To create an environment for knowledge transfer, skills acquisition, and values development, aimed at transforming individuals into educational leaders.
The Educational Administration program aims to develop highly qualified professionals capable of managing educational institutions at various levels. The program equips graduates with a deep 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-making to institutional administration.
By integrating and synthesizing contemporary leadership theories with practical applications, students will learn to respond to organizational challenges, foster positive institutional culture, and implement evidence-based strategies for the sustainable development of education.
The program emphasizes the development of research and evidence-based decision-making skills, preparing graduates to critically evaluate and improve educational policy, curricula, and assessment systems. It highlights the ethical use of educational technologies, particularly information and AI technologies, in administration and the educational process.
The program fosters commitment to academic, ethical, and democratic values, empowering graduates to take on leadership roles in education that promote public well-being and innovation.
Through the synergy of theoretical knowledge analysis, transfer of real-world practical experience, and evidence-based research, the program expects its graduates to bring about significant changes in educational administration at the local, national, and international levels.
Program description
Development of Analytical and Leadership Competencies
Formation of graduates’ ability to critically analyze educational policy, management structures, and administrative processes at various levels (global, national, institutional).
Development of strategic thinking and decision-making skills based on political, economic, and legal frameworks of education.
Enhancement of educational leadership, management, and administration skills.
Preparation of Educational Professionals with Modern Leadership Approaches
Training professionals capable of fostering development and ensuring positive institutional culture.
Developing the ability to design appropriate and adequate strategies to address internal and external challenges of the education system and educational institutions.
Development of Evidence-Based Decision-Making Skills
Building competencies in conducting qualitative and quantitative research, while maintaining academic standards and ethical principles.
Fostering a culture of innovation and evidence-based decision-making.
Integration of Technologies in Educational Administration
Developing the ability to use modern information and AI technologies in educational processes, institutional management, and assessment.
Acquiring the capacity to lead digital transformation initiatives in educational institutions.
Promotion of Ethical Responsibility and Democratic Values
Encouraging ethical leadership approaches with awareness of education’s impact on public well-being, social justice, and democratic principles.
Fostering a culture of responsibility in educational institutions’ activities and research practices, as well as shaping values of ethical use of AI in academia.
The program comprises 104 ECTS credits of compulsory components and no fewer than 16 ECTS credits of elective components, completed across 4 academic semesters.
In line with the interdisciplinary and multifaceted nature of educational administration, the Master’s program synthesizes pedagogy, psychology, didactics, economics, management and organizational development, leadership and strategic communications, technologies, and sectoral as well as cross-sectoral challenges. The goal is not to offer these subjects in isolation, but to highlight their interconnections within the professional profile of an educational administrator.
Courses on comparative analysis of education systems, educational policy, economic influences, and legal regulations.
Further specialization through courses such as education as a key component of sustainable development, global education, philosophy of education, and sociology of education.
Psychology and theory of education.
Curriculum design, teaching and assessment methods, and quality assurance.
Emphasis on technological transformation of the educational process through modern information and AI technologies.
Organizational leadership, practical management tools, and intercultural communication.
Application of knowledge, analysis, and problem-solving skills in practice through development projects that address real institutional needs.
Study of research methods specific to the field.
Training in academic and scientific communication.
Completion of a Master’s thesis based on independent, high-level research.
Education Systems
Structure of Education Systems
Educational Policy
Financing in Education
Education Regulation
Globalization of Education
Administration of Educational Processes
Educational Psychology
Curriculum Design and Development
Modern Teaching Methods
Quality Assurance in Education
Education 4.0: AI and Digital Technologies in Education
Administration of Educational Institutions
Leadership in Education
Educational Management in Intercultural Environments
Management of Educational Institutions
Master’s Project
Educational Research
Academic Writing and Source Analysis
Research Methods in Education
Master’s Thesis
Education Systems
Good Education – Theories, Debates, Perspectives
Equality in Education
Partnership in Education
Education for Sustainable Development
Policies of Lifelong Education and Training
Sociology of Education
Educational Process Administration
Training Design and Management
Specifics of Early Childhood Education
Preventive Psychology and Pedagogy
European Quality Assurance Mechanisms
Inclusive Education
Adult Education
Health and Safety Strategies for Educational Environments
Educational Institution Administration
Management of Educational Projects
AI in Educational Institution Management
Education and Entrepreneurship
Startup Education
Organizational Behavior
Branding and Marketing in Education
Internship in Educational Institutions
Research Component
From Academic Paper to Scientific Influencer
The course analyzes education systems, their structures and models across different national and historical contexts. Students will explore the functions of education systems, theories and methods of comparative education, processes of system harmonization, and the dynamics of education policy governance. Special attention is given to Georgia and the post-Soviet educational space. The course covers models and development of early childhood, school, vocational, and higher education against contemporary challenges.
This course covers core concepts and the history of education policy, contemporary policy models, social impact, policy research and data governance, contemporary challenges, and managing education policy in emergencies. It examines the concept of education policy, its key principles, and governance mechanisms. Students study the policy-making process, its impact on quality and access, as well as international and local policy trends. The course focuses on reforms, policy evaluation tools, and practical implementation.
The course addresses the aims, tasks, and foundational concepts of educational psychology that are essential for planning, administering, and assessing the educational process. Major emphasis is placed on theories of development and learning; individual differences among learners and the necessity of accommodating them in instruction; the importance of motivation and strategies to enhance it. The concluding part covers classroom management, creating effective learning environments, and issues related to assessment.
This course explores research-based instructional strategies and classroom management techniques that promote effective learning. Students examine various methodologies, including direct and indirect instruction, cooperative learning, self-directed learning, and constructivist approaches. Topics include lesson planning, technology integration, student engagement, assessment techniques, and differentiated instruction to meet diverse learner needs. Strong emphasis is placed on applying theory to real classroom situations, reflective practice, and developing practical lessons—preparing future educators to create dynamic, inclusive, student-centered learning environments.
This course provides a structured approach to curriculum design, quality assurance, and learning process management. Students learn the crucial roles of teachers and administrative staff in curriculum creation and governance, including defining learning outcomes, resource management, and assessment mechanisms. It equips students with theoretical and practical knowledge of curriculum concepts, features, and structure. Upon completion, students will be able to design curricula in practice—draft syllabi, plan courses, create new courses, and evaluate educational programs. The course prepares future education leaders familiar with international standards, accreditation requirements, current approaches, and practical tools for program evaluation and improvement, including financial and administrative aspects.
Students study trends, challenges, principles, and theoretical-practical categories of education financing. They learn funding analysis and operations required for financial activities; plan a budget for an educational institution in line with relevant legislation; develop a financial management project for an educational institution and present it at the end of the course.
Designed for Master’s students in Educational Administration, this course focuses on theoretical and practical aspects of education law and includes 15 thematic modules spanning early and preschool education, general education, vocational education, and higher education. It reviews domestic legislation in comparison with international frameworks, including the case law of the European Court of Human Rights. Students develop the ability to understand legal norms and apply them in practice, gaining in-depth knowledge of regulation at all levels of the system—from preschool to higher education—and understanding the interlinkage between policy and regulation.
This course introduces general concepts of globalization and their impact on education systems, policy, and practice worldwide. It examines the role of international organizations (UNESCO, OECD, World Bank) in shaping global education policy and how their recommendations influence the national level. Attention is given to the mobility of students and faculty (in the university context), directly connected to policy and reforms. Built on research-based learning, the course assigns practical tasks: students form groups, investigate specific educational problems, and develop evidence-based recommendations. Mid-semester, groups present an interim presentation and research plan; at the end, they deliver a final presentation and written report.
This course undertakes an in-depth study of Quality Assurance (QA) across early and preschool, general, vocational, and higher education, both nationally and internationally. It covers core quality management principles, including Plan-Do-Check-Act (PDCA) and Total Quality Management (TQM), and addresses current trends such as AI in QA, digitalization, and the importance of curriculum development for high-quality higher education. Students analyze national and international QA frameworks, with emphasis on Georgia’s National Center for Educational Quality Enhancement (NCEQE) alongside global models such as the Bologna Process, ENQA, EQAR, and OECD guidelines. Practical application is emphasized—institutional accreditation, staff development, monitoring and evaluation, student feedback, and strategic leadership in QA. Through case analyses and institutional reviews, students develop a comprehensive understanding of QA mechanisms across sectors and gain the knowledge and skills necessary to evaluate, design, and implement QA policies and frameworks in educational institutions.
The course examines the integration of digital educational platforms and Artificial Intelligence (AI) in teaching and learning. Module one focuses on digital platforms and tools: Learning Management Systems (LMS), video lectures, interactive presentations, collaborative platforms, virtual classroom tools, and feedback collection instruments—with hands-on sessions. Module two focuses on AI in education, including generative AI for content creation, AI-based visualization, speech recognition, and adaptive learning platforms. Through practical exercises and group discussions, students develop skills to leverage AI for improving teaching and learning. The course concludes with a strategy session where students debate the evolution of pedagogy and present their views in a summit-style discussion.
This course provides an in-depth understanding of leadership theories and their application in education. Students study leadership models and their roles in policy development, instructional leadership, and institutional change. Emphasis is placed on evidence-based strategies to improve educational outcomes and ensure sustainable development. The course highlights inclusive and ethical leadership and equips students with strategic approaches to teamwork, conflict management, and change implementation—enabling effective management and development of educational organizations.
Designed to explore modern approaches to educational administration and management, this course deepens knowledge in strategic management, operational planning, efficient resource management, and quality assurance. It addresses legal, financial, and human-resource aspects to support institutional sustainability and development. Students learn contemporary management approaches, leadership strategies, and technologies used in education management; how to run day-to-day operations effectively; manage change; and the role of management in QA. The course blends theory and practice on system structure, institutional management, and current challenges.
From theoretical and practical perspectives, students examine issues of managing various types of institutions within intercultural contexts. They work with cases from preschool, general, higher, and vocational institutions; study the theoretical-practical content of cultural diversity and intercultural context; principles, foundations, models, types, and normative bases of democratic governance in intercultural educational environments; and the importance of democratic governance for any type of educational institution.
This course introduces principles and practices of scientific writing and analysis essential for evidence-based decision-making. Students develop skills in formulating research questions, searching and critically analyzing scholarly literature, structuring academic documents, using appropriate styles, and critically analyzing data. The course emphasizes clarity, accuracy, ethics in scientific communication, and the basics of grant proposal writing.
Covering the foundations of educational research methods, the course emphasizes both quantitative and qualitative approaches. Students learn to plan, conduct, and evaluate research: formulating research questions, setting aims and objectives, selecting methodology, and analyzing data. Special attention is given to action research and ethnographic methods, and to the role of research in education policy and practice. Combining theory and practice, students learn to critically assess reliability, objectivity, and ethical aspects of research.
The project enables students to apply academic knowledge and skills in practice, fully understand the specificity and significance of the field, internalize the essence and purpose of the chosen profession, and use theoretical knowledge to solve practical problems. Through observation in a real professional environment—collecting and processing information—students develop and present to the university and potential employers a vision for improving a specific operational area of an educational institution. Projects may be completed in preschool, general, vocational, or higher education institutions. Students learn the specifics of different structural units, governance and regulatory aspects, and—based on evidence analysis, best-practice review, and synthesis of organizational needs—design a project addressing a concrete administrative challenge, considering institutional specifics, resource availability, and internal/external factors.
After completing the taught components, students undertake the Master’s Thesis in the final semester, which includes participation in a master’s seminar; developing a thesis plan on a current, narrowly defined issue in educational administration; conducting research; preparing the thesis; and publicly defending it. Topics must align with the program’s specialization areas, and selection must account for realistically available information and research resources.
The course explores the concept of Sustainable Development (SD) and its integration into education systems. Students study SD’s three pillars—social, environmental, and economic—and their relevance to global challenges. It reviews the 17 Sustainable Development Goals (SDGs) and their relationship to education. Through case studies and group discussions, students analyze how educational institutions contribute to SDG attainment and develop strategies to strengthen sustainability in educational practice.
Sociology of Education examines the social context of education systems, processes, and practices. It explores how society influences education and how education shapes social structures and change. Key topics: functions of education in society—socialization, cultural transmission, economic development; education and social inequality—how education drives mobility or reproduces unequal opportunities; educational institutions and social structures—impacts of schools, universities, and other settings; policy and reform—how state policy affects quality and access; social capital and education—how family, networks, and socioeconomic status influence achievement.
The course aims to promote equality, inclusion, and women’s empowerment within the Georgian educational space. It focuses on advancing the idea of equality, developing and institutionalizing inclusive policies, disseminating leadership and management best practices. The syllabus details strategies for designing and implementing inclusive policies that foster diversity, leadership development, and institutional improvement. Students examine the importance of inclusive and equitable environments that ensure equal opportunities and help overcome social barriers. Educational administration spans higher and general education, posing significant challenges in Georgia—for example, in Adjara, characterized by religious diversity—mandating equality and inclusion across all settings, particularly in educational institutions.
Public-Private Partnership (PPP) in education is a governance model involving collaboration between the state and the private sector to develop infrastructure, services, and innovative learning programs. Key features include: collaboration between public and private actors; pooling financial and technical resources—private sector investment, technology, management expertise, with the state retaining regulatory and standards control; long-term commitments that support sustainability; and shared risks and benefits—financial, operational, political—allocated by agreement.
The course introduces principles of lifelong learning and regulatory policies for training systems across international contexts. Many innovations in policy—skills frameworks, upskilling initiatives, digital learning strategies—rely on models and strategies covered in the course. Based on successful European practice, topics include adult education policy, challenges of digitalization and inclusion, financial support mechanisms, and comparative analysis of national strategies. Students learn how lifelong learning policy is formed, implemented, and monitored across the EU and how to apply these experiences locally.
This course prepares students in modern, innovative training design and management methods grounded in practical experience and contemporary technologies. It covers all key aspects of creating, implementing, and evaluating trainings, enabling students to design effective, interactive, results-oriented learning processes that improve participant engagement and measurable outcomes.
Adult Education is a discipline focused on the processes, methods, and strategies of adult learning. The course examines theoretical foundations, historical development, policy, and practice in global and local contexts. Students study adults’ unique learning characteristics, motivational factors, and innovative teaching approaches, supporting professional development in the education sector.
An interdisciplinary field aimed at preventing psychological, social, and educational challenges. It emphasizes early identification and intervention strategies to support healthy, successful development. Incorporating preventive psychology and pedagogy into instructional planning helps protect learners’ well-being, improve learning effectiveness, and ensure safe, supportive environments. Programs should account for individual psychological traits, stress, and motivation; include mechanisms such as Social-Emotional Learning (SEL) and stress-management techniques.
This course reviews external quality evaluation models and frameworks in higher education in Europe, including key institutions, processes, and mechanisms. Students study ESG standards, EQAR, ENQA, EUA (IEP), ESU, EURASHE, and specific systems in the Netherlands, Iceland, Slovakia, and Lithuania. It also covers the European Approach for Joint Programs and the concept of the European Degree Label.
The course considers strategies for ensuring health, safety, and well-being in educational environments. It equips students with knowledge and skills to promote physical and mental health and ensure safety in institutions. Content includes physical and psychological health, health-promotion strategies in education, preventive measures, and occupational safety for both students and teachers. By understanding the interconnections among education, healthcare, and psychology, the course aligns with global development goals for health-promoting educational settings.
This practice-oriented course focuses on implementing AI in higher education management and instructional design. Built on a Project-Based Learning structure, it develops competencies to adopt contemporary AI tools in education and during live instructional processes. Topics include data analytics, personalized learning, intelligent tutors, automated assessment, academic success prediction, faculty workload optimization, and decision support. Special attention is given to ethical AI use, effective prompt design, and evaluating AI-based decisions. Working in groups, students develop a research project proposing strategies and recommendations to improve a real process or problem using AI, including elements of gamification.
Designed for Master’s students in Educational Administration, this course provides practical knowledge of fundamental concepts, terminology, and processes of project management in education. Students learn to create successful grant proposals; plan and implement project activities; and communicate effectively with team members, donors, and stakeholders. Practical assignments and discussions reinforce learning and connect theory to real-world contexts.
Focused on the behavior of individuals and groups within organizations, the course integrates management, psychology, and sociology to help students understand organizational dynamics and hone management and leadership skills—specifically in educational institutions.
The internship allows students to observe examples of applying academic knowledge and skills in practice by engaging in the daily operations of a real institution. Through workplace observation, students link theoretical concepts to practical challenges, use case-based learning to map sector development needs, and refine their own knowledge and professional profiles. Internships may take place in preschool/early childhood, general, vocational, or higher education institutions. Students learn the specifics of the chosen structural unit, daily operations, perform professional tasks, engage in professional communication with community members, and reflect on connecting theory to professional practice.
This course explores intersections between education and entrepreneurship, positioning education not only as knowledge transfer but also as a process of innovation, problem-solving, and value creation. It shows how educational spaces can stimulate entrepreneurial thinking and action—launching startups, social initiatives, or innovative teaching models. Using project-oriented, student-centered, innovative methods (Design Thinking, Business Model Canvas), students tackle a real or simulated educational challenge, develop strategic solutions, and present an education-driven entrepreneurial project. The course also examines SDG 4 (Quality Education) and how education-based entrepreneurship advances social justice, equality, inclusion, and lifelong learning—especially for vulnerable groups.
This course studies fostering entrepreneurship within educational institutions, emphasizing both theory and practice. Students learn how to integrate entrepreneurship into school and university curricula, manage startup ecosystems, develop and validate ideas, and analyze market trends. They will have the opportunity to develop their own education-focused startup addressing real-world challenges and to build pitching skills for stakeholders and investors.
The course equips students with comprehensive knowledge and practical skills for disseminating research to academic and non-academic audiences. It covers the role of dissemination in scientific progress, career development, and public engagement; scientometric indicators; academic publishing; and strategies for promoting research via professional networks and social media. Practical training includes reference management, peer review, and digital tools for academic writing. Special focus is placed on adapting complex scientific content for general audiences, developing public-facing science events, and managing ethical challenges in science communication.
Graduates in Educational Administration have broad prospects across public, private, and international sectors. Their skills are applicable in management, policy planning, research, and consulting.
Member of the institution’s leadership team — manages instructional processes, teaching staff, and institutional policy.
Institutional administrator — works in academic departments, administrative units, and student services.
Education quality manager — ensures compliance with national and international standards.
Coordinator of educational processes — organizes program development and administration.
Specialist at the Ministry of Education or local government — works on reforms, policy planning, and implementation.
Manager of strategic development in education — conducts research to improve policy.
Manager of international education projects — collaborates with international organizations (UNESCO, UNICEF, World Bank, etc.).
Analyst at educational research organizations — conducts studies to improve the system.
Expert in student and teacher assessment — works on quality monitoring and assessment models.
Consultant in educational management — advises educational institutions.
Manager at an educational NGO — leads educational initiatives and social inclusion projects.
Education development coordinator — works in international organizations (UNICEF, GIZ, etc.).
Trainer and professional development specialist — trains teachers and education managers.
Manager of a non-formal learning center — oversees learning and administrative processes, supplementary education services, language schools, academies, and corporate training units.
EdTech startup manager — contributes to innovative educational platform development.
Education entrepreneur / education influencer — commercializes knowledge and skills via platforms (e.g., Coursera, Udemy) or social media channels.
The program’s interdisciplinary nature enables graduates to apply problem-solving and evidence-based decision-making skills beyond the core employment fields of the program.
Prerequisites:
For citizens of Georgia: Passing the Unified Master’s Exams in accordance with regulations set by the Ministry of Education, Science and Youth of Georgia.
For foreign citizens, stateless persons with at least a bachelor’s (or equivalent) degree obtained abroad; and for citizens of Georgia who obtained at least a bachelor’s (or equivalent) degree and studied for the last 2 years abroad: eligibility without the Unified Master’s Exams is possible after recognition of the foreign credential by the National Center for Educational Quality Enhancement (NCEQE) and receiving the right to study from the Ministry, under applicable law.
For foreign citizens studying/having studied at a recognized higher education institution abroad at the master’s level (with credits/qualification): transfer/admission is possible after NCEQE recognition of credentials and the Ministry’s granting of study rights, under applicable law.
For citizens of Georgia who, within the period defined by the Ministry, live/lived, study/studied abroad and obtained credits/qualification at a recognized higher education institution at the master’s level: transfer/admission is possible after NCEQE recognition and the Ministry’s study right, under applicable law.
Given the program’s interdisciplinary nature, prior higher education is not restricted to a specific field; the program supports applicants with diverse backgrounds to realize themselves professionally in education.
Applicants who are eligible to study in the program gain admission based on the University Examination, which has four components:
English language test — 30%
Essay on an educational problem — 30%
Portfolio — 20%
Interview — 20%
Assesses competence to engage with program materials and English-taught courses. It evaluates reading and listening comprehension, writing, speaking, grammar, and vocabulary—on topics related to educational administration.
Maximum score: 100 points (20 per component)
Passing threshold: 60 points
Exemptions: Applicants who have completed at least 2 years of general or higher education in English, or who submit a B2-level international certificate (IELTS, TOEFL, Cambridge English, UNIcert, EnglishScore). Exempted applicants are awarded 60 points for this component.
A sample test is provided.
Evaluates the applicant’s outlook on the education sector, critical thinking, ability to identify problems, and motivation for the field’s development.
Assessment dimensions: relevance of topic, depth of analysis, innovativeness of proposed solutions, logical structure, academic style.
Maximum score: 100 points (20 per dimension)
Passing threshold: 60 points
Exemptions: Applicants with a published article in a peer-reviewed journal on education or educational administration are exempt and receive 60 points for this component.
Assessment criteria (details provided by the program).
Aims to evaluate the applicant’s experience in the field or other professional activity, community engagement, education, and professional development activities.
Maximum score: 100 points (20 per component), no minimum threshold.
Assessment criteria (details provided by the program).
Assesses the applicant’s vision, motivation, academic and professional goals, and individual interests in relation to the program.
Maximum score: 100 points (20 per component), no minimum threshold.
Scoring: Component scores are summed for applicants who meet the minimum threshold in components where it applies.
Based on total University Examination scores, the highest-scoring applicants—up to the number of available places—are admitted.
In the case of identical scores, the Unified Master’s Exam score is decisive.
Admitted students may study tuition-free if awarded the BAU Master’s Scholarship. Scholarships are granted to the best-performing applicants by University Examination results—up to 20% of enrolled students in the program.
Admissions: ADMISSIONS.MASTERS@BAUINTERNATIONAL.EDU.GE
Master’s Programs Coordinator: (contact details to be inserted)
1.1. Understands the developmental phases of education as a public institution, the contemporary context, and future challenges at global and local levels; analyzes the impact of political, economic, and legal regulatory instruments on the development of the education sector.
Regulation for Implementation of Masters’ Educational Programs
სამაგისტრო უმაღლესი საგანმანათლებლო პროგრამის განხორციელების წესი
მაგისტრატურის სტუდენტის სტატუსისა და მობილობის შესახებ
Contact us: admissions@bauinternational.edu.ge
Master's programs coordinators: manoni.japaridze@bauinternational.edu.ge
mariam.chankuridze@bauinternational.edu.ge
