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The rapid and leapfrogging development of the world economy is linked to the Fourth Industrial Revolution. It is estimated that "across all industries, by 2022, growth in emerging professions is set to increase their share of employment from 16% to 27% (11% growth)" (WEF FJR 2018, viii), "57% of workplaces in OECD countries will be at risk of automation" (Nuttall, 2018), "by one popular estimate, 65% of children entering primary school today will ultimately end up working in completely new job types that don't yet exist" (WEF FJ 2016, 3). Such predictions give researchers the basis for announcing Reskilling Revolution (WEF, 2018; RFIR, 2016). It can be said with high probability that scientific research can't be replaced by artificial intelligence. A part of the research funded by the European Union is given in the article and the scientific-research system of Georgia in international indicators together with the Eastern Partnership Countries is discussed. In 1996-2019, Georgia was third among the Eastern Partnership Countries after Ukraine (42nd place) and Belarus (67th place). It should be noted that Belarus and Georgia have an equal H index (184, despite the difference of 18 positions in the overall ranking), but Armenia has a better indicator (190). The innovation opportunities of Georgia are analyzed based on reports of the World Economic Forum for 2018-2019. Georgia has a good position with none of the indicators, but a special failure is in the first of them. The country turned out to be in the second hundreds with three indicators from four in the list. The reason for this is the lack of necessary connections for the formation of the knowledge triangle, the triple spiral and the innovative ecosystem (between the State, Business, Science and Education) in defining education policy. The analysis presented in the article is based on studies conducted in Georgia on the productivity of scientific research. There have been offered the ways to improve the situation, in particular: introduction of minimum requirements for TSU Academic Staff based on appropriate incentives; increasing the volume of funding for scientific researc from the State and Universities; funding must be provided according to thematic competitions (Encourage Teamwork), as well as focusing on the achieved result (Encourage Individualism); funding must be directed to the development interests of the sectors of Country's economy; encouraging the membership in the international scientific community, research and publication with a foreign colleague, membership in the editorial board of international scientific journals, reviewing, participation in international conferences and others. [ABSTRACT FROM AUTHOR]

World-renowned research centers are forecasting particularly rapid growth rates of economy in anticipation of the Fourth Industrial Revolution. It is assumed that some of the work will be replaced by artificial intelligence. Creation of completely new jobs is also expected. And for those jobs that remain in the future, skills upgrades will be especially relevant. Undoubtedly, the country of the size of Georgia cannot determine the "weather" and trends in the development of the world economy. It is especially difficult to select the correct vector of development in the above conditions. Against this background, it is necessary to define the priority directions of economic development of Georgia. It should focus on inclusive growth and production of inelastic demand products. In order to introduce innovations, gain new niche in international markets and provide economic leadership in the region, we think it is necessary to establish an entrepreneurial model at the universities in the regions of Georgia. There should be room for effective functioning of the "knowledge triangle" and "triple spiral" models. Business incubators, Fablabs, Spinoffs, Technology Transfer Offices, Patent and Licensing Offices, Consulting and TrainingCenters and other structures promote commercialization of new ideas, lifelong learning (LLL), distance learning, organizing online courses and others. Entrepreneurial universities provide the formation of integrated and effective policies for education, science and business development in the country, exploring and identifying the potential of the local economy at an appropriate level. The result will be the launch of new business directions. The effectiveness of such a model is demonstrated by the successful examples of foreign countries discussed in the paper. Entrepreneurial universities have a positive impact on the rates of innovation development of the economy, as it improves almost all the indicators included in the innovation capability of the Global Competitiveness Index. The formation of entrepreneurial universities will help to improve not only the university system, introducing new teaching approaches, more independent student work, engaging them in research and developing new on-demand skills, but also enhancing the quality of scient ific researches and teaching in secondary schools. By fulfilling this function, it serves as a cornerstone of the education system, which has to act as a major driving force (as evidenced by surveys of the entrepreneurial ecosystem conducted abroad). Lastly, the formation of the entrepreneurial university model will best respond to the function of governmental green economy and educational and economic hub function in Georgia. [ABSTRACT FROM AUTHOR]