ქობულაძე ნატო

ასოცირებული პროფესორი, პედაგოგიკის დეპარტამენტი, აკაკი წერეთლის სახელმწიფო უნივერსიტეტი, ქუთაისი, საქართველო

სკოლამდელი პროფესიული განათლების დანერგვა და გამოწვევები


The Introduction and Challenges of Preschool Vocational Education

(პროფესიული საგანმანათლებლო პროგრამების განხორციელება – პრობლემები და პერსპექტივები)


Introduction and aim: A quality preschool education is a priority in the world’s educational system, which is based on the standard of preschool education, a number of legislative regulations and educational programs. Investment in preschool education is what may become the key to the great success in the future.

The State has realized the importance of education for the development of society, and has declared that concern for education begins from an early preschool age. It could be said that preschool education in Georgia goes beyond the preparation of the child for school, and it is aimed at exerting such influence on his personality, which would develop the child’s skills required for making him a full-fledged member of society.

Since 2015, in cooperation with the United Nations Children’s Fund, Law of Georgia on Early and Preschool Education has been prepared, which provides accessibility to the early education system based on the principle of high-quality, transparent and inclusive accountabilities consistent with international standards, for all children.

Research methodology: Observation, comparison, analysis, synthesis, induction, deduction, experiment.

Results and implications: In 2016, Akaki Tsereteli State University has started to implement the accredited modular vocational program “Nursery Teacher”, which involves 20 students benefited from the State Grant program and 1 student with impaired functionality.

Demand for the mentioned specialty was so high that a sufficiently competitive environment has been created, and students with 89 scores and above, have been admitted to this program.

Conclusion: While implementing this program, the action plan and other documentation have been developed for the internal and external monitoring groups. Based on the results of the analysis of the work of monitoring groups, we have been able to identify the range of problems related to the introduction processes and to find the ways to address them.

Keywords: modular vocational program, implementing, introduction processes

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