóîòì øåáèíïøò, ãïíïàäåþòì æïôòíïíìåþïìï æï õï-
îòìõòì óçîóíâåäñëôïøò.

øåìïþïèòìò ìïèòíòìüîëåþòìï (ãïíïàäåþòìï æï èåúíòåîåþòì, øîëèòì,
öïíèîàåäëþòìï æï ìëúòïäóîò æïúâòì, åêëíëèòêóîò ãïíâòàïîåþòì
æï ï. ø.) æï çîæïìîóäàï ãïíïàäåþòì ïìëúòïúòòì èëíïùòäåëþòà øå-
òáèíåþï ìïêëíìóäüïúòë ëîãïíë, îëèåäòú ãïíìïçéâîïâì çîæïìîóä-
àï ãïíïàäåþòì ìôåîëì ôóíáúòëíòîåþòì ûòîòàïæ èòèïîàóäåþåþì;
øåòáèíåþï çîæïìîóäàï ãïíïàäåþòì ìïõåäèùòôë/ìåáüëîïäóîò
ôëíæ(åþ)òì èèïîàâåäò ëîãïíë(åþò);
îåãóäïîóäïæ ãïíõëîúòåäæåþï øîëèòì þïçîòì êâäåâåþò, îïàï ãï-
strategia
íòìïçéâîëì àïíïôïîæëþï èëàõëâíïìï æï èòùëæåþïì øëîòì, ïìåâå èë-
ìïõäåëþòì ìïãïíèïíïàäåþäë ìïÿòîëåþåþòì êâäåâåþò, îïàï ãïíò-
ìïçéâîëì ïîìåþóäò üåíæåíúòåþò;
øåòáèíåþï ìïíæë ìïòíôëîèïúòë þïçï, îëèäòì ïíïäòçòì ìïôóûâåä-
çåú èòòéåþï çîæïìîóäàï ãïíïàäåþòì ìôåîëøò ðëäòüòêóîò ãïæïùñ-
âåüòäåþåþò.
4.1.5 ÇÎÆÏÌÎÓÄÀÏ ÃÏÍÏÀÄÅÞÒÌ ÕÏÎÒÌÕÒÌ ÓÇÎÓÍÂÅÄÑËÔÒÌ

ÌÒÌÜÅÈÒÌ ×ÏÈËÑÏÄÒÞÅÞÏ
çîæïìîóäàï ãïíïàäåþòì ìòìüåèïøò õïîòìõòì óçîóíâåäñëôòì èêïôòë æï

ãïèÿâòîâïäå èåáïíòçèåþòì ïîìåþëþï ãïíìïêóàîåþòà èíòøâíåäëâïíòï, îïèæåíï-
æïú ïóúòäåþåäòï ãïíïàäåþòì ïè ìåáüëîòì èòèïîà íæëþòì ÷ïèëñïäòþåþï.
óíæï ãïíâïìõâïâëà õïîòìõòì óçîóíâåäñëôòì èåáïíòçèåþò òíìüòüóúòóî
æï åîëâíóä æëíåçå. çîæïìîóäàï ãïíïàäåþòì ðîëâïòæåîåþòì äòúåíçòîå-
þòìï æï ïêîåæòüïúòòì ðòîëþåþò æï ùåìò ìïõåäèùòôëè óíæï ãïíìïçéâîëì, èï-
øòí îëæåìïú òíìüòüóúòóî æëíåçå ñëâåäò ðîëâïòæåîò àïâïæ óíæï òñëì ðï-
ìóõòìèãåþåäò øåàïâïçåþóäò ìïãïíèïíïàäåþäë ðîëãîïèåþòì õïîòìõçå.
ôëîèïäóî ìïãïíèïíïàäåþäë òíìüòüóúòåþøò (ìïõåäëþë ìùïâäåþòì úåí-
üîò, óèïéäåìò ìïãïíèïíïàäåþäë æïùåìåþóäåþï) ïîìåþëþì ìðåúòïäóîò
ìüîóáüóîóäò åîàåóäåþò æï óêâå æïãîëâæï ãïîêâåóäò ãïèëúæòäåþï ìï-
ãïíèïíïàäåþäë ðîëãîïèåþòìï æï ìïìùïâäë ðîëúåìòì õïîòìõòì óçîóíâåä-
ñëôïøò, èïøòí îëæåìïú ïîïìïèàïâîëþë ìåáüëîøò, òìåâå îëãëîú ìïùïîèë-
åþìï æï ìõâï ëîãïíòçïúòåþøò, ïè èõîòâ öåî êòæåâ þåâîòï ãïìïêåàåþåäò.
çîæïìîóäàï ãïíïàäåþòì ðîëãîïèåþòì (èëæóäåþòì, êóîìåþòì) õïîòì-
õòì óçîóíâåäñëôòì èåáïíòçèåþò æï ðîëúåæóîåþò øåòûäåþï ãóäòìõèëþæåì
øåèæåãì:
ìïãïíèïíïàäåþäë ðîëãîïèòì øåèóøïâåþòì òíìüîóáúòòìï æï èòìò æïè-
üêòúåþòì ðîëúåæóîåþòì ïîìåþëþï;

33
33
ìïãïíèïíïàäåþäë ðîëãîïèòì øòæï øåôïìåþòì êîòüåîòóèåþòìï æï òí-
æòêïüëîåþòì ïîìåþëþï;
ðîëãîïèòì øåèóøïâåþïìï æï èòì øåèæãëè ìîóäñëôïøò ñâåäï æïòíüå-
îåìåþóäò èõïîòì — ðëüåíúòóîò èìèåíåäåþòìï æï æïèìïáèåþäåþòì,
ðîëôåìòóäò ëîãïíòçïúòåþòì — èëíïùòäåëþï;
ðîëãîïèòì ãïíõëîúòåäåþòìïàâòì ïóúòäåþåäò ïæïèòïíóîò æï èïüå-
îòïäóîò îåìóîìåþòì ïîìåþëþï;
ìïãïíèïíïàäåþäë ðîëãîïèòì ãïâäòì æïèïæïìüóîåþåäò úíëþòì/ìåî-
üòôòêïüòì ãïúåèòì ùåìòìï æï ìïíæë ïéîòúõâòïíëþòì èåáïíòçèåþòì ïî-
ìåþëþï;
ìïãïíèïíïàäåþäë ðîëãîïèòì àâòàøåôïìåþòì èåáïíòçèåþòì (èïã., èìèå-
íåäàï/êóîìæïèàïâîåþóäàï ãïèëêòàõâï) ïîìåþëþï.
õïîòìõòì øåôïìåþòìï æï èïîàâòì ÷ïèëñïäòþåþóäò èåáïíòçèåþò óçîóí-
âåäñëôì:
êâïäòôòêïúòåþòì óîàòåîàêïâøòîì;
êîåæòüåþòì üîïíìôåîì;
ùòíèìùîåþò ãïíïàäåþòì ïéòïîåþïì;
ìïõåäèùòôëìï æï ìïçëãïæëåþòì èõîòæïí çîæïìîóäàï ãïíïà-
äåþòì ìåáüëîòì èòèïîà íæëþòì ãïçîæïì;
ãïíïàäåþòì õïîòìõòì ïèïéäåþïì.

literaturis sia
1. UNESCO (1997) “International standard classification of education ISCED 1997”. Paris:

UNESCO
2. Wolter &Weber (1999) “Resources for Lifelong Learning and Tertiary Education”
www.oecd.org/dataoecd/2/20/1917598.pdf
3. The European Commission DG Education and Culture (2002)
“European Report on Quality Indicators of Lifelong Learning” www.ec.europa.eu
4. g. wulaZe, n. maRlaferiZe, a. vadaWkoria (2003), `saqarTvelos demografiuli
perspeqtivebi~. Tbilisi
5. IPM (2003) `Sromis bazris kvlevis angariSi~. Tbilisi
6. IOM (2003) `SromiTi migracia saqarTvelodan~. Tbilisi www.iom.ge
7. A World Bank Report (2003) “Lifelong Learning in the Global Knowledge Economy: Challenges
for Developing Countries” Washington, D.
8. GORBI (2005) koncefcia „swavla mTeli sicocxlis manZilze~ da qarTuli
realoba. Tbilisi
9. J nos Sz. T th (2006) “The Common European Adult Learning Framework (CEALF)”. EAEA.
Brussels.
10. statistikis saxelmwifo departamenti (2006), `statistikuri krebuli:
saqarTvelos Sromis bazari~. Tbilisi http://statistics.ge
11. Pat Davies (2007) “The Bologna process and university lifelong learning. The state of play and
future directions”. EUCEN http://www.eucen.org
12. S. Harkin (2007) “The Approach to Life Long Learning Strategies in Ireland”. Conference on
Lifelong learning and Education Policy. Helsinki, 26-27 February 2007
13. saqarTvelos ganaTlebisa da mecnierebis saministro (2007), `zogadi ganaT-
leba saqarTveloSi~. Tbilisi www.mes.gov.ge
14. saqarTvelos ganaTlebisa da mecnierebis saministro (2008), „zrdasrulTa
swavlebisa da ganaTlebis ganviTareba da mdgomareoba saqarTveloSi _ erov-
nuli angariSi”. iuneskos me-6 msoflio konferencia CONFINTEA VI. Tbilisi
15. statistikis saxelmwifo departamenti (2008), `statistikuri weliwdeuli _
2008~. Tbilisi http://statistics.ge
16. statistikis saxelmwifo departamenti (2008), `statistikuri krebuli: qali
da kaci saqarTveloSi~. Tbilisi http://statistics.ge
17. kvleviTi resursebisa da statistikis erovnuli centri (2008), `samuSao Za-

lis migraciis gamokvlevis Sedegebi~. Tbilisi

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35
18. UNDP (2008) “National Human Development Report 2007/2008”. Tbilisi http://undp.org.ge
19. IOM (2008) `samuSao Zalaze damsaqmebelTa moTxovna~. Tbilisi www.iom.ge
20. Hessel Oosterbeek, Harry Anthony Patrinos (2008) “Financing Lifelong Learning Policy” Research
Working Paper 4569. The World Bank, Human Development Network Education Team
www.worldbank.org
21. European University Association (2008) “European Universities’ Charter on Lifelong learning”
www.eua.be
22. saqarTvelos ganaTlebisa da mecnierebis saministro (2008), èvrokavSiris
samezoblo politikis ganxorcieleba ganaTlebisa da mecnierebis sferoSi~.
Tbilisi www.mes.gov.ge
23. saqarTvelos ganaTlebisa da mecnierebis saministro (2008), `ganaTlebisa

da mecnierebis reforma saqarTveloSi~. Tbilisi www.mes.gov.ge
24. Background document for the BFUG on the development of the European Higher Education
Area (2009) “BOLOGNA beyond 2010” Bologna Benelux Secretariat.
25. statistikis saxelmwifo departamenti (2009), `saqarTvelos statistikuri
krebuli: kvartaluri biuleteni, 2008, IV~. Tbilisi http://statistics.ge
26. statistikis saxelmwifo departamenti (2009), `statistikuri krebuli: sa-
qarTvelos Sinameurneobebi _ 2008~. Tbilisi
27. saqarTvelos ganaTlebisa da mecnierebis saministro (2009), ùmaRlesi ga-
naTlebis reformis Sedegebi saqarTveloSi~. Tbilisi www.mes.gov.ge
28. “Measurement Economic Benefits of Education Investment - An Illustration, Private Versus
Social Costs, Empirical Findings, Estimation Issues”. http://education.stateuniversity.com/pages/
1930/Economic-Benefits-Education-Investment Measurement.html vebgverdidan masala
amoRebulia 2009 wlis ivlisSi.
29. irine darCia (2009), „saqarTvelos umaRles saganmanaTleblo dawesebule-
bebSi mTeli sicocxlis manZilze swavlis strategia~. samuSao dokumenti.
Tbilisi www.aeag.org.ge
30. lali baqraZe (2009), „winmswrebi ganaTlebis aRiareba~. samuSao dokumenti.
Tbilisi www.aeag.org.ge

1. Introduction
Lifelong Learning is the educational policy, which aims to create optimum condi-
tions for a person to satisfy his/her educational needs during the whole life.
The main aim of the present strategy is to establish a flexible system of education
in Georgia accessible for everyone, which will provide the person willing to learn with
respective education at any stage of his/her life regardless of age, sex, nationality and
economic and social condition.
Each person can receive education formally (general school education, vocational
and higher education) or non-formally. Since the formal education has already been
formed as a solid system, due to the current reforms, and is regulated by respective
legislation, the main accent of the strategy is focused on adult non-formal education.
According to the definition of UNESCO, non-formal education1 is “any organized
and sustained educational activity that do not correspond exactly to the definition of
formal education. Non-formal education may therefore take place both within and outside
educational institutions, and cater to persons of all ages... Non-formal education prog-
rammes do not necessarily follow the “ladder” system and may or may not confer
certification of the learning achieved.” Though, existence of mechanisms for recognition
Strategy
of skills and knowledge increases the significance of non-formal education both for
employability and further formal learning, thus giving it special importance in the context
of lifelong learning.
1.1 Educational Context

Formal education in Georgia is regulated with respective legislation, which itself is
based on conceptual documents (“Concept Paper on Professional Education”, “Mid-
term Strategy of Vocational Education and Training Development”, “Main Directions of
Higher Education Development”). But constant changes and amendments to secondary,
professional and higher education laws during the last three years prove that the educa-
tional system does not yet fully respond to the challenges in the country.
Informal education existing in parallel with formal education is practically not regulated
by existing laws. However, it exists de-facto and is mainly focused on adult education.
1
The term “non-formal education” in Georgia involves both non-formal and informal aspects of education.

37
37
Adult non-formal education in Georgia is not a new topic. Based on the traditions of
monasterial education with the effort of Ilia Chavchavadze, Egnate Ninoshvili, Iakob
Gogebashvili and others, public and Sunday school networks were established in the
second half of the 19th century and adult education system used to develop according to
the European model.
During the Soviet period adult education mainly served to wipe out illiteracy among
the population of labourers. At the end of the 20th century adult education mainly turned
into the political propaganda tool in the country by society “Tsodna”2. However, at the
same time there were professional training courses for raising the qualification in various
fields.
At present in Georgia education is mainly offered to adults by non-governmental
organizations. Training programmes offered by them can be divided into two main groups
according to purpose:
a) Adult education with the compensatory function to better adapt to the new
environment and raise competition at the labour market (computer courses,
entrepreneurship and small business courses, courses for ethnic minorities to
learn the state language, etc.)
b) Adult civic education for sustainable development, civic peace and integration,
preventing conflicts and settling them peacefully, encouraging active citizenship
(topics: democracy, tolerance, inter-ethnic relations, active citizenship, gender,
environment protection, healthy lifestyle, etc.).
However, it needs to be mentioned that the rate of participation of population in
educational programmes is quite low and the place of adult education in the general
educational system is uncertain.
1.1.1 Overview of the Educational System of Georgia

From 2004 the educational system in Georgia underwent significant changes – the
models of managing, funding and controlling the quality of the system and the structure
of the educational system changed.
One of the main aims that served as the basis of the educational reform in Georgia
envisaged contributing to the integration of Georgia into the international space. Res-
pectively, many important conceptual changes in the educational system of Georgia
were conditioned by wider international processes in which Georgia started to participate
in recent years.
2
Knowledge (Georgian)

It is also noteworthy that at the end of the 20th century and beginning of the 21st
century involvement of international donor organizations in the reorganization of the
educational system of the country increased. It became possible to mobilize quite large
amounts of money and implement rapid and multiple structural changes in the sector in
many directions simultaneously.
Therefore, a new structural model of managing the system was designed, which
aims at providing the increase of autonomous capacity of units within the educational
system, establishment of the competitive environment based on the principle of justice
and, as a result, improving the quality of service of education for developing the know-
ledge-based economy.
Basic components of the educational system of Georgia are:
Pre-school education
General education, which involves primary, basic and secondary education
Vocational and higher professional education
Three-cycle higher academic education
Adult education and training – existing de facto, however being beyond legislation
(“adult education” is not mentioned in education legislation at all) and its role is
not clearly defined in education system
General education duration in Georgia is 12 years. The primary level involves the
Strategy
first 6 grades, the basic level – grades 7-9, the secondary level – grades 10-12.
According to the amendment made to the Constitution of Georgia on December 27,
2006 (#4135) primary and basic education (9 grades) are compulsory. The state fully
funds general education on the basis of the rule defined by the law.
After going through the basic education level, the person is able to choose vocational
education, which equals the last level of general education in terms of duration.

39
39
Fig.1 System of formal education
22
21
20
PhD
19
18
17
MA
16
15
BA
14
13
HPE
12
Initial
11 middle school VET
10
9
8
7
basic school
6
5
4
3
primary school
2
1
(HPE – Higher Professional education, VET – Vocational Education and Training)
Higher academic and professional education is available only to people with full
general education. Therefore, after finishing vocational studies, the person willing to get
higher education should return to the general educational school and go through the last
level of general education.
In the circumstances of complications of mobility of moving to the higher
educational level from vocational, the latter is rarely discussed as the alternative
of the last stage of general education and more represents the instrument of
adult education.

United national exams serve as the filter between general and high education. They
are held in a written form and are centralized on the whole territory of Georgia.
Within the limits of higher education the person is able to choose an academic or a
professional programme. Higher academic education includes three levels – bachelor’s
(ca. 4 years – 240 ECTS), master’s (ca. 2 years – 120 ECTS) and doctoral (ca. 3 years
– 180 ECTS). Higher professional education is a short cycle within the baccalaureate.
Annually, secondary schools are finished by approximately 60 000 students in Georgia
out of which about 15 000-20 000 (about 30% of school leavers) continue studying at
the higher educational institutions (academic or higher professional programmes).
6 000 places are available within the vocational education system. Respectively, at
this stage, the most important objective in Georgia is increasing the efficiency of vocational
education in order to solve the problem of those remaining out of formal education.
At the same time, it is possible to meet the requirements of population by strengthen-
ing the system of non-formal education of adults.
1.1.2 Main characteristics of adult education

There are several definitions of adult education. The following is the most widely
acknowledged one: “The system of adult teaching and learning”. Based on the Georgian
reality (100 % of literacy, a traditional and comprehensive system of formal education),
Strategy
adult education is considered as education of persons having basic education
and reaching the adult age3.
In this context, the person reaching
the age of 15, who is considered by The present strategy includes non-formal
the state as the economically active and informal education spectrum (including
member of population is regarded as continuous education) and does not
an adult . In the system of formal edu-
4
concern pre-school and basic education as
cation in Georgia the citizen at this age well as upper grades of formal education.
finishes compulsory basic education
(9th grade of the secondary school).
Within the system of formal education it is possible to choose professional and academic
3
We need to remember that during the last three years approximately 2000 school children leave basic
school annually due to hard social-economic conditions whereas according to various data, 2-9% of
children of the respective age group do not attend school at all. In future these children will become adults
without basic education.
4
Georgian legislation considers person of 16 as economically active, while according to Department of
Statistics persons of 15 belong to economically active population.

41
41
education after getting basic education. The aims and objectives of vocational education
are given in the strategic document (draft, 2009) of vocational education and training.
Although there does not exist a university education strategy, Bologna principles define
directions of higher academic education development. Therefore, the present strategy
includes non-formal and informal education spectrum and does not concern pre-school
and basic education as well as upper grades of formal education (after grade 9).
Within the scope of the strategy, it is envisaged to develop recommendations for
forming a sustainable and effective system of adult education in Georgia. Recommen-
dations include both respective legislative changes as well as providing availability and
creating conditions for developing resources and the infrastructure.
1.1.3 Adult education in Georgia – Overview

There are no official statistics on inclusion in adult education in Georgia. According
to one of the researches made in 2005, 74% of adults of the age of 26-64 polled, mentioned
that during the last one year they did not deepen their professional knowledge, 6% went
through short-term professional training and qualification raising courses, 21% system-
atically got acquainted with special literature, 10 % tried to deepen knowledge by means
of self-learning and 1% was involved in programmes leading to an academic degree.
There is another very interesting research. Within its scope respondents of the age
group of 18-70 have been polled. According to this research, in 2004, 10% of respondents
in Tbilisi got academic education or went through any form of training/professional
programme in Tbilisi. According to the data of 2005, this index equalled 5% in Tbilisi and
Inner Kartli (region of Georgia). 2.4% of respondents attended various training prog-
rammes in 2004. On the basis of the research given above, the conclusion can be made
that adult population of Georgia is less involved in various educational programmes
compared with the majority of European countries.
According to separate researches, involvement of the following groups in adult
education programmes is relatively low: aged people, region inhabitants and people with
limited abilities; gender differences in this respect are unimportant. Youngsters are more
interested and involved in education than relatively aged people. According to the data
of 2005, the average age of those people who get any type of education is 26 years
(minimum 19, maximum 76); Respondents name age as the main reason for not receiving
adult education. The age above 45 is regarded as not relevant for getting any form of
education.
According to the data of 2005, adult education is more available for people in the
capital than those in the region. One of the reasons for that is a large number of educa-

tional institutions in the capital and big cities as well as high fees of learning and living.
The majority of short professional, qualification and training programmes are held in the
capital (88%), only a small part is offered in large cities (12%). The fact that as of today
27 out of 38 professional training centres in Georgia are located in regions should have
a partially positive impact on this tendency, which should make education available,
reduce migration and promote economic development in regions.
2. Why adult education?

Providing the possibility of lifelong learning to citizens is one of the most important
pre-conditions for the successful development of the country.
In the 21st century success without economy based on knowledge is unimaginable.
Knowledge-based economy, first of all, is based on the use of ideas and not physical
resources, and technology and not exploitation of raw materials or cheap labour. Gaining,
developing and using the knowledge is possible by means of various ways. Global eco-
nomy changes demands of the labour market in the whole world. At the same time,
demands towards ordinary citizens also increase – they are required to have different
knowledge and skills in order to carry out day-to-day functions.
Strategy
The existing experience clearly shows that a well-developed system of adult edu-
cation significantly helps economic progress and development of the country. Scandinavian
countries, Germany and Ireland are a good example of this. The example of Ireland
needs to be especially noted: when Ireland joined European Union in 1973, its GDP
amounted to only 64 % compared with
the general European GDP whereas in
Only 6% of adults in Georgia are involved in
2004 it equalled 150%. “The Irish eco-
education activities, whereas in developed
nomic miracle” together with other con-
European countries this number reaches 60%.
ditions was largely conditioned by a
substantial increase of employment,
which was preceded by preparing adult population for employment – investment in
adult education and effective management of this system (including establishment of
the special ministry) had its respective result.
The necessity of developing human resources is related with the objectives of ac-
celeration of economic development of the country and poverty alleviation as well as
increase of economic and social cost of professional knowledge. “Lisbon conclusions
require substantial annual increase of investment per capita in human resources indicating

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43
that European economy significantly depends on skills of its citizens, which require
constant update as it is characteristic to knowledge-based society. On the other hand,
financial limitations should as well be used in the sector of education and training in
order to provide effective distribution and use of resources to achieve high level of
education quality”.
2008 forecast of international expert organizations, including CEDEFOP predicts
that the demand for highly qualified staff will increase in the world. All this means that
economy requires more and more specialists with respective education and the problem
is to what extent they will be ready for future activities and whether their knowledge
will be corresponding to the existing work.
Development of new technologies has a huge impact on the perspective of economic
growth. Adequacy of resources is reflected on the productivity and creativity of the
main human resource of the country. Adult education makes significant contribution to
the main capital of human resources. For the knowledge-based economy, in the circum-
stances of the increase of the number of population of average age and higher, creation
of flexible educational schemes for them is granted strategic importance. As for economies
in transition, this is a vital problem.
2.1 Demographic and social-economic context

In case of Georgia, adult education gains special importance envisaging the demog-
raphic and social-economic situation of the country.
2.1.1 Demography
The amount of population of Georgia, as of January 1, 2009 equalled 4 million 385
thousand people. Compared to 1990, it reduced by 39 thousand people. This reduction is
caused by both large-scale emigration and deterioration of the index of reproduction
rate (birth, death, natural growth).
In 2006-2008 certain positive trends were observed in terms of improving the birth
rate. However, the situation still remains complicated since the natural growth of popu-
lation and migration rate are still nega-
tive (20.7 and 10.2 thousand people in Ageing and migration decrease labour po-
2007 and 2008 respectively). Demo-
tential of the country.
graphic forecasts are quite pessimistic
as well: according to the United Na-
tions population fund, the population of Georgia will decrease by 2.5 million by 2050. As

for the calculations of Georgian scientists-demographers, in 2050 the amount of the
population of Georgia will reach 3.3 million (by an average variant of the forecast).
Undesirable changes are taking place in the age structure of the population of Georgia:
the share of children up to the age of 15 and teenagers is reducing in the total amount of
population whereas the specific weight of the aged people increases. As of today, the
population of Georgia is demographically aged and the process of aging is becoming
more and more intensive. As of January 2009, 14.4% of the total amount of population
is older than 65. Based on the forecasts of Georgian demographers, this index will
amount to 21.8% by 2020 and 23.8% by 2050. Respectively, the average age of po-
pulation will increase from 36.1 (according to the census of 2002) to 39.3 by 2020 and
45.4 by 2050. At the background of demographic ageing of population the amount of the
age of population being able to work will decrease (15-64). This decrease will start from
2010 and gradually become more intensive (since multiple generations born in 1950-80’s
will start to reach the age of retirement). Labour migration will also promote the decrease
of the labour potential of the country, which will retain a negative index in future. This
means that the population of the country being able to work will decrease in the amount
and the demographic and economic impact of the society will increase.
At the background of demographic tendencies under way and expected in Georgia
development of human resources and their effective use is extremely actual. For this
purpose, it is essential to establish and implement an effective LLL system.
Strategy
2.1.2 Social-economic indices
In the 1990’s, economy of Georgia experienced a dramatic fall: in 1990-2000 the
volume of Gross Domestic Product (GDP) in Georgia reduced by 8 and more times. In
1999-2003 the rate of GDP growth in Georgia reached 2-4% on average, which was not
enough for devastated economy.
As a result of reforms and measures implemented with the view of improving the
economic environment after the Rose Revolution in Georgia (2004-2007) – acceleration
of the privatization process, improvement of the tax code, reduction of taxes, making
the conditions for starting business finalized, fight against corruption, etc. – significantly
made the GDP growth rate faster and by 2007 it amounted to 12.4%. However, hostilities
in 2008 and the world economic crisis decreased the GDP growth rates to a minimum
(2.1% in 2008). More than half of Georgia’s GDP – 54% is generated in the service
sector. The share of the so-called production areas of economy (industry, construction,
agriculture) is relatively low, which speaks of the low level of the development of country’s
economy.

45
45
In 2006-2007 as a result of acce-
Adult education supports formation of
lerating the process of privatization (by
qualified labour force, which in turn is the
5.4) the volume of direct foreign in-
necessary prerequisite for the economic
vestment increased. The majority of in-
development of the country.
vestments were made in the sectors
of energy, banking, construction and
tourism. In 2008 despite political and economic difficulties, the volume of direct foreign
investment amounted to 1293.7 million dollars. However, positive results of investment
growth in terms of creating working places are less than anticipated so far. Georgia has a
big negative balance in external trade relations. Unfortunately, the difference is increasing.
By 2008 the balance of foreign/external economic trade increased by 4808.5 million dollars.
The structure of import-export according to main commodity groups also indicates the low
level of development of the economy of the country. The latter affects population employment
and quality of life.
The level of economic activity of population above 15 in Georgia amounts to 62.6%.
During the recent years the index of both economic activity and employment decreases
whereas unemployment increases. According to official statistics, the level of unemp-
loyment amounted to 16.5% in 2008. Based on experts’ calculations, this is at least 30-
35%. Unemployment in Georgia is the main factor of poverty. Respectively, in order to
alleviate poverty, it is necessary to support employment of population by both accelerating
economic development and designing/implementing an effective state policy.
Significant structural and qualitative disbalance between the demand for
workforce and supply is among the key factors of unemployment. Almost half of
the employed people work at positions importantly different from the profession received
during education and even in the circumstances of mass unemployment, employers often
cannot find people of required profession and qualification. About 75-77% of unemployed
are constantly unemployed, which is related with the deterioration of professional
knowledge and increases the category of the so-called “people in despair”. Therefore,
development of professional education, implementing the principles of lifelong
learning in life is the most important building block of reducing unemployment
in the country and alleviating poverty.
Education is an important instrument of poverty alleviation. Both international and
local data prove that employment of persons with certain vocational qualification and
respective revenues are considerably higher than of those not having educational qualifi-
cation.
In this context the educational qualifications of the population of Georgia are worth
noting: 76% of population has basic and higher (vocational, incomplete and complete
high) education. However, it also needs to be mentioned that updating knowledge (e.g.

in the form of re-training) does not take
Adult education is the most important build-
place in the majority of cases: accord-
ing block of reducing unemployment in the
ing to the survey conducted in 2005,
country and alleviating poverty. Educated
more than 74% of those polled did not
population has better chances for employ-
enhance their professional knowledge
ment and therefore for social security.
during the last year. Although, their atti-
tude towards educational activities is
absolutely positive: 70% consider that professional and personal advancement is impos-
sible without involvement in lifelong learning.
Educated population has a better chance of employment and, respectively, social
security. This means that education is an important instrument for poverty reduction,
increasing competitiveness and social inclusion.
However, adult education plays an important role in not only improving the economic
situation but it also can have a significant impact on the political and cultural aspects.
2.2 Building civil society

Adult education is significant for developing and implementing democratic values in
the society and forming public opinion.
The educated citizen, who has clearly understood his/her rights and responsibilities,
Strategy
is the main support of the civil society.
The component of civic education is being incorporated in general educational school
curricula, which implies introducing such basic concepts as government structure, publicity
of information and forms of participation of the public in the process of public adminis-
tration, including principles of participating in elections, i.e. young generation is prepared
for living in the new type of democratic society whereas a large part of adults did not
receive this education in the formal environment and shares the Soviet ideology (at least
partially).
At the background of the difficult social-economic situation in Georgia today, it is
quite understandable that the development of democratic values may not be the main
driving force of involving citizens in adult education. The main motivating factor, as
research proves, is still employment and career advancement. However, it is extremely
inadmissible to ignore the aspects of civic education in adult education.
One more extremely important aim of adult education is supporting the individual
development – the system should be able to satisfy individual educational requirements
that are not directly connected with employment and serve other interests of the individual,
which is related with the personal self-realization.

47
47
3. Aims of adult education
The main aim of adult education in Georgia is increasing participation of population
in educational activities for satisfying the public, labour market and their personal needs
and requirements and creating respective conditions for this.
3.1 Vision of the adult education system development

The system of adult education should provide every citizen of Georgia with the
possibility for learning at every moment of life.
Increasing the involvement of population in adult education implies the increase of
availability of high quality education, which means that there should not be any geographic,
financial or programme barriers to getting education.
Cooperation of state central apparatus and local government, providers of education
and social partners contributes to the
efficient functioning of the system of Development of democratic values and sat-
adult education. isfying individual educational requirements
The state should provide social jus- is one of most important aims of adult edu-
tice and a wide choice; education pro- cation.
viders should supply quality education,
which will satisfy the requirements and
needs of those wishing to learn, raising the chances of employment among them; social
partners should participate in funding education and assuring quality.
Main principles of the strategy are to do the following

by means of creating flexible schemes of adult education:
1. Raising the competitiveness of an individual and his/
her social inclusion in the modern rapidly changing
society;
2. Orientation at the labour market and, respectively,
enhancing economy;
3. Formation of civil society – shaping the educated
person.

3.2 Main objectives of the strategy
Increasing availability of adult education
Developing the adult education infrastructure
Establishing an effective system of adult education management
Creating the adult education legislative base
Elaborating and implementing the effective system of adult education funding
Establishing the system of quality assurance of adult education
3.3 Main indicators

Inclusion of population into adult education (according to various educational
qualifications and social groups)
Indices of adult education “graduates” employment and career advancement
Trainee satisfaction
Satisfaction of social partners
Dynamics and geographical extent of adult education providers
Share of internal economies, state and social partners in funding adult education
Strategy
4. Main initiatives/recommendations
4.1 Increasing adult education availability

Education availability includes:
Programme availability – educational programmes have to be available for any
target group
Geographic availability – every citizen of Georgia should be able to get desirable
education close to his/her house which will free them from additional expenses
related with travel and living in another place
Financial availability – various mechanisms for funding educational programmes
from different sources should exist which will provide education to those wishing
to learn according to their abilities and condition

49
49
Therefore, in order to increase the availability of adult education, it is necessary to
develop relevant infrastructure as well as making changes to the legislation and estab-
lishing an effective model of system management and development.
Increasing the availability of quality

Aim:
education
Main Adult education Financial Legislative Effective

management
objectives: infrastructure provision base
system
Vouchers; Law/changes Functions of

Expected Soft Hard social partners
program in laws; of the state and
results infrastructure infrastructure education
funding; funds normative acts
providers
4.1.1. Adult Education Infrastructure

All those structures and programmes that contribute to the organization of the edu-
cational process for adults are envisaged in the infrastructure.
Educational infrastructure can be divided into two groups:
a) soft infrastructure – programmes and procedures
National framework of qualifications – is the document in which the level of all
qualifications and their respective educational grades in the country is described,
including the terms and procedures of recognition. The qualifications framework
create the landmark, according to which education providers develop educational
programmes, employers specify requirements towards the work force and those
wishing to learn define their own competencies and educational needs.
Educational programmes/courses in andragogy designed on the basis of the
professional standard of the andragogue5 are offered to those wishing to parti-
cipate in them by formal (e.g. higher educational institutions) and informal pro-
viders – educational activities carried out in respect with adults require specific
knowledge and training. Knowledge of peculiarities of adult education and the
5
Andragogue – teacher of adults

methodology commensurate to teaching will contribute to the development and
implementation of quality educational programmes
The system of recognizing prior education – the mechanism which is necessary
for moving from level to level of qualifications and provides continuity of education
b) hard infrastructure – providers and supplementary services
The network of providers of education – organizations of various profile and
legislative status take part in adult education with the view of providing availability
The network of supplementary services organized at/by municipalities that con-
tribute to efficient functioning of the system of adult education:
Centres of professional orientation
Bodies attesting the recognition of prior learning
Information-consultation service which will timely provide those wishing to
learn, education providers, potential employers and partners and other stake-
holders with full information and offer consultation regarding the existing
demand and supply
Special department/unit at the accreditation centre which will carry out quality
control of providers of informal education
Diversification of education providers is essential for developing the adult education
Strategy
infrastructure. As of today, mainly non-governmental organizations dominate at the adult
education market of Georgia. Only 8 out of 60 higher educational establishments recog-
nized by the state offer certification courses to the population, whereas in 56% of European
universities lifelong learning is the constituent part of university policy/strategy. There
hardly exists the practice of on-the-job training and education. As a result, education is
available for only a very limited number of population. Special legislative changes (see.
below) contribute to a more active participation of other providers in adult education.
Expected results:
Establishments of various legislative status (public, private) take part in adult
education. There is a diversified network of adult education providers:
Formal educational institutions:
School of general education – high school
Professional education centre
Higher educational establishment
Non-governmental organizations

51
51
Private educational organizations
On-the-job training centres / workplace education centres
Municipal organizations
The number of adult education providers increased and their profile diversified
(e.g. more higher educational institutions offer the public programmes of informal edu-
cation, large enterprises provide education at the work place, more non-government and
community organizations are involved in educational activities, etc.)
Providers of adult education are represented in all regions of Georgia – at the
expense of diversification of the network of providers, educational services close
to the place of residence are available for the population of all regions of Georgia
The programme of training adult education specialists/andragogues is designed
and being carried out
By means of the network of supplementary services, the population is able to
get relevant information about the means of learning as well as choose the
desirable form of education and acknowledgement of received qualification for
entering the labour market
Labour market surveys are regularly carried out in order to define the balance
between the demand and supply. Besides, educational needs of population are
researched to determine existing tendencies
There is a reliable information database on the basis of analysis of which political
decisions in the adult education sphere are made
4.1.2 Mechanisms of funding adult education
Elaborating and implementing the effective system of adult education is the most
important objective of establishing the system of available education. According to the
surveys, limited financial resources serve as the main impediment for the involvement
of population in educational activities.
Various models of funding adult education are known. In the Georgian reality com-
bination of several models existing in the world can be used in the circumstances of
various target groups and programmes. In any case, in the transition period participation
of the state is a determining factor: financial contribution of the state provides equal
availability of the system and increases its efficiency.
Experience has shown that in a range of sectors where it is relatively easy for
qualified personnel to get a well-paid job, those wishing to learn pay fees themselves

(e.g. information technologies, tourism and other spheres) whereas in other fields (e.g.
agriculture) adult education without dotation for the population is completely unavailable.
One of the main instruments of funding adult education should be a special govern-
ment foundation which will be able to collect together means of local and international
donors, business sector and other social partners and use them in accordance with
social justice and state priority principles. Resources of the existing foundation can be
used for funding both specific individuals and a range of programmes.
Form of adult education funding:
Funding those wishing to learn by means of vouchers – the voucher should be
calculated envisaging programme peculiarities
Programme funding (a lump sum amount for implementing specific programmes)
– especially acceptable for carrying out programmes of strategic impor-
tance (see p.57)
Tax concessions for individuals and enterprises – indirect method of funding
by which participation of the private sector needs to be encouraged
Sources of funding:
State – including the local government
Internal economy – the private person wishing to learn or his/her family
Strategy
Enterprise
Donor organizations – e.g. foundations, professional associations, etc.
Funding instruments:
Individual learning accounts
Forms of sectoral training
Different mechanisms of tax concessions/taxation
A more detailed description of funding instruments is given below:
Individual learning accounts (ILA) – is the form of encouraging learning of
private persons. The system is targeted towards the individual and contributes to the
satisfaction of specific needs. It is approved in such countries as Austria, Belgium,
Canada, Ireland, Italy, the Netherlands, Spain, Switzerland, Great Britain and USA.
There exist two alternative versions of operating this scheme:
a) the amount is transferred to the individual account, which the individual uses
to pay for his/her training

53
53
b) the individual fills in the application form at the training and the amount is
directly transferred to the provider of training
In other words, the ILA is the instrument for socially unprotected individuals to fund
their learning. The amounts are transferred to the account by the government and/or
private companies.
Sectoral training funds (STF) are one of the mechanisms of funding the system
by social partners. It is established in EU countries (Belgium, Denmark, France, Italy,
Cyprus, Great Britain, the Netherlands). State and social partners co-participate in the
foundation. The sectoral fund can be established voluntarily and representatives of a
specific sphere or region can join it, e.g. enterprises, private individuals, institutions, local
self-government, etc. There are various models of joining the fund and managing it in
different countries. Paying fees can be voluntary or compulsory and they can vary from
0.1 to 2.5% of the income of the specific actor.
Tax concessions – they exist in a very limited number of countries for those
enterprises that fund personnel education and training or those individuals who themselves
finance their own learning and training. One of its forms is a reduced VAT for providers
of training. Sometimes other methods are used. For example, in France the company
that does not fund personnel training can be taxed additionally. In Lithuania sponsors of
training providers are tax exempt. Different tax concessions are established for courses
of initial professional education and raising qualification. In several EU countries (the
Netherlands, Sweden) there are tax concessions for the population with low income
who themselves fund raising of their own qualification in the form of training.
Expected results:
There is a system of financial provision of participation of adult population in
educational activities
The foundation of state programmes of adult education has been established
There are sectoral/regional funds
The fee of programmes and respective vouchers is calculated
The mechanism of issuing vouchers/programme funding is designed for priority
programmes and special target groups (e.g. internally displaced persons,
national minorities, socially unprotected population, etc.)
Special encouraging measures have been designed, including tax concessions,
which supports attraction of private capital in adult education

4.1.3 Legislative base
Both development of tax infrastructure and design of the system of funding require
specific legislative basis.
Getting basic education is provided for the citizens of Georgia by the constitution of
the country. All stages of formal education – school, vocational and higher education are
regulated by the respective legislation, whereas informal education is beyond legislation.
Although, it has already long established a respective place in the educational system.
Effective functioning of the system of adult education is impossible without the
respective legislative base.
There are two alternative ways of solving this problem:
1) To adopt a special law on adult education – this may be a bit premature in
Georgia at this stage
2) To make respective amendments to the laws listed below to avoid the factors
preventing circumstances of essential adult education functioning (e.g. study
sabbatical leaves for employees, recognition of prior learning in the sphere of
higher education, tax concessions, etc.):
Labour code
Strategy
Tax code
Law on Self-government
Law on General Education
Law on Higher Education
Law on Vocational Education
Law on Licensing Activities of Educational and Teaching Establishments
Besides the legislative base, existence of other normative documents and state
acknowledged/approved procedures is necessary. These are:
National qualifications framework
Recognition of prior learning
Recognition of informal education
Rules of licensing and accrediting adult education providers should also be added to
the normative base: in the circumstances of recognizing prior learning and informal
education, the quality of providers of this education gains special importance.

55
55
At this stage, design of the National Qualifications Framework has almost been final-
ized (it will presumably be approved in October 2009); the draft of National Qualifications
Framework of vocational education has been designed; work has come to an end regarding
the acknowledgement of informal education procedures at the vocational level.
In order to provide the principle of lifelong learning availability and continuity, existence
of the mechanism of acknowledging/attestation of education is especially significant.
Recognition of Prior Learning – RPL is a wide/comprehensive concept and includes
formal as well as informal education recognition. Today, recognition of informal education
is permitted according to the acting legislation in Georgia only at the vocational education
level and it is called attestation.
Attestation – checking the professional knowledge and skills of the individual with
vocational education gained through the informal way by the authorised agency according
to the rule specified by the legislation of Georgia and verifying respective qualification.
Aim of attestation:
a) checking the knowledge and skills of the individual with informal education and
verifying the respective qualification
b) recognizing professional education and qualification gained in a foreign country
c) assessing the formal professional education gained in Georgia and verifying the
respective qualification – the latter is possible only in case of the existence of
the national qualifications framework
In the circumstances of the political will, implementation of other legislative changes
is a simple technical issue and does not require additional funding.
Expected results:
A new law on adult education has been prepared or changes are made to the
respective legislation, which supports:
Participation of formal education providers in adult education
Creation of a special network of supplementary jobs
Implementation of educational activities at the work place
Recognition of prior informal education
Attraction of private capital to carry out educational programmes
Establishment and implementation of schemes of financing
Licensing and accreditation of informal education providers

Participation of self-government in the management of the adult education
system
Unhindered move between the stages of the qualifications framework
Operation of specialists of informal education at the labour market
Operation of quality control mechanisms of providers of informal education
and programmes offered by them
4.1.4 Adult Education Management System

Principles of managing the system of informal education are completely different
from the traditional formal system. Efficiency of managing adult education is not deter-
mined by the establishment of special structural units and a respective system. Instead,
it is conditioned by clear definition and differentiation of functions and responsibilities of
all the parties involved in the process. This obviously does not diminish a special role of
the Ministry of Education and Science in managing adult education.
Parliament of Georgia defines adult education policy and adopts respective legislative
acts. With coordination of the MoES the government of Georgia carries out state policy
in the sphere of adult education by participating in the creation of the supplementary
infrastructure and special funds as well as implementation of special state programmes.
Strategy
A special consultation council provides participation of social partners in the man-
agement of the system which defines priority directions of adult education, special state
programmes and local, regional and international cooperation in this sphere together
with the representatives of the MoES and other relevant state structures.
State programmes envisage assistance of up-to-date branches and/or certain strata
of population by means of educational activities. For example:
Adult education programmes for specific target groups
Education of national minorities (Georgian language courses)
Education of refugees and internally displaced persons
Education of people with special needs
Education of the guilty/sentenced in the penitential system
Educational programmes for individuals with incomplete basic education
Continuous education for regulated professions
Training of civil servants, etc.
Regional/sectoral educational programmes. For example:

57
57
Computer literacy of adults
Education in the agricultural sphere, etc.
On the one hand, impact of education on the employment of population and, as a
result, increase of their well-being and, on the other hand, on economic development will
put forward the role of local self-government in the management of the system. Since
educational programmes designed and implemented in accordance with local needs con-
tribute to the inclusion of population in labour activities, lift social tension and support
economic development of the region, local self-government should take active part not
only in the management of current processes but also in planning educational processes.
Strategic development of regions should reflect demands of the local labour market and
envisage needs of adult population. Regional budget should contain necessary means
for satisfying these needs – self-government should realize that adult education is one of
the most significant instruments of the development of the region.
Existence of reliable statistical data and carrying out regular research in order to
develop the sphere of adult education is one of the most important aspects for governing
the system. Policy development is impossible without updated information basis. One of
the most important aspects of adult education – enhancing employment chances of
population – will not work without labour market studies.
Expected results:
Functions and responsibilities of the state, local governments, social partners
(including the business sector) and providers of education as well as procedures
of cooperation between them are clearly defined
The state is responsible for protecting the principle of adult education availa-
bility and social justice, quality assurance and informing the public
The role of local governments has been enhanced and their responsibility
increased in terms of providing availability of adult education on their territory
Providers of education are responsible for the quality of offered programmes,
provide their close connection with the labour market envisaging the
requirements of the labour market in programmes
Social partners participate in establishing the educational infrastructure,
funding education and quality assurance
Relevant ministries (education and science, labour, economic development, etc.)
and the Adult Education Association of Georgia create a consultancy body which
defines main directions of functioning of the adult education sphere

Bodies managing the state/sectoral fund(s) of adult education have been estab-
lished
Labour market research will be carried on the regular basis
Reliable database will be created to support policy development in this sector
4.1.5. Establishing the system of adult education quality assurance
Existence of clear and transparent mechanisms of quality assurance in the system

of adult education is especially significant since it is essential to form trust towards this
sector of education.
Quality assurance mechanisms should be differentiated at the institutional and national
levels. Terms and the rule of licensing and accrediting providers of adult education
should be defined by the state, whereas at the institutional level every provider should
itself be responsible for the quality of offered educational programmes.
There are special structural units in formal educational institutions (vocational edu-
cation centre, higher educational institution) and certain experience has been gained in
terms of quality assurance of educational programmes and the learning process, whereas
in the non-government sector as well as enterprises and other organizations a lot still
Strategy
needs to be done in this respect.
Mechanisms and procedures of quality assurance of adult education programmes
(modules, courses) can imply the following:
Existence of procedures of the instruction of developing educational programmes
and their approval
Existence of criteria and indicators of internal evaluation of educational prog-
rammes
Participation of all stakeholders – potential trainees and employers, professional
organizations in developing the programme and further refining it
Existence of human and material resources necessary for the implementation
of the programme
Existence of the rule of issuing the certificate of attending the educational prog-
ramme and mechanisms of registration
Existence of mechanisms of self-assessment of the educational programme
(e.g. questioning trainees)

59
59
Expected results:
Established quality assessment and management mechanisms provide the fol-
lowing:
Interrelation of qualification
Transfer of credits
Recognition of prior education
Increase of credibility from the side of the state and the society towards the
adult education sector
Enhancement of education quality

References
1. UNESCO (1997) “International standard classification of education ISCED 1997”. Paris:

UNESCO
2. Wolter & Weber (1999) “Resources for Lifelong Learning and Tertiary Education” www.oecd.org/
dataoecd/2/20/1917598.pdf
3. The European Commission DG Education and Culture (2002) “European Report on Quality
Indicators of Lifelong Learning” www.ec.europa.eu
4. G. Tsuladze, N. Maglaperidze, A. Vadachkoria (2003) “Georgian Demographic Perspectives”.
Tbilisi
5. IPM (2003) “Labour Market Survey”. Report. Tbilisi
6. IOM (2003) ”Labour Migration from Georgia”. Tbilisi www.iom.ge
7. A World Bank Report (2003) “Lifelong Learning in the Global Knowledge Economy: Challenges
for Developing Countries” Washington, DC.
8. GORBI (2005) “Concept of Lifelong Learning and Georgian Reality”. Tbilisi
9. J nos Sz. T th (2006) “The Common European Adult Learning Framework (CEALF)”. EAEA.
Brussels.
10. Ministry of Economic Development of Georgia. Department for Statistics (2006) “Statistical
Booklet: Labour Market in Georgia”. Tbilisi http://statistics.ge
11. Pat Davies (2007) “The Bologna process and university lifelong learning. The state of play and
future directions”. EUCEN http://www.eucen.org
12. S. Harkin (2007) “The Approach to Life Long Learning Strategies in Ireland”. Conference on
Lifelong learning and Education Policy. Helsinki, 26-27 February 2007
13. Ministry of Education and Science of Georgia (2007) “General Education in Georgia” Tbilisi
www.mes.gov.ge
14. Ministry of Education and Science of Georgia (2008) “Development and State of Art of Adult
Learning and Education in Georgia – National Report” UNESCO VI World Conference
CONFINTEA VI. Tbilisi
Yearbook of Georgia – 2008”. Tbilisi http://statistics.ge
Booklet: Women and Men in Georgia”. Tbilisi http://statistics.ge
17. National Centre for Statistics and Research Resources (2008). “Labour Force Migration”. Tbilisi

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18. UNDP (2008) “National Human Development Report 2007/2008”. Tbilisi. http://undp.org.ge
19. IOM (2008) “Labour Market Survey on Employer Workforce Demand in Georgia”. Tbilisi
www.iom.ge
20. Hessel Oosterbeek, Harry Anthony Patrinos (2008) “Financing Lifelong Learning Policy” Research
Working Paper 4569. The World Bank, Human Development Network Education Team
www.worldbank.org
21. European University Association (2008) “European Universities’ Charter on Lifelong learning”
www.eua.be
22. Ministry of Education and Science of Georgia (2008) “Implementation of European
Neighbourhood Policy in Education and Science”. Tbilisi www.mes.gov.ge
23. Ministry of Education and Science of Georgia (2008) “Reform of Education and Science in
Georgia” Tbilisi www.mes.gov.ge
24. Background document for the BFUG on the development of the European Higher Education
Area (2009) “BOLOGNA beyond 2010” Bologna Benelux Secretariat.
25. Ministry of Economic Development of Georgia. Department for Statistics (2009) “Quarterly
Bulletin, 2008, IV”. Tbilisi http://statistics.ge
Booklet: Households of Georgia – 2008”. Tbilisi http://statistics.ge
27. Ministry of Education and Science of Georgia (2009) “Results of Higher Education Reform in
Georgia” Tbilisi www.mes.gov.ge
28. “Measurement Economic Benefits of Education Investment - An Illustration, Private Versus

Social Costs, Empirical Findings, Estimation Issues”. http://education.stateuniversity.com/pages/
1930/Economic-Benefits-Education-Investment Measurement.html Website accessed July 2009
29. Irine Darchia (2009) “LLL strategy in Georgian HEIs”. Working document. Tbilisi.
www.aeag.org.ge
30. Lali Bakradze (2009) “Recognition of prior learning”. Working document. Tbilisi. www.aeag.org.ge

saqarTvelos zrdasrulTa ganaTlebis asociaciam 2009
wels gamosca krebuli: zrdasrulTa ganaTleba saqarT-
veloSi da CONFINTEA VI
zrdasrulTa ganaTlebisadmi miZRvnili msoflio konfe-

renciebi 1949 wlidan iRebs saTaves. am wlidan moyolebu-
li, iuneskos egidiT dRemde xuTi aseTi konferencia ga-
imarTa. isini saSualod 12 weliwadSi erTxel imarTebian.
2009 wlis bolos q. belemi (brazilia) maspinZlobs zrdas-
rulTa ganaTlebisadmi miZRvnil VI msoflio konferen-
cias _ CONFINTEA VI. saqarTvelo masSi pirvelad iRebs mo-
nawileobas da Sesabamisad, konferenciisaTvis mosamza-
debeli procesi saqarTveloSi pirvelad Sedga. am pro-
cesis mTavar movlenad iqca `zrdasrulTa swavlebisa da
ganaTlebis ganviTarebasa da mdgomareobaze~ erovnuli
angariSis SemuSaveba. erovnuli angariSi 2008 wlis gazaf-
xulze momzadda da mas win uswrebda samuSao Sexvedrebi
samTavrobo da arasamTavrobo seqtoris warmomadgenel-
Ta aqtiuri monawileobiT.
erovnul angariSTan erTad CONFINTEA VI-isadmi miZRvnil

krebulSi xuTi masala (statiebi, angariSebi, deklaracia)
Sevida. es masalebi mkiTxvels CONFINTEA VI-is istoriuli
konteqstis aRqmas gauadvilebs.

63
63
kompiuteruli uzrunvelyofa: fati gagulia
garekanis dizaini: nino sanadiraZe
stilis redaqtori: lali qadagiZe
daibeWda da aikinZa Sps `sezanSi~

mis.: Tbilisi, wereTlis 140
tel.: (+995 32) 357002
Layout and design: Pati Gagulia

Cover design: Nino Sanadiradze
Proofreading and stylistic editing: Lali Kadagidze
Printed and bound by Cezanne, Ltd.

Address: 140, Tsereteli Ave., Tbilisi
Phone: (+995 32) 357002
© AEAG, 2009

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strategia

ADULT EDUCATION STRATEGY

strategia zrdasrulTa ganaTleba mTeli sicocxlis manZilze swavlis konteqstSi

saqarTvelos zrdasrulTa ganaTlebis asociacia

Adult Education Strategy in the context of Lifelong Learning is elaborated by Adult

Adult Education Association of Georgia (AEAG)

2 strategia zrdasrulTa ganaTleba mTeli sicocxlis manZilze swavlis konteqstSi

Adult Education Strategy in the context of Lifelong Learning

„çîæïìîóäàï ãïíïàäåþòì ìüîïüåãòï èàåäò ìòúëúõäòì èïíûòäçå ìùïâ-

strategia zrdasrulTa ganaTleba mTeli sicocxlis manZilze swavlis konteqstSi

4 strategia zrdasrulTa ganaTleba mTeli sicocxlis manZilze swavlis konteqstSi

Adult Education Strategy in the context of Lifelong Learning

3. çîæïìîóäàï ãïíïàäåþòì èòçíåþò .............................................................. 20

4. ûòîòàïæò òíòúòïüòâåþò/îåêëèåíæïúòåþò .................................................. 22

strategia zrdasrulTa ganaTleba mTeli sicocxlis manZilze swavlis konteqstSi

6 strategia zrdasrulTa ganaTleba mTeli sicocxlis manZilze swavlis konteqstSi

Adult Education Strategy in the context of Lifelong Learning

ìùïâäï èàåäò ìòúëúõäòì èïíûòäçå ùïîèëïæãåíì ìïãïíèïíïàäåþäë

1.1. ÌÏÃÏÍÈÏÍÏÀÄÅÞÄË ÊËÍÜÅÁÌÜÒ

ôëîèïäóîò ãïíïàäåþï ìïáïîàâåäëøò îåãóäòîæåþï øåìïþïèòìò êïíëí-

strategia zrdasrulTa ganaTleba mTeli sicocxlis manZilze swavlis konteqstSi

8 strategia zrdasrulTa ganaTleba mTeli sicocxlis manZilze swavlis konteqstSi

Adult Education Strategy in the context of Lifelong Learning

2004 ùäòæïí ìïáïîàâåäëøò ãïíïàäåþòì ìòìüåèïè èíòøâíåäëâïíò úâäò-

strategia zrdasrulTa ganaTleba mTeli sicocxlis manZilze swavlis konteqstSi

ÌÁÅÈÏ 1. ÔËÎÈÏÄÓÎÒ ÃÏÍÏÀÄÅÞÒÌ ÌÒÌÜÅÈÏ

Ó.Ð.Ã. — ÓÈÏÉÄÅÌÒ ÐÎËÔÅÌÒÓÄÒ ÃÏÍÏÀÄÅÞÏ

óèïéäåìò ïêïæåèòóîò æï ðîëôåìòóäò ãïíïàäåþï õåäèòìïùâæëèòï èõë-

10 strategia zrdasrulTa ganaTleba mTeli sicocxlis manZilze swavlis konteqstSi

Adult Education Strategy in the context of Lifelong Learning

1.1.2 ÇÎÆÏÌÎÓÄÀÏ ÃÏÍÏÀÄÅÞÒÌ ÛÒÎÒÀÏÆÒ ÈÏÕÏÌÒÏÀÅÞÄÅÞÒ

ïîìåþëþì çîæïìîóäàï ãïíïàäåþòì îïèæåíòèå æåôòíòúòï, èïàãïí ñâå-

strategia zrdasrulTa ganaTleba mTeli sicocxlis manZilze swavlis konteqstSi

1.1.3 ÇÎÆÏÌÎÓÄÀÏ ÃÏÍÏÀÄÅÞÏ ÌÏÁÏÎÀÂÅÄËØÒ — ÈÒÈËÕÒÄÂÏ

ìïáïîàâåäëøò çîæïìîóäàï ãïíïàäåþïøò ÷ïîàóäëþïçå ëôòúòïäóîò

12 strategia zrdasrulTa ganaTleba mTeli sicocxlis manZilze swavlis konteqstSi

Adult Education Strategy in the context of Lifelong Learning

strategia zrdasrulTa ganaTleba mTeli sicocxlis manZilze swavlis konteqstSi

14 strategia zrdasrulTa ganaTleba mTeli sicocxlis manZilze swavlis konteqstSi

Adult Education Strategy in the context of Lifelong Learning

2.1 ÆÅÈËÃÎÏÔÒÓÄÒ ÆÏ ÌËÚÒÏÄÓÎ-ÅÊËÍËÈÒÊÓÎÒ

ìïáïîàâåäëøò ïîìåþóäò æåèëãîïôòóäò æï ìëúòïäóî-åêëíëèòêóîò

2.1.1 ÆÅÈËÃÎÏÔÒÓÄÒ ÊËÍÜÅÁÌÜÒ

ìïáïîàâåäëì èëìïõäåëþòì îòúõëâíëþï, 2009 ùäòì 1 òïíâîòì èæãëèïîå-

strategia zrdasrulTa ganaTleba mTeli sicocxlis manZilze swavlis konteqstSi

2.1.2 ÌËÚÒÏÄÓÎ-ÅÊËÍËÈÒÊÓÎÒ ÊËÍÜÅÁÌÜÒ

XX ìïóêóíòì 90-òïí ùäåþøò ìïáïîàâåäëì åêëíëèòêïè ûïäòïí æòæò âïîæ-

16 strategia zrdasrulTa ganaTleba mTeli sicocxlis manZilze swavlis konteqstSi

Adult Education Strategy in the context of Lifelong Learning

strategia zrdasrulTa ganaTleba mTeli sicocxlis manZilze swavlis konteqstSi

18 strategia zrdasrulTa ganaTleba mTeli sicocxlis manZilze swavlis konteqstSi

Adult Education Strategy in the context of Lifelong Learning

strategia zrdasrulTa ganaTleba mTeli sicocxlis manZilze swavlis konteqstSi

3.1 ÇÎÆÏÌÎÓÄÀÏ ÃÏÍÏÀÄÅÞÒÌ ÌÒÌÜÅÈÒÌ

çîæïìîóäàï ãïíïàäåþòì ìòìüåèïè óíæï óçîóíâåäñëì ìïáïîàâåäëì

ìüîïüåãòòì ûòîòàïæò ðîòíúòðòï çîæïìîóäàï ãï-

çîæïìîóäàï ãïíïàäåþòì ìòìüåèòì åôåáüóî ôóíáúòëíòîåþïì óçîóí-

20 strategia zrdasrulTa ganaTleba mTeli sicocxlis manZilze swavlis konteqstSi

Adult Education Strategy in the context of Lifelong Learning

3.2 ÌÜÎÏÜÅÃÒÒÌ ÛÒÎÒÀÏÆÒ ÏÈËÚÏÍÅÞÒ

çîæïìîóäàï ãïíïàäåþòì òíôîïìüîóáüóîòì ãïíâòàïîåþï;

3.3 ÛÒÎÒÀÏÆÒ ÒÍÆÒÊÏÜËÎÅÞÒ

èëìïõäåëþòì ÷ïîàóäëþï çîæïìîóäàï ãïíïàäåþïøò (ìõâïæïìõâï ìï-

strategia zrdasrulTa ganaTleba mTeli sicocxlis manZilze swavlis konteqstSi