JOURNAL OF DEVELOPMENT STUDIES VOL.1-NO.1 (1)-2020 ISSN 2667 - 9922 Learning Outcomes Assessment Formats in Georgia after USSR Shorena Gogiashvili ARTICLE INFO A B S T R A C T Article history: Accepted: October 10 2020. Approved: December 15 2020. The system of higher education in Georgia has been recently facing major challenges, especially in matching its outcomes to market and society de- mands. As the job market is becoming more globally competitive, these challenges are increasing. To survive in the current business world, there is high competition be- tween companies for highly qualified manpower. Higher education sys- tems are, on the other hand, traditionally considered conservative and slow in response to market needs. HEIs have many stakeholders: parents, students, faculty members, grad- uates, employees, regulatory organizations, and government. Their ex- pectations are different and often are in conflict with one another in many respects. Multi-stakeholder involvement in the assessment of learning outcomes is essential to realize students’ achievements. In these processes participation, collaboration and learning are emphasized. Par- ticipation leads to the perfect rating of the process and better evaluations of the outcomes. The assessment of students/graduates by stakeholders is shaped by their participation in activities and their experiences in the processes. Under- standing stakeholder importance in the processes in which they are in- volved and their evaluation of outcomes is imperative; it influences the current and future levels of engagement and improvement. © 2020 Published by the Institute for Development Studies, Sulkhan-Saba Orbeliani University. Keywords: Assessment HEI stakeholders Learning outcomes Education Introduction The introduction of the term ‘learning outcomes’ (LOs) is connected with the devel- opment of a student-centered approach to education. The debate on LOs vs. teaching goals has lasted for almost half a century. If the earlier widely spread term ‘teaching goals’ was teacher-centered and dealt with  Ph.D. Student, Sulkhan-Saba Orbeliani University, Tbilisi, Georgia. the goals that the instructor planned for teaching students, ‘learning outcomes’ is something that learners desire/need/ plan to know and be able to do after studying the course/program. “Using a combination of the learning outcomes approach and student workload in program design and delivery puts the student in the center of the teaching and