Abstract:

As national and international job markets face the continuing challenges of globalization education is one of the key factors to sustainable economic growth and social development opportunities (Lauder et al., 2006). At the same time the relevance of initial and continuing vocational training increases due to employment questions. In parallel the vocational education sector has to adapt to the resulting challenges also driven by other social megatrends such as digitalization, sustainability etc. The associated needs and competencies require political initiatives to adapt their vocational education and training (VET) systems. This includes professionalization in teacher training and it is true both worldwide (Caves & Renold, 2016) and for Georgia in particular (Martsch et al., 2021). To improve the Georgian VET system, Martsch et al. (2021) presented a transnational (German-Georgian) approach to develop a demand-oriented PhD program. The development and implementation of the doctoral program is based on Stockmann (2013), who provides a generalized model for the sustainable transfer of vocational transfer measures (see Martsch et al., 2021).

According to the framework the development and implementation of study programs as well as quality assurance is linked to an extensive empirical research (analysis of educational needs, stakeholders and networks) in science, business and politics, which aims to paint a holistic picture of the training and qualification needs of key actors within the vocational education and training system. With this objective, a qualitative survey has been conducted. It was preceded by analysis of reform documents and literature to get an overview of Georgians VET structures as well as existing needs and challenges. Building on the findings, interview guides for structured expert interviews (Bogner et al., 2009) were created. Based on this we interviewed stakeholders from universities, vocational training institutions, the private sector and education policy, whereby different organizational units and hierarchical levels (e.g. management and specialist level) had been addressed. The interviews carried out in English, web-based (cloud meetings) and supported by an interpreter if necessary (English-Georgian). The data (N = 12) were transcribed and analyzed based on Mayrings theoretical foundation of content analysis (2014).

According to Stockmann (2013) the interview material combines different perspectives on the overall research issue: How to strengthen vocational education and training in Georgia by professionalization of research and teaching. We revealed 17 categories that address various aspects that are highly relevant for the alignment and modification of Georgians VET system such as theoretical and practical skill development, TVET prestige or quality assurance. A detailed insight into the category system including determination and analytic steps is given. Furthermore, the material contains important advices on qualification and competence fields. In order to shape the content of the intended PhD VET program they have to be translated into demand-driven modules and focus areas of the intended PhD VET program. The competence-based development of the PhD Program modules is presented. Additionally, further research questions – that can e.g. be part of the doctoral program – are highlighted and discussed with the focus on a sustainable improvement of Georgians VET system.

Keywords:

International VET, PhD VET Program, baseline study, skill transfer in VET.