Abstract:

In the age of globalization, education is the key to sustainable economic growth and social development opportunities (Lauder, Brown, Dillabough & Halsey, 2006). In this context, the relevance of initial and continuing vocational training increases. Not only industrialized countries are aware of this necessity. Developing and emerging countries too are increasing their efforts to reform their vocational education and training systems (Caves & Renold, 2016). These efforts are particularly noticeable in Georgia as its growing training and qualification needs can currently not be met at the necessary high level standard (see MoES, 2013). A lack of standardized, systematic and methodological-didactic guidelines for the training of vocational education and training (VET) professionals can be identified as the main culprit (Shukhoshvili, 2018).

The paper at hand shows how a demand-oriented PhD VET program in a German-Georgian cooperation is developed. The program not only aims to professionalize the Georgian teaching and management personnel but also closely orientates itself on the worldwide unique dual education and vocational training system and its related academic teacher training in Germany. The program development is based on the key variable model of sustainable iBBZ (international vocational educational and training cooperation; Stockmann, 2018), which provides a framework for the evaluation and quality assurance of international vocational training projects with German participation. The basic transfer strategy of the project at hand is explained along with the core factors of the model (System Compatibility, Flexible Management Systems, Staff Development, Ownership) and their interactions among each other. When applied to the current research project the model itself highlights the importance of ex-ante analyzes for the profile formation of the course and the related, tailor-made development of module manuals and the conception of courses.

In this context, extensive empirical research (analyses of educational needs, stakeholders and networks) in science, business and politics, which decisively shapes the content of the PhD program, will be presented. The aim and aspiration is to paint a holistic picture of the training and qualification needs of key actors within the vocational education and training system. This includes the perspectives of representatives from universities, vocational training institutions, the private sector and educational policy, whereby different organizational units and hierarchical levels (e.g. management and specialist level) are to be addressed specifically. The results promise important clues on qualification and competence fields, which can then be translated into needs-based modules and focus areas of the PhD VET program.

Furthermore, the research approach and method of the ex-ante evaluation in itself form an additional focus of the paper, where specific attention will be given towards the study design and the mixed-method approach (quantitative and qualitative methods of empirical social research). Particular attention is paid to the development of assessment tools. The design phase is outlined and the results are presented in the form of interview guidelines and questionnaires for holistic educational and training needs analysis. Since comparable survey inventories in the literature are missing or lack standardization so far (Asche, 2020), the assessment tools itself have to be discussed.

Keywords:

PhD Study Program Development, Vocational Education and Training (VET), International vocational educational and training cooperation.