Home Vocational Education
Vocational Education

 

Like their partner community and technical colleges in N. America and Europe, Georgia’s new vocational education programs need to serve the needs of employers. This Partnership’s VET programs in agricultural processing, fruit and vegetable growing, plumbing, and related construction subjects were designed according to the needs of local businesses and curriculum materials adapted from N. American and European countries. 

Investigating Workforce Needs

The CCID model for vocational education begins with investigation of workforce needs through a research and interview program involving local businesses, international experts, and regional government officials. Based on the results of this process, the decision is made, in collaboration with stakeholders, about which professions should be priorities for starting up instruction in new VE specialties. For example, as a result of the needs assessment conducted in spring 2009, programs for the professions of construction metalworkers, welders, plumbers and pipe-makers, plasterers, concrete/metal workers/encase makers, floor and tile makers, and masons were made. As a result of the forecast made of agricultural professions, field-crop growers and truckers, veterinary assistants, milk and cattle products producers, and gardeners and grape growers were recognized as priorities. Finally, the following agricultural processing professions were put at the top of a third list: fruit and vegetable processors and butter, cheese and milk production professions. Although all could not be accommodated in the first round of program development, the list is now created for further development and the resulting programs can be disseminated to other areas with similar needs. 

Writing Professional Education Programs

After the choice of professions is known, subject matter experts develop a program following guidance from accreditation officials at the Ministry of Education & Science. This UNDP project resulted in the development of the following professions: plasterer, mason, concrete/metal worker/encase maker, welder, joiner/carpenter/roofer, field-crop growers and truckers, animal keeper, gardener/grape grower, fruit and vegetable processor, and, finally, butter, cheese and milk professions. After they are completed, the programs are ready for use in Shida Kartli and at other Vocational Education and Training (VET) Centers around Georgia

Preparing Syllabi & Textbooks

After the professional programs are completed, textbooks are written by experts chosen by the Georgian project director and must receive instruction in using the modular format required of professional education textbooks in Georgia, the CCID team leaders chose authors with the following qualifications:

  • extensive experience in construction, agriculture, and agricultural processing,
  • experience teaching similar subjects,
  • a record of practical experience,
  • previous experience working on curricula which follow Georgia’s VET standards, and
  • a science degree in the field. 

As a result, the CCID-Georgia office has now written and had published textbooks for the Gori program for the professions of plasterer, mason, concrete/metal work/encase maker, welder, field-crop grower and trucker, gardener and grape grower, and fruit and vegetable processor. 

Preparing Teachers and Practice Materials

Teaching positions are publicized in the immediate region and interested applicants send in materials for a selection commission to deliberate and select candidates for interviews and recommend their choices for further consideration in the mandatory teaching seminars. During the period while curriculum materials are being prepared, teaching candidates take part in a program of seminars on effective teaching and using new pedagogical technologies and methods. Those who complete this first stage of seminars then work with the textbook authors to learn the subject matter of the courses. At the last stage, all teaching candidates are required to present a lecture on the subject in order to be selected. 

Gori University’s VET Center

In setting up Gori’s professional education center, the CCID-Georgia office completed all steps for vocational education curriculum and textbook development, teacher training, and program writing. The team followed all requirements about methodology specified by the Georgian Ministry of Education & Science so that textbooks had the correct combination of theoretical and practice parts, assessment types, education materials and equipments, teaching and learning methodologies, and etc. After successful accreditation of the completed programs, syllabi, textbooks, and teachers, more than 200 students began their studies in fall 2009/spring 2010. 

GTU’s Professional Education Program

In 2010 GTU received a license from the Ministry of Education and Science to prepare vocational education programs in construction, metals, communications, water, and many other vocational professions. Inquiries from businesses and others interested in particular subjects should be addressed to the Georgian program office.