Abstract:

In a rapidly changing world, the social role and form of the university and its programs exist in an state of transition facing constant challenges of adaptability. Rethinking the problems of educational reforms in Georgia is addressed to the problems of serious political conflict and potential social disruption, the proportion of disadvantaged students--including those in poverty. Given the current pace of change and the complex contemporary mission of the Georgia universities, are inevitable the tensions between requiring closeness, responsiveness and educational outcomes to society.
In this paper are assumed not only that educational politics will survive, but that whatever its future path, our particular version of educational politics that have to be a subject of key aspects of EU and Georgia higher education as we are the member of Bologna Process.

The main important isuesses are:
1. to investigate the degree to which current educational discourses are the consequences of quality research into teaching and learning, or responses to global economic restructuring;
2. The university's role as educator ;
3. Specialization and integration teaching and learning.

The ongoing crisis of the Georgian universities illustrates the potential difficulties with implementing new model of educational reforms.
• Crisis over the curricula;
• Crisis over the regulation of the scope of teaching and learning;
• Crisis over the integration of the teaching- research by the requitements of bologna process;
• Student financial aid program which we would need to dramatically expand.

Besides its, the analysis have shown the problem focuses on the areas of the assessment of the national examinational center according the requirements for enrolment them at the universities.

Our argument is a twofold question:
1. Which aspects of the modern world and its crisis have actually revealed themselves in the educational crisis;
2. What can we learn from this crisis for the essence of education.

In our emerging environment and universities not only need a constantly refreshed vision of their role that reflects the emerging reality of their times, but also the intellectual energy to pursue their vision and to convince society to continue to envision them as an important because the crisis of authority in education is most closely connected with the crisis of tradition.

Keywords:

Higher education, reforms, Bologna Process, educational crisis, curricula, financial aid.