გრძელიძე ირმა

ასოცირებული პროფესორი; უფროსი, ინგლისური ფილოლოგიის დეპარტამენტი; ხარისხის უზრუნველყოფის სამსახური, აკაკი წერეთლის სახელმწიფო უნივერსიტეტი, ქუთაისი, საქართველო

ბარათელი ნათელა

უფროსი, ხარისხის უზრუნველყოფის სამსახური, ივანე ჯავახიშვილის სახელობის თბილისის სახელმწიფო უნივერსიტეტი, თბილისი, საქართველო

დურული ციური

უფროსი, სასწავლო პროცესის მართვის სამსახური, გორის სახელმწიფო უნივერსიტეტი, გორი, საქართველო


Administration of Modular and Vocational Programs in Higher Educational Institutions (Challenges and Perspectives)

(პროფესიული საგანმანათლებლო პროგრამების განხორციელება – პრობლემები და პერსპექტივები)


Introduction and aim: Vocational education is one of the most important segments of education not only in Georgia, but in Europe and in the whole world. In Georgia it faces several challenges. Vocational education and training which aims to equip people with knowledge, know how skills and/or competences required in particular occupations or more broadly orientation on the labor market. Till 2015 the higher education institutions of Georgia were providing vocational programs which were subject based. And that was the institutions responsibility to design and provide VET programs. Actually the administration of the above mentioned vocational programs was mostly within the universities and here we are talking about state universities which administered the process with the help of dean’s offices, learning process management offices and quality assurance services of the faculties. Actually there used to be lots of problems and challenges. The aim of the article is to identify the challenges and perspectives of providing vocational educational programs within the state universities of Georgia.

Research methodology: Desk review namely analyzing the vocational program administration within the three state program universities: Akaki Tsereteli State University, Ivane Javakhishvili State University, Gori State University was applied. Interviews with administrative staff as well as the interviews with the coordinators of the vocational programs and administrative staff responsible for developing vocational education were also conduced.

Results and implications: During the desk reviews of the teaching staff, administrative staff and the interview with the students, major problems were identified which seems to be as it follows: With the subject vocational programs, there was frequent overlap at the competences between subject vocational and BA programs. More academic staff than vocational was involved in the implementation process of vocational programs; real market research did not exist; in most cases students’ attendance indexes used to be law; some students of academic educational programs were also enrolled in vocational programs.

Since 2015, all three above-mentioned universities started implementing modular vocational programs. Their staff was involved in the development of standards; they actively participated in meetings organized by the Ministry of Education and Science of Georgia and the NCEQE.

For the implementation of Modular Vocational programs, the e-system was created ATSU and TSU to assure the quality education; student attendance control; electronic support of examination process; uploading teaching material and other related resources; seminar schedule for student; student attendance results.

Through observation revealed that the time and effort allocated by the administrative staff on the development of the programs. The universities prepared regulatory documents and internal support groups were formed within the universities.

Conclusion: As one of the major problems with providing quality vocational education is still administrative support for the process, the universities should think about having separate unit for providing Vocational Education.

Keywords: vocational programs, administration, challenges