INTRODUCTION

Welcome to the Master of Education Administration program of Education Administration.  We are proud to present a program designed for current and future educational leaders who seek to shape the future of education through effective leadership, evidence-based decision-making, innovation, and ethical responsibility.

We believe that educational administration extends far beyond institutional management - it is about understanding education as a public good, a driver of social and economic development, and a powerful instrument for positive change. Our interdisciplinary curriculum combines educational policy, leadership, management, quality assurance, research, and emerging technologies, including artificial intelligence, to prepare graduates for the complexities of modern educational environments.

The program has been developed in response to the evolving needs of the education sector in Georgia and internationally. Through a unique integration of theory, practical experience, and research, students develop the competencies required to lead educational institutions, design and evaluate educational policies, manage organizational change, and drive innovation across diverse educational settings.

Whether your aspiration is to advance within schools, universities, vocational institutions, educational organizations, or policy-making bodies, this program will provide you with the knowledge, skills, and professional mindset necessary to become a transformative educational leader in an increasingly interconnected and technology-driven world.

PROGRAM OVERVIEW

The Motto of the Program

SAPIENTIA ET DUCTUS

The Mission of the Program

To create an environment for knowledge transfer, skill acquisition, and value development for the transformation of the individual into an educational leader 

Master Program

The Master of Education Administration program aims to develop highly qualified professionals who can manage educational institutions at various levels. The program equips graduates with an in-depth understanding of the evolution of education as a public institution, the impact of political, economic and legal regulations on it, and the complexities of educational management, from strategic policy development to institutional administration.

By integrating and synthesizing contemporary leadership theories with practical applications, students will learn how to respond to organizational challenges, develop a positive institutional culture, and implement strategies for sustainable development of education. The program emphasizes the ethical use of educational technologies, especially information and AI technologies, in administration and the educational process.

The program develops a commitment to academic, ethical, and democratic values, preparing its graduates to assume leadership roles in education, promoting public welfare, and promoting innovation.

Research Master Program

The research master's program additionally focuses on developing research and evidence-based decision-making skills, which will prepare graduates to critically evaluate and improve educational policies, curricula, and management systems.

The synergy of theoretical knowledge analysis, transfer of real-world practical experience, and evidence-based research leads to the expectation that graduates of the program will implement significant changes in educational administration at the local, national, and international levels.

Program Objectives

Master’s Program

Development of Analytical and Leadership Competences

• To develop graduates' ability to critically analyze educational policies, management structures, and administrative processes at different levels (global, national, institutional).
• To develop strategic thinking and decision-making skills based on the political, economic, and legal frameworks of education.

Development of Educational Leadership, Management, and Administration Skills

• To educate professionals with modern leadership approaches to ensure development and a positive institutional culture.
• To strengthen the ability to develop adequate strategies to meet the internal and external challenges of the education system and educational institution.

Promoting the Integration of Technology in Education Administration

• • Developing the ability to use modern information and AI technologies in the educational process, institutional management and evaluation
  • Acquiring the ability to lead digital transformation initiatives in educational institutions

Promoting Ethical Responsibility and Democratic Values

• • Encouraging an ethical leadership approach, recognizing the impact of education on public welfare, social justice, and democratic principles.
  • Developing a culture of responsibility in the activities of educational institutions and educational research practices and shaping ethical values ​​for the use of AI in academia.

Research Master’s Program

Development of Analytical and Leadership Competences

• To develop the ability of graduates to critically analyze national and international scientific sources, and management or research data.

Development of Evidence-based Decision-making Skills

• • Developing competencies in conducting qualitative and quantitative research, forming the ability to adhere to academic standards and scientific ethical principles
  • Developing a culture of evidence-based decision-making, advocacy, and evaluation

Promoting Ethical Responsibility and Academic Values

Developing a culture of responsibility in educational research practices, forming values ​​for the rational use of academic sources and AI.

Program Concept

The vision of the program is based on the vision of the program implementation team, which combines national and international academic and professional experience in the field, its challenges, takes into account the experience of other educational institutions in the implementation of this program, and considers existing sectoral needs, as a result of extensive research conducted to identify competence gaps, understanding these deficits in the context of technological and social evolution of the global education space.

It is impossible to discuss the issue of educational administration solely by forming general skills characteristic of organizational leadership and management activities, without taking into account the importance of evaluating the effectiveness of the design and implementation of educational activities in educational administration, which should be carried out by forming skills in the administration of the educational process, on such key issues as issues of managing teaching and learning processes and curriculum development, assessment principles and techniques, etc. Effective educational administration requires knowledge of educational principles in order to make informed decisions that positively affect the activities of the institution.

The concept of the Educational Administration Program considers the synergy of these components to achieve the goals of the educational organization, along with the provision of an educational product that responds to local challenges in the development of the field, the international context, and skill shortages identified in the labor market.

Continuous reform of Higher Education, integration into the European quality system, development of practical training and doctoral directions create expectations of knowledge of international best practices for the personnel of higher educational institutions.

As Georgia establishes itself as an educational service provider in the regional and global context, international educational ties, as well as serving international pupils and students, pose new challenges to educational institutions, primarily for employed personnel, educational leaders, managers of educational institutions, authors and implementers of educational programs.

The reform of General Education and the granting of greater autonomy to general education institutions in the school curriculum require a different understanding of educational goals at the macro and micro levels, which is associated with increased expectations for the responsibility of school administration and school curriculum developers.

The recognition of international general education programs and the significant increase in the number of such programs create additional new challenges in relation to school human resources.

The continuous development of Vocational Education is reflected in its quantitative growth, both in terms of vocational students and vocational education institutions, and in the growing expectations of vocational education institutions for quality assurance, effective strategic management, and the necessary competencies for establishing a market place.

The institution of recognition of non-formal education is at the stage of establishing itself in the Georgian educational space, and the development of its institutions will be a continuous companion to the process of development and improvement of the educational system.

The Preschool Education reform, by introducing completely new, quality-oriented standards, places qualitatively new demands on the staff of preschool educational institutions, which the Georgian educational space must respond to.

Non-formal education, training, creation of an educational course outside the educational legal framework, individual training, business-integrated professional retraining course, training academy, training center, course construction and realization opportunities on the Georgian and international education platforms represent a strong modern alternative to the educational system, and the modernity of the educational program should be determined by, in parallel with traditional, formal education forms and systems, an in-depth understanding of the modern context of non-formal education, from its philosophical approaches, to the comprehension of marketing and management tools.

The impact of the modern ICT Technologies on education is enormous - from online collaboration and interaction platforms to the use of large language and generative models for information retrieval, critical assessment of an issue, or the creation of an educational product. Practical familiarization with available technologies, understanding the possibilities, limitations, risks, and ethical dilemmas of their integration into the educational process is inevitable for the functioning of any educational sector.

All of the above-mentioned served as the basis for the development of the program as an interdisciplinary educational concept focused on problem solving, practical application, and openness to innovation.

Program Overview

Program Vision

In line with the interdisciplinary and multifaceted nature of the field of educational administration, the Master of Education Administration program brings together various areas - pedagogical psychology, didactics, economics, management and organizational development, leadership and strategic communications, technology and psychology, sectoral and interdisciplinary challenges, theory, practice and research - in synergy, not by offering different academic disciplines in parallel, but by understanding their interrelationships in the professional profile of an educational administrator.

With its own catalog, the program brings together the following areas:

EDUCATION AS A STRUCTURED, REGULATED SYSTEM

Education is an institutionalized and regulated structure that is formed and developed in accordance with state and international standards. It includes educational systems organized at different levels—preschool, general, vocational, and higher education—that function based on legal and political-economic regulations. The structure of education is determined by government and educational institutions that carry out policy planning, curriculum development, quality assessment, and educational process management. Modern education adapts to technological and social changes, and through regulation ensures accessibility, inclusiveness, and the strategic implementation of educational goals.

EDUCATION AS A POLICY TOOL

Education is one of the main policy instruments that enables the state to drive economic, social and cultural development. Through education, citizens' competencies, values ​​and critical thinking skills are formed, which determines the sustainability of a democratic society and inclusive economic progress. Educational policy can be used to reduce social inequality, harmonize education with the demands of the labor market and promote innovative and technological development. Thus, education is not only a process of knowledge transfer, but also a powerful tool that determines the social mobility, economic stability and global competitiveness of a society.

EDUCATION AS A PHILOSOPHY

Education, as a philosophy, is considered as the fundamental basis of the process of personal, social and intellectual development of a person. It is based on the principles of knowledge, ethics and critical thinking, which determine the importance of learning and self-knowledge. The philosophy of education reflects various pedagogical approaches, such as humanism, pragmatism and constructivism, which determine how knowledge should be acquired and used. In this context, education is perceived not only as the transmission of information, but also as part of a life process aimed at the holistic development of a person, the strengthening of personal freedom and the progress of society.

EDUCATION AS A COGNITIVE PROCESS

Education, as a cognitive process, involves perception, processing, storage and use of knowledge, which is the basis of human intellectual development. This process includes various mental functions, such as attention, memory, problem solving, critical and creative thinking. Learning occurs through the assimilation of new information and integration with previously existing knowledge, which makes it possible to develop new skills and competencies. Modern education systems rely on the principles of cognitive science to promote effective learning and the development of individual cognitive skills, which determine a person's ability to understand, process and use knowledge in different contexts.

EDUCATION AS A SOCIO-ECONOMIC DETERMINANT

Education is one of the most important socio-economic determinants that directly affect a person's social status, economic opportunities and social progress. An educated population creates a more productive and innovative economy, reduces poverty and increases the quality of life. It determines the demands of the labor market and employment opportunities, as a high level of knowledge and skills increases the competitiveness of an individual. In addition, education plays a facilitating role in social mobility, ensures conditions for justice and inclusion, contributes to the strengthening of democratic values ​​and the reduction of social inequality. Accordingly, the quality and accessibility of education determine the economic stability of the country and the development of society.

EDUCATION AS A PROCESS OF LEADERSHIP, MANAGEMENT AND GOAL-ORIENTATION

Education is a unified system of processes of management, leadership and connection around common goals, aimed at individual and collective development. Education, as a process of leadership, involves the dissemination of knowledge, the encouragement of innovation and the management of change, which determine the paths of both personal and institutional progress. The management component includes the strategic planning, organization and evaluation of the learning process, which ensures the effectiveness and sustainability of the education system.

In terms of connection around a goal, education unites various participants—teachers, students, administrators and policymakers—around common values, mission and vision. In this process, leaders drive change, manage resources and create inclusive, progressive learning environments that promote social and economic development. As a result, education becomes a powerful tool that lays the foundation for strong, innovative and purposeful societies.

EDUCATION AS A PROCESS OF ENSURING ORGANIZATIONAL EFFECTIVENESS

Education is one of the key factors in ensuring organizational effectiveness, which determines the sustainability of both individual and institutional development. An effective education system ensures knowledge management, optimal use of resources and the formation of a culture of cooperation, which is a prerequisite for the success of the organization. Education contributes to the professional development of organization members, improving their qualifications and introducing innovative approaches, which increases the effectiveness of organizational processes.

Education determines strategic thinking, which allows for effective management of changes, development of targeted solutions and ensuring sustainable growth. The integration of the process of constant knowledge renewal into the organizational structure creates a competitive and flexible working environment that adapts to modern challenges. As a result, education is not only the transfer of knowledge, but also the basis of organizational effectiveness, which contributes to the achievement of quality governance, optimal solutions and successful results.

EDUCATION AS A BUSINESS WITH SUSTAINABLE AND QUALITY-ORIENTED DELIVERY

In the modern world, education is increasingly viewed as a business based on the principles of sustainable development and quality-oriented delivery. Competition, innovation and integration of technologies in the education sector creates a market where educational programs and services optimally respond to the needs of consumers—students, parents, employers and society. Education as a business model requires strategic management, financial sustainability and a customer-oriented approach to ensure long-term efficiency and development.

In the sustainable education business, special attention is paid to quality academic programs, innovative teaching methods and the creation of an inclusive environment. Educational institutions, as market actors, are constantly improving their services, using digital technologies and providing qualified personnel so that their programs are as relevant as possible to the demands of the labor market. In this process, sustainability and quality are the main factors that determine the success of the education system in the context of both economic and social development.

EDUCATION AS A RESEARCH FIELD WITH AN APPROPRIATE METHODOLOGICAL APPARATUS

Education, as a field of study, is an interdisciplinary field that combines theoretical analysis, empirical observations, and practical research. It draws on a variety of methodological approaches, including qualitative, quantitative, and mixed methods research, to provide a deeper understanding of education systems, policies, teaching methods, and outcomes. The application of evidence-based approaches to education provides scientifically sound recommendations for developing educational policies, improving learning processes, and optimizing management strategies through evidence-based judgments, making this field a critical area of ​​academic and practical importance.

EDUCATION AS AN AREA OF IMPLEMENTATION OF NEW TECHNOLOGIES AND APPROACHES

Modern education is a dynamic area of ​​integration of innovative technologies and progressive approaches, which constantly strives to improve the efficiency, accessibility and inclusiveness of teaching. Digital transformation, artificial intelligence (AI), big data analysis (Big Data) and virtual/augmented reality (VR/AR) are transforming the learning process, creating personalized learning experiences and simplifying educational management.

In addition, interactive and adaptive teaching approaches are being actively introduced in the field of education, which reduce passive knowledge acquisition models and promote the development of practical skills. The introduction of technologies also reduces geographical barriers and increases access to education, creating a global learning environment that connects students and instructors anywhere in the world. As a result, education is becoming an area of ​​constant innovation that responds to the challenges of the 21st century and provides quality, flexible, and personalized learning experiences.

EDUCATION AS A GLOBAL PHENOMENON

In the context of globalization and technological advancement, education is undergoing a process of internationalization, which involves the exchange of knowledge and best practices between different regions of the world. International educational initiatives, such as the UN Sustainable Development Goals (SDGs) and the Erasmus+ program, contribute to improving the quality of education, deepening intercultural cooperation and introducing innovative learning models. As a result, education functions as one of the main levers for the integration and progress of global processes, shaping the consciousness of future generations and ensuring long-term social, cultural and economic development.

EDUCATION AS A NATIONAL PRIORITY

Strengthening the education system in Georgia plays a crucial role in creating a competitive workforce, establishing a democratic society and developing an innovative economy, determining the country's economic, social and cultural development. The education reforms implemented in recent years are aimed at improving the quality of school and higher education, developing vocational education and integrating modern technologies. Improving the qualifications of teachers and expanding international educational partnerships require development with the involvement of the next generation of leaders in the field. Its sustainable development determines Georgia's ability to establish itself as a knowledge-based, modern and globally competitive state.

EDUCATION AS A UNIVERSAL VALUE OF HUMANITY

Education is one of the most important universal values ​​of humanity. It transcends national and cultural boundaries and is recognized as a fundamental human right that determines personal development, social progress and economic sustainability. Education is not only a process of transferring knowledge, but also a key driving force in the development of society at every stage of its development.

A comprehensive understanding of education systems, from the design of the educational process to policy analysis to the application of managerial skills, will correspond to international trends and visions of the development of the direction of educational administration, shaping the understanding of the relationship between management and education.

Structure of the Program

In line with the interdisciplinary and multifaceted nature of the field of educational administration, the Master of Education Administration program brings together various areas - pedagogical psychology, didactics, economics, management and organizational development, leadership and strategic communications, technology and psychology, sectoral and interdisciplinary challenges, theory, practice and research - in synergy, not by offering different academic disciplines in parallel, but by understanding their interrelationships in the professional profile of an educational administrator. The Educational Administration program includes:

The EDUCATION SYSTEM block, which is defined by courses on comparative analysis of education systems, education policy, economic impacts, and legal regulation. Knowledge in this area can be deepened through courses on education as a key component of sustainable development goals, global education, philosophy of education, and sociology of education. Modern topics of educational system development, as private-public partnerships, LLL education policy, equality and education – are offered.

The block of EDUCATIONAL PROCESS ADMINISTRATION includes components of psychology and educational theory, curriculum design, teaching and assessment methods, and quality assurance. The technological transformation of the educational process through the use of modern information technologies, including artificial intelligence, is emphasized. Broadening the sectoral knowledge is assured by offering courses on different educational approaches – from preschool to adult education, from preventive education to training design, and best practice studies of quality assurance approaches in European education area.

The block of ADMINISTRATION OF AN EDUCATIONAL INSTITUTION includes mastering organizational leadership, practical management tools, and intercultural communication skills, as well as applying existing knowledge, analysis, and problem-solving skills in a real professional environment in identifying the needs of a real organization and developing a Master’s project. Further development of administrative and managerial skills are provided through courses of organizational behavior, project management, and implementation of AI to the managerial processes. Exposure to educational institution operation is assured within a compulsory project and elective internship components. Studies of entrepreneurship and startup education brings connection to a modern managerial challenge; while branding and marketing course provides skills to address modern challenges in development of educational institution.

The EDUCATIONAL RESEARCH Block, which provides for the study of the use of research methods characteristic of the field, as well as the study of the use of academic and scientific communication forms, is conducted through the development and defense of a master's thesis based on research conducted with a high degree of independence.

Program Structure

The THEORETICAL COMPONENT is provided in the program with courses focused on the latest research, achievements and challenges in the field. The program not only provides for the transfer of theoretical knowledge but also seeks to apply the theoretical basis to analytical, problem-solving and real-world case-solving skills, which is ensured by appropriate teaching and assessment methods.

The formation of PRACTICAL SKILLS is determined not only by the independent implementation of the mandatory project of the program in a real professional environment, but also most of the courses of the program provide for the implementation and evaluation of a mini project corresponding to their specifics. All courses of the program, along with theoretical skills, consider the importance of their application in practice and, through the implementation and evaluation of a practical project-based learning approach, demonstrate and strengthen the ability of master's students to transfer knowledge into skills.

The RESEARCH COMPONENT, from its study - through field-oriented courses, will be deepened by completing research tasks during each semester of the program, with the assignments which require evidence-based approach and will be reinforced in the final semester in the master's research and thesis presentation component.

The development of COMMUNICATION SKILLS is ensured at both academic and professional levels, in both Georgian and English, through group work, problem-based learning, presentation, reflection and self-reflection, and the integration of other key components into the program components for demonstrating sectoral communication.

A TRANSFERABLE SKILLS component is integrated into all courses, from basic time and resource management skills for modern leadership, to the ability to recognize limited information and personal limits, and the ability to use digital technology effectively and ethically.

ENGLISH-LANGUAGE COMMUNICATION for graduates is ensured by offering English educational and scientific educational materials in English, providing the opportunity to take courses in English medium, and completing projects and theses in English.

კურიკულუმი

Learning Outcomes

Knowledge and Understanding

1.1.

Understands the phases of development of education as a public institution, the contemporary context and future challenges at the global and local levels. Analyzes the impact of regulation through political, economic and legal instruments on the development of the field of education.

1.2.

Understands governance and management structures in education management at the international, state or educational organization level, analyzes educational leadership processes from strategic to operational management and from policy development to the level of administration of educational institutions.

1.3.

Systematizes challenges of organizing and administering the educational process, from developing educational strategies to curriculum design, internal and external assessment and development, with an understanding of the importance of the latest educational approaches, including ICT and AI technologies, in the development of the learning process.

Skills

2.1.

Demonstrates effective educational leadership in the organization - using relevant management approaches, assessing the impact of external and internal factors, and making evidence-based decisions. Defines and implements a realistic and achievable strategy for the development of the educational organization, ensuring a positive organizational culture and development-oriented approaches.

2.2.

Demonstrates abilities to administer the educational process - organize, implement and manage, from developing innovative initiatives to adopting evidence-based assessment, synthesizes academic experience with the skills of organizing the educational process.

2.3.

Can plan and conduct research using research methodology appropriate to the field, adhering to the principles of academic integrity and research ethics, prepare a paper to academic standards, and use research data to justify their own decisions to make evidence-based judgments.

2.4.

Ensures the implementation and use of ICT and AI technologies, important for the educational process and the administration of educational institutions in professional practices.

Responsibility and Autonomy

3.1.

Considers personal capabilities and limits of self and others when planning educational and administrative, individual or team activities, and exercises leadership in the educational or professional ecosystem by recognizing academic values, the primacy of public welfare, and democratic values.

3.2.

Understands academic values ​​at the stages of research planning, implementation, data processing, and presentation of research results; adheres to ethical principles when conducting quantitative, qualitative, action, or experimental research, especially in relation to the research population; understands the impact of the work of others and the use of artificial intelligence on scientific work; and conducts research in accordance with modern standards of academic integrity.

Transfer Skills

4.1. Communication Skills

4.1.1. Verbal communication skills - the ability to perceive, convey, paraphrase, use special terminology, or convey information about a problem, educational material, scientific source, or practical case in Georgian and English, in a form understandable to non-specialists.

4.1.2. Written communication skills - the ability to convey information, summarize, analyze, highlight important parts and transfer it in a fluent style, academic forms in the format of a short presentation paper, essay, document project and academic article in Georgian and English. The ability to synthesize information from Georgian and English-language sources and convey it fluently in the working language.

4.1.3. Ability to communicate with language models - the ability to generate prompts for large language models in Georgian and English, the ability to pre-understand the capabilities of the language model and the prerequisites necessary for solving the problem and reflect them in the textual prompt, with a prior understanding of the limitations of the generated text.

4.2. Problem Solving Skills

Identifies complex problems, analyzes and synthesizes theoretical knowledge and critical thinking using evidence-based approaches to solve problems, formulates new innovative approaches and evaluates their effectiveness. Apply problem-solving approaches to real professional cases.

4.3. Analytical Skills

Analyzes complex concepts, theories, and data, critically evaluates systemic relationships and patterns to form well-founded conclusions. Uses advanced analytical methods and research-based approaches. Can critically evaluate arguments and sources, identify key findings from processed data, and relate theoretical knowledge to practical tasks.

4.4. Time and Priority Management Skills

Identifies the basic principles and frameworks for effective time management and task prioritization and management, demonstrates techniques for organizing, planning, and balancing workloads in complex academic, research, and professional environments. Uses prioritization strategies to manage deadlines and responsibilities, makes critical decisions about the optimal use of time and work resources, and uses task and deadline structuring tools and techniques to achieve goals.

4.5. Organization and Self-organization Skills

Graduates will demonstrate the ability to effectively plan, structure, and manage tasks, resources, and responsibilities in complex academic and professional environments. They will develop strong organizational skills to coordinate projects, optimize work, and ensure effective management of time and priorities. In addition, they will develop self-organization skills that will allow them to work independently, set realistic goals, maintain discipline, and adapt to changing circumstances.

4.6. Groupwork Skills

Graduates will demonstrate the ability to collaborate effectively in diverse team environments by contributing ideas, actively listening, and fostering a culture of mutual respect and shared responsibility. They will develop strong interpersonal skills, ensuring productive communication, conflict resolution, and consensus building in academic and professional settings. By integrating the leadership and collaboration strategies discussed throughout the program, graduates will be able to work toward shared goals, adapt to diverse team roles, and support collective decision-making. They will assess team dynamics, apply problem-solving techniques, and utilize digital collaboration tools to enhance effectiveness. In addition, they will demonstrate accountability and ethical responsibility in teamwork.

4.7. Project Management Skills

Graduates will develop the skills to effectively plan, execute, monitor, and evaluate projects in academic, educational, and professional settings. They will apply project management principles, including goal setting, resource allocation, risk assessment, and time management, to ensure successful project completion. In addition, they will demonstrate the ability to align project objectives with institutional or organizational goals, while adhering to ethical standards and best practices in project implementation.

Academic workload

Didactic Concept

In the teaching-learning methodology, special attention is paid to the student's ability to regularly use his/her knowledge, skills and values, to create the opportunity to understand the problem at the global and local level and demonstrate the ability to solve it with realistic and achievable tools.

Teaching methods include didactic approaches that match the challenges of the field, such as group work projects, research problem and case study-based learning, “journal club”, PBL. CBL, Flipped Classroom, practical work with educational technologies, etc. The methodology of classical interactive lectures and seminars is planned in accordance with the needs of the field to give the student the opportunity to regularly use knowledge, skills and values ​​by analyzing real or near-real situations and cases, searching for solutions, and justifying the chosen practical decision with arguments.

The research component is integrated horizontally and spirally into the program. In parallel with the study of research methodology, field-specific training courses throughout the duration of the program provide for the implementation and evaluation of a research work / project, which strengthens the ability to adapt research tools to the research of a field problem. In addition, before the completion of the master's thesis, its structure, methodological basis and plan are discussed within the framework of the master's seminar, which, in parallel with working on research in an interesting direction, serves to finalize the standard of research for students and clearly demonstrates their progress as a young researcher within the program. In addition to traditional research, both courses and the final project and thesis provide research to strengthen administrative competencies.

Methods of Teaching and Learning

EVALUATION SYSTEM

The methods of assessing learning outcomes are diverse and include individual assessment based on oral and/or written reports, participation in debates/discussions/professional discussions, public presentations in the native and/or foreign language, research papers and exams, collaborative methods and group assessment. As well as critical and constructive remarks and comments on the results achieved by one's own (self-reflection) or other students (reflection). The assessment methods and assessment components of each course of study are in accordance with the objectives of the component in question and are logically linked to the learning outcomes of the program. Knowledge assessment is carried out through group work, oral and written activities (quizzes), as well as the preparation of an analytical paper. Skills are assessed through practical tasks, either individually or in groups. The program includes both summative and formative assessments, depending on the assessment goals.

FORMATIVE ASSESSMENT

Formative assessment is a continuous assessment process that helps students improve their academic progress and lecturers adapt their teaching. This approach develops the analytical, critical and research skills of postgraduate students.

Formative assessment models:

• Feedback and reflection - students receive regular feedback that helps them improve. They are also given the opportunity to deepen their knowledge through self-assessment and peer assessment
• Process Evaluation - the focus is not only on the result, but also on the process of research, analysis and argumentation.
• Competency-based learning - assessment is linked to the goals of the program and real professional needs, which increases student motivation.
• Collaborative learning - assessment includes group projects, discussions and collaborative research.

SUMMATIVE ASSESSMENT

Summative assessment is a system for the final assessment of a master’s student’s academic progress, which determines the extent to which the student has achieved the learning objectives. The assessment is focused on an in-depth assessment of the student’s competencies, research skills, and critical analysis skills.

Principles of summative assessment

• Compliance with the academic standards of the program – assessment is based on the objectives of the program and applicable academic standards.
• Multifaceted approach – several assessment methods are used to fully assess the student’s competencies.
• Transparency and objectivity – assessment criteria should be known to students in advance to ensure fair and objective assessment.
• Competence Based Assessment – assessment includes not only theoretical knowledge, but also the practical application of the knowledge acquired by the student.

COURSE ASSESSMENT SYSTEM

The learning/practical components imply both current/ongoing and final assessment in each component.

The Current Assessment includes the performance of theoretical, practical and research tasks, based on the results of the relevant learning/practical component and may include an midterm exam for an ongoing assessment of the level of acquired knowledge and skills.

The Final Assessment provides for the assessment of the final exam, project or work, based on the results of the relevant learning/practical component.

The Student's Assessment is the sum of the current and final assessments.

In case of an Fx grade, the master's student is entitled to retake the exam/paper/project for final assessment in the same academic semester, within no less than 5 days from the date of the assessment. In case of failure to achieve a positive assessment based on the results of the additional exam, the master's student is given an F grade in the relevant component.

In case of an F grade, the master's student is obliged to retake the relevant mandatory component in subsequent academic semesters. In case of receiving a negative assessment in the elective component, the master's student is obliged to retake this or another elective component in the appropriate volume.

Receiving a negative assessment 3 times in the educational/practical component of the program is the basis for terminating the student status for the master's student.

THESIS EVALUATION SYSTEM

 The master's thesis is evaluated as a whole, with a single final assessment, which includes the assessments of the thesis supervisor, reviewers, and the thesis defense committee.

Thesis Evaluation

In case of receiving an Fx grade, the master's student is entitled to revise the thesis - modify the research question, change the research methods, change the research population, bring the literature analysis into line with academic writing standards and/or perform other work in accordance with the evaluator's recommendation, and re-submit the thesis evaluation component in the following academic semester.

In case of failure to achieve a positive grade at the repeated defense, the master's student is given an F grade and loses the right to present a thesis with the same title.

In the case of receiving an F grade, the master's student loses the right to present a thesis with the same title and is obliged to complete a new master's thesis.

Receiving a negative grade in the thesis component twice is grounds for termination of the student's status for the master's student.

Qualification Awarded

Academic degree

The first part of the Master Program is considered completed when:

• The student has accumulated at least 60 ECTS credits in all mandatory courses and the minimum number of elective courses provided for in Part I of the program.

• The master's project is completed

After completing the program, the graduate is awarded the academic degree of

Master of Education Administration

and is given a diploma with the appropriate ыгзздуьуте.

The second part of the Master Program is considered completed when:

• The student has accumulated at least 60 ECTS credits in all mandatory courses and the minimum number of elective courses provided for in Part II of the program.

• The master's thesis is defended

After completing the program, the graduate is awarded the academic degree of

Master of Education Administration Research

and is given a diploma with the appropriate supplement.

Continuing studies

After completing Part I of the Master's program, the Master of Educational Administration is entitled to continue studies in the Research Master's program.

After completing both parts of the Research Master's / Master's program, the Research Master of Educational Administration is entitled to continue studies in the third level of academic higher education, in the Doctoral program.

Areas of Employment

Graduates of the Program of Education Administration have a wide range of employment opportunities in the public, private and international sectors. Their skills are used in educational management, policy planning, research and consultancy.

PROFESSIONAL EMPLOYMENT AREAS FOR GRADUATES

1. Administration of Educational Institutions

• Member of the Institutional Management Team – manages the educational process, the pedagogical team and the policy of the institution.
• Institutional Administrator – works in academic departments, administrative units, student services.
• Education Quality Manager – ensures compliance of the educational process with national and international standards.
• Educational Process Coordinator – organizes the development and administration of educational programs.

2. Education Policy and Management

• Personnel of the Ministry of Education or Local Government – ​​works on education reforms, policy planning and implementation
• Educational Strategic Development Manager – conducts research to improve education policy.
• International Educational Project Manager – participates in cooperation with international organizations (UNESCO, UNICEF, World Bank, etc.).

 3. Education Research and Consultation

• Analyst of Educational Research Organizations – conducts research to improve the education system.
• Student and Teacher Assessment Expert – works on monitoring and evaluation models of educational quality.
• Consultant in Educational Management – ​​provides advice to educational institutions

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4. Non-governmental Sector and International Organizations

• Manager of an educational NGO – manages educational initiatives and social inclusion projects.
• Education Development Coordinator – works in international organizations (UNICEF, GIZ, etc.).
• Trainer and Professional Development Specialist – conducts trainings for teachers and education managers.

5. Non-formal Education Sector

• Non-formal Learning Center Manager – manages educational and administrative processes, additional education services, language schools, training academies, professional training units of large companies.
• EdTech (Education Technology) Startup Manager – participates in the development of innovative educational platforms.
• Education Entrepreneur / Education Influencer – commercializes their knowledge and skills through education platforms (Coursera, Udemy) or social media channels

The interdisciplinary nature of the program allows graduates to successfully apply their problem-solving and evidence-based decision-making skills to complex practical problems, even outside the scope of their major field of study.