Personal experience: my son is studying in Georgia. Peculiarities of vocational education in Georgia

The education system of Georgia was formed on original national principles. The most famous center, where the origins of the education of Georgia, belongs to the 17th century. This is the Gelati monastery, which stood on a par with the universities of Paris and Bologna.

At the beginning of the 20th century, national traditions and the desire for a new life overcame the mass illiteracy of the republic, and in the 80s justifiably secured the reputation of an educated nation for the Georgian nation. Today, in 75% of general education Georgian schools, teaching is conducted in the Georgian language. And in educational institutions of higher education - at 100%. But the economic and political instability of the 90s predetermined the subsequent problems of destruction and the difficulties of preserving the educational system of the republic. Sovereignty, which was not easy for Georgia, disrupted all financial injections from the budget of the Russian Federation, thereby excluding the second most important source of funding.

preschool education

The difficulties of financing the education system of sovereign Georgia dealt a tangible blow, first of all, to the functioning and development of Georgian preschool institutions. In a short period of time (2 years), the number of children attending kindergartens has decreased significantly due to the introduction of a monthly parental fee, the amount of which averaged $14. Fortunately, the remaining pre-school institutions with lower fees could generally provide both maintenance and food for the children staying. But the quality of these services left much to be desired. The system of municipal food procurement for kindergartens has been laboriously regulating its work since 1992 and for 3 years.

The emergence of private general education schools in Georgia is a clear indicator of the unstable situation prevailing in the municipal education system and secondary education in Georgia as a whole. The problems are the same: maintenance, nutrition, development. Fees in private schools are prohibitively high, but, as the results of examination tests show, justified. Municipal schools are getting out of a difficult situation in the traditional way: they are looking for charitable partner assistance in the West, and more often - representatives from local philanthropy. And today this is the only correct decision of the heads of Georgian educational institutions. As a result of this division, an objective situation of competition arises. But therefore, all educational institutions of the West have passed the way.

A similar situation is now observed at the level of higher education. The structure of universities is noticeably divided into public and commercial. Needless to say, the number of applicants to the latter is much higher than the number of applicants (and students) of the state, who have only one thing left: to register and open licensed private educational services. These are some specialties and faculties in the spirit of economics and modern politics. Of course, the honor of the country in the direction of training highly qualified personnel is supported by the head of state - universities are opened with the founding right of partnership between Georgia and abroad. But this option does not give absolute guarantees for the long term, primarily financial stability. That is why the payment for education will not decrease, but will grow. The famous School of European Management Education in Georgia is funded by the Shevardnadze Foundation.

Of course, all teaching is provided by the best staff of European scale and special training. However, the tuition fee for this School is at least $500 per year, which is in line with Western standards, but hardly affordable for the average Georgian student and family. The Tbilisi branch of the university in Hawaii, created not without the influence of the head of state, educates young talents in the field of diplomacy, government and media law for 7 thousand dollars a year, while a graduate can only apply for a bachelor's degree. The expected result "surpassed" itself: the number of enrolled applicants in the summer of 1994 amounted to 20 people.

Jointly with the National Academy of Social and Political Sciences and the Institute of Public Administration of Georgia, it trains specialists in training programs using textbooks, analogues of which exist only in American universities. The tuition fee is over $10,000. Of course, quality is the main task, but how many specialists does Georgia receive and will receive in the end? Where the graduates of these universities will find employment is still an open question, or maybe a deliberately closed one.But in the Republic of Abkhazia (a vivid example is the Gali district), the policy regarding the education system is completely opposite.The government of the republic adopted a resolution on the Russian language as a mandatory and basic language for teaching in schools. The Georgian language in the educational system of Abkhazia is given to oblivion. Although most of the students (respectively, their families) are Georgians.

Summarizing all that has been said, one thing should be taken into account: the education system of Georgia is going through a difficult time in its history. The government does not yet see an opportunity to improve the current situation, and it is not solved overnight. Subsidizing the educational industry is an even more difficult issue. The responses of American investors have had their results so far - good results of the results of the Unified State Examination. But patriarchal Georgia knows well that until order is restored inside its house, no compassionate guest will do it. And, therefore, the head of the Georgian state in relation to the educational system needs to make immediate and cardinal decisions.

BAKU, Oct 7 - Sputnik, Irada Jalil. The problem of shortage of personnel in schools teaching in the Azerbaijani language in Georgia will become extremely aggravated over the next few years, it is necessary to sound the alarm and act now.

"There are international laws adopted throughout the world, according to which citizens can enter foreign universities without exams, through an interview. But Azerbaijanis who come to study from Georgia are not regarded as foreigners and pass entrance exams," he said.

At the same time, he noted that our compatriots from Georgia, entering Azerbaijani universities, can, as foreigners, study only at a paid department. As a result, there are almost no Georgian Azerbaijanis in Azerbaijani universities, he complained.

According to Asadov, the most optimal way to solve the personnel problem is to open the Azerbaijan Pedagogical University in Georgia, and this can only happen with the support of the Azerbaijani state. Another option is to create a branch or department in one of the universities in Georgia, but this option will not be effective, he continued.

It is also possible to help students return to Georgia after studying in Gazakh or Baku, but this will most likely not give the desired result: “Such students, having lived for several years away from Georgia, will forget the Georgian language. And students of an Azerbaijani pedagogical university in Georgia could learn to teach subjects in Azeri and at the same time improve their Georgian.”

At the same time, Asadov pointed to the expediency of sending Azerbaijani teachers to Georgia, rather than local students to Azerbaijan.

In 2006 Georgia signed the Bologna Agreement. The education system in the country has become consistent with the pan-European one, it provides for undergraduate, graduate and doctoral studies. In Georgia, obtaining a master's and doctoral degree depends on the desire of students.

You can get higher education in Georgia not only in the Georgian language. Russian, English, French and German sectors are open for foreign students in the country at the leading universities of Georgia in various areas - medicine, law, economics, business, philology.

Tuition fees in Georgian universities range from 2,250 lari (up to $1,000) to more than 20,000 lari (about $3,400) per year.

As a rule, getting a medical education in other countries is much more expensive than in Georgia. That is why every year this area is the most popular among foreign students.

How can a foreigner enter a university in Georgia

Foreign applicants for admission to a higher educational institution in Georgia only need to provide a certificate of complete secondary education. They do not need to take the Unified National Examinations, but will have to pay the full amount of tuition at the university. In the event that they wish to receive a state grant, they will have to pass the CES under the school education program in Georgia. If they successfully pass the exams, they can also receive 100% funding.

Georgian universities with Russian faculties

The list of universities where you can study in Russian is small.

At Tbilisi State University named after I. Javakhishvili, the Russian sector is open in such areas as Caucasian studies, Russian philology, journalism and mass communication.

Georgian Technical University offers the following Russian-language programs: Construction of Water Supply and Drainage Systems, Energy and Electrical Engineering, Telecommunications, Oil and Gas Technologies, Mining and Oil and Gas Engineering, Architecture, Business Administration, International Relations, Journalism, Computer Science, Computer Modeling, Systems and Networks, engineering physics.

Tbilisi Humanitarian Educational University offers only two Russian-language areas: organization and business management and dentistry.

Tbilisi Medical Educational University "Hipocrates" offers Russian-speaking students an educational program of a certified physician and an educational program of a certified dentist.

State program for national minorities

For representatives of ethnic minorities who are citizens of Georgia but do not speak Georgian, the National Center for Examinations and Assessments translates examination tests. To enter a university, they can take exams in Azerbaijani, Armenian or Russian. They will only have to take an exam in Georgian language and literature in Georgian.

In addition, the state gives them the opportunity to enter a higher educational institution after successfully passing the skills exam in their native language, and after completing a one-year intensive course in the study of the Georgian language, and then continue their studies at any faculty they wish.

Foreign students in Georgia

According to the National Statistical Service "Sakstat" (Gruzstat), 8 thousand 12 foreign students study at state and private universities in Georgia in 2016-2017. In comparison with the previous academic year, their number increased by 1,369 people.

The majority of foreign students (4,599) study at private universities. These are mainly citizens of Azerbaijan (2,093 people).

As for public universities, most of the students here are from India (1,389 people).

Of the international students, 3,611 are undergraduate students and 4,401 are undergraduate, residency or graduate veterinarian programs.

The majority of undergraduate students (2,235 students) have chosen social sciences, business and law departments, while the majority of students in graduate, residency, or registered veterinary programs (4,232 students) have chosen health and social welfare departments.

People come to Georgia to study even from such countries as China, USA, Canada, Germany, Russia, Israel, Great Britain, France, Spain and others.

And , and . And today we are going to Georgia, where Alina Luneva lives, the mother of seven-year-old Oscar.

My name is Alina Luneva. My son Oscar is seven years old. We live in Georgia, in Tbilisi.

What are the schools

Schools in Georgia are very different. There are public schools, in which the education system is unified at the state level, and there are many in which the education system is unique for each school. Public schools in Georgia are overcrowded, the classes are 30-40 people, children study in several shifts. With private a little easier. There are fewer people in the class, there is always an after-school, children wear uniforms. Oscar is in second grade at a private Georgian school. Georgian - that is, training is conducted in the Georgian language. Before school, the son attended a Russian kindergarten.

There are many Russian kindergartens in Tbilisi, they are in demand not only by the Russian-speaking residents of the city, but also by the indigenous people. For example, in the son's group, 80% of the children were Georgians. Parents send them to Russian kindergartens so that the children speak Russian.

The academic year starts in mid-September and ends in mid-July. Holidays - a week in the fall, around mid-November, a week in the spring, in March, they coincide with the Georgian Mother's Day, and March 8th. Winter holidays are long - 2.5 weeks. Summer - usual, as in Russia, 3 months.

Daily routine in Georgian school

School starts at 9 am, the school day ends at 5:30-6:00 pm. There are 18 children in my son's class. Usually the guys have 5-6 lessons, each lasting 35 minutes. The curriculum includes the Georgian language, mathematics, and German, physical education, dance, music, choir, drawing and art classes.

At 12:00 at school there is a second breakfast, and at 14:30 - lunch. For breakfast, children are offered water and some kind of pastry - lobiani, khachapuri or a bun. Lunch is complex: there is always soup and a main course. Common food for children with a Georgian touch: for example, gupta (Georgian meatballs), chikhirtma (Georgian chicken soup), kharcho. After lunch, the children walk a little in the yard and return to the classroom to do their homework. You can pick up the child earlier, but then you will have to take the task with you and do it at home. I usually pick up my son at 16:30, by which time the lessons have already been done. Around 17:00 they go out again if the weather is good.

Children do their homework at school. Every day except Friday. On Friday we pick up books and notebooks from school and do homework. The tasks are feasible, their volume too, there is no such thing that you need to spend half a day to complete. Maximum one and a half hours. The son, as a rule, makes them himself by 80%. I explain some tasks, supervise how he completes tasks in the Georgian language, translate and memorize words and phrases together. We learn poetry together.

How is the adaptation

The entire staff of the elementary school helped the child: the curator of the class, the teachers, and the deputy principal. They showed patience, explained, made allowance for the fact that the son did not speak Georgian from the very beginning. They shared with me and asked for support in a situation where. But it was really rare.

My son is hyperactive and very playful, so he sometimes flirts and gets out of control. Once he was rude to the teacher, had a fight with a classmate. The teacher talked to me at the moment when I was picking up the child from school, described the situation, we talked it over with the teacher and son. The question has been settled.

During the first months of the first grade, it was difficult for my son to sit in the classroom, he went out into the corridor, walked. The deputy director used this situation to show him the school, the library, and chat. So the son unobtrusively got used to the school environment.

Parents at school have the opportunity to talk with the school psychologist. Before the start of training, at the introductory meeting, the psychologist held a general lecture for all parents. She talked about how this can manifest itself, gave how to behave with children. I myself internally prepared for the start of the school, read, talked with other parents.

school traditions

Our parents are not very involved in extracurricular life. We are invited to attend events, but not organize them. In the first grade there was a meeting-acquaintance, where each mother together with the child could show something that they do together, or somehow express themselves, for example, sing or dance together. There was an event like "Merry Starts", fairs are held, but there are no joint excursions. Children travel and field trips with teachers. The main meeting place for parents is children's birthdays, which are usually held here in special children's centers for holidays. My favorite event is the school charity fair. Children themselves sell those crafts that they made in art classes.

The main differences of the Georgian school

There is less stress, more loyalty to children, a flexible approach. Not all, of course, teachers, but nonetheless. For example, Oscar took a long time to get used to school. Already in the second half of the year, I learned from an art teacher that for the first two weeks he did not want to sit at his desk, walked around the class, slept at the table. However, the child was given time to get used to it without repression and without the involvement of parents. Moreover, having seen Oscar, the teacher does not require him to complete program tasks, but allows him to do other things in art classes, directs development, but without the desire to equalize.

And in Georgia there are no endless parent-teacher meetings. Parent meeting - once every six months. The rest of the issues are resolved through the Facebook group. If there is a personal request, you can meet personally with the director or teacher and discuss.

Specifically, in our school, I like the humanitarian approach: the guys learn many languages, develop creativity, there are good circles at the school, so you don’t have to rush around the city with your child, transporting him from section to section. But there are also disadvantages. For example, I want more clarity. However, in Georgia, you want more clarity everywhere.

Photo: Africa Studio/Zaitsava Olga/unguryanu/ZouZou/holbox/Pressmaster/Shutterstock.com

Nakashidze R.M.

Source: Journal "Pedagogy" 2013/8 p. 117

Maria Panova worked on the article

Annotation. The period of the revival of Georgian statehood was accompanied by complex socio-economic transformations that turned out to be destructive for the system of vocational education. More than 80% of the relevant educational institutions were closed. The remaining ones did not meet the existing requirements even to a minimum extent. This situation requires understanding the mistakes made, structural and organizational changes, building a system of continuous professional education.

Keywords. Education, vocational education system, training of qualified personnel, labor market, continuous education.

Today's socio-economic reforms in Georgia require the vocational education system to determine the exact mechanisms for appropriate development and modernization. They give a completely different vision to the policy of personnel training, considering it as a decisive factor in the formation of intellectual resources and the development of the country's productive forces.

When we analyze the processes taking place in Georgia and try to find the reasons that caused its socio-economic decline, we get a sense of natural dissatisfaction with the fact that a country so rich in natural and labor resources is among the economically backward states. There are many reasons missing, but the main one is that it is difficult for us to work and think in a new way. We have not been able to learn anything from our mistakes, nor to correctly use someone else's experience. But “if the state loses its leading position in determining policy in the education system, in its coordination, financing and development of standards, cannot be active in relation to the creation of a vocational education system and its further functioning, then the idea of ​​​​moving it forward and its development will remain an unattainable dream.

World practice shows that the labor market today is focused on highly qualified specialists. That is why, in conditions of free competition, the creation of a coherent system of training, retraining and advanced training of professional personnel is of particular importance. Thus, the American magazine Harvard Business Review wrote: “If German production occupies one of the first places on the world market, then the determining factor for this is the high level of vocational training in the country. The traditional education system here provides education at a level that makes it possible to train highly qualified specialists, and such specialists, due to their theoretical and practical level, can quickly master the latest technology.

Based on the foregoing, the issue of qualitative and quantitative training of a young, skilled workforce should be at the head of the country's long-term development plan. Success is achieved only where the will of the state and assistance are mobilized for this.

The decline in production potential caused by the economic crisis in Georgia, the shutdown of factories and factories, and the decline in applications for labor have catastrophically reduced the demand for skilled workers. Added to this was the destruction of the system of vocational education. in the department of the Ministry of Education of Georgia was before. 200 educational institutions of primary vocational education. By 2000, their number had halved. The size of the contingent has fallen.

Accordingly, staff positions were abolished, many good specialists were left without work. In 1998, primary vocational education institutions were left without state funding. Ultimately, more than 80% of schools were liquidated. The reason for their closure was the scheme for the elimination of the system of primary vocational education, developed by the Ministry of Education for the reason that graduates of schools only joined the ranks of the unemployed. Unfortunately, people and political groups who did not have a clear understanding of the system became the stewards of the fate of vocational education.

Due to the lack of legal foundations for independent action, the schools found themselves in an unfavorable position. Their rather rich material and technical base was destroyed: educational equipment, expensive machine tools. Traditional relations with enterprises and institutions, basic enterprises, public organizations, vertical and horizontal ties with other educational institutions were violated. It became impossible to manage the processes of internal and external integration. The forms of encouragement were not saved either. On the contrary, an age limit was introduced in the schools, the advantage was given to solvent students. Reality came into conflict with the Constitution of the country, with laws and directives on vocational education, employment, and social protection of citizens. The constitutional rights of citizens, the principle of free primary vocational education and its universal accessibility were grossly violated.

Certain attempts to optimize the achievement of greater effectiveness of training and its orientation to world standards have taken place, but in most cases, various changes, rejection of their traditions and requirements, have brought negative results. Thus, in August 2005, the Government of Georgia, on the basis of the adopted Concept on Vocational Education, decided to remove the teaching of general education disciplines from the programs of vocational educational institutions. As a result, a reorganization was carried out, which sharply reduced the number of students in schools, and a large number of teachers of general education subjects were released from work. The activities of the surviving educational institutions could not, even to a minimum extent, meet the requirements for training qualified personnel according to modern standards. On March 12, 2008, the Government of Georgia adopted Decree No. 118 “On Vocational Education and Employment”, according to which 50 vocational training and retraining centers were to be created in order to attract investments within the framework of a public-private partnership. This would be very useful for the revival of educational institutions that have lost their function. Unfortunately, this order was not carried out.

An educational institution that does not meet its purpose should be closed, but it seems illogical when the only educational institution in the region or district is liquidated. As the experience of foreign countries shows, it is necessary to do everything possible for the educational institution to function. The existence of an educational institution in a city, district or large settlement raises their status, affects the demographic stability of the region, plays an important role in the development of cultural, sports and other public spheres.

Now the number of private educational institutions is growing, but their capacity and educational profiles are quite limited. Most people who want to get a qualification find it difficult to pay for training. Some graduates of general education schools are deprived of the opportunity to get the desired profession and are forced to start work without any qualifications or join the ranks of the unemployed.

And now the words of the outstanding Russian teacher K.D. Ushinsky are relevant: “It is worth increasing the vocational schools with the sole purpose that freemen and places of detention are not burdened with those persons who, as a result of proper vocational education, can avoid hospitals and prisons. Society should take care not so much about punishment as about the eradication of crime, do everything for the moral education of a teenager and perfect mastery of his specialty.

In 2012, according to the results of a study conducted by a selective method, it turned out that 80% of students in urban and 55% of students in rural schools use the services of tutors. And among the applicants entering universities, those were 94%. A similar trend has manifested itself in professional educational institutions: their students are looking for ways to improve the quality of their knowledge and practical improvement with highly qualified specialists and leaders in production. Professional development comes to the fore.

Every member of society must be convinced that knowledge and professional qualifications are the driving factor for success in life. Unfortunately, due to the information vacuum, a negative attitude towards a particular profession often arises. A certain part of the workers has a superficial understanding of the social significance of their own profession, they have little understanding of the laws and regulations associated with it.

Projects often do not become subjects of public discussion. Projects and decisions in most cases lack specificity and clarity, driving factors and responsibilities of persons or groups responsible for implementation are not defined.

The standards of vocational education should ensure close links between the sectors of vocational training and the economy. Especially in the area where a person can be employed after appropriate training. It is also necessary to take into account the importance of a unified approach of various countries to the standards of vocational education, which makes it possible to nostrify the diplomas issued by them.

Vocational education, with its activities, goals and objectives, provides a huge potential for creating conditions and promoting the development of small and medium-sized businesses; can give a significant economic and social effect of training highly qualified personnel for small and medium-sized enterprises, farms, family and individual entrepreneurship.

Due to the structural changes that took place in the system under the Law on Vocational Education of 2007, some educational institutions were not ready for the transition to multi-stage education, for inclusion in the continuous educational process and work on new methods. It became difficult for them to determine the standards and programs of what level and quality they should deal with, what instructions to follow. The timely training and mass retraining of workers, the improvement of their qualifications, the active involvement of foreign experts and foreign specialists in the discussion of updated and new programs, and the testing processes failed.

The problem of vocational training cannot be considered in isolation from other components of the state educational system and the socio-economic development of the country. The desire for a profession begins with the family, from school, and development and improvement takes place in a professional educational institution. Among the problems to be solved by the school reform based on the principle of continuous education, one of the most important is the problem of radical transformation and improvement of the training of students - future professionals. This is not a narrow departmental matter, it is of a public nature and requires unified coordinated actions on the part of the state, school, family and broad sections of society.

The problems are global in scope. The strategic direction of vocational education in relation to the policy of the lifelong education system is considered in three aspects:

1) the methodological guideline of continuous education and the problem of forming a full-fledged citizen of modern society, the place of professional education in this process;

2) the structural model of the school of the future envisaged by the reform, the pedagogical tasks assigned to its individual stages;

3) the main features of the development of vocational education institutions in the new socio-economic environment.

One of the initial ideas of modern concepts of lifelong education is the requirement to educate a personality adapted to a dynamically developing reality. The education system must prepare people for future changes, teach them to accept these changes, use them for the public good and keep fit in the face of scientific and technological progress. The task of continuing education is to prepare the individual for professional mobility, adaptation to a rapidly changing reality.

To consider the problem in this aspect, it is necessary to take into account the requirements that life puts before a modern person, a professional who is not a simple performer of the components of the labor process. He is actually the organizer of this process, carries out its planning, analyzes production information and adequately responds to it, makes operational decisions; has the ability to correct his behavior and the production process, quickly adapt to an extraordinary situation. All this requires from him not only a thorough professional education, but also a sufficiently high psychological preparation and, most importantly, a broad general education. The solution of the most important state task - the training of such professionals - is possible only with the help of a system of continuous education organized at the level of modern requirements.

The five-level structure of vocational education is an important step towards bringing it into full compliance with European educational standards, and contributes to and increases the optimization and flexibility of training. But at the same time, we are forced to state that often curricula do not correspond to modern production relations, the results of technical and technological re-equipment.

It is impossible to prepare a full-fledged certified specialist at the first stage of education, by implementing short-term, 2-, 3- or 6-month programs. We should not repeat the negative aspects of the training of highly specialized personnel, which are focused only on performing tasks under the supervision of others. “Professional education in this case will have to follow a completely new, unbeaten path, because in accordance with his classical understanding, the upbringing of a socially mature citizen, ready to act, having a sense of responsibility, should become the fundamental idea of ​​any type of education in industrial activity.

Vocational education should contribute to the development of the student's creative skills, who will be able to plan their work and manage it. The employer requires independently acting and initiative employees. On the one hand, he refuses a professional who depends on someone else's decision and feels little responsibility for the final results, on the other hand, he is looking for a professional who is able to act independently, respond quickly in an extreme situation and feel great responsibility.

Vocational educational institutions, in close alliance with entrepreneurs, can be turned into centers for the creation, discussion and further improvement of new products and new types of services. Such an approach can improve vocational education and increase the status, prestige and importance of educational institutions in the economy of the country and regions, become a decisive factor in the self-employed population and a force that stimulates business development.

Successful employment depends on the quality of knowledge and the economic situation that exists in the country. The formation and development of professional competence is achieved as a result of consistent, purposeful work. It largely depends on the basic training and the quality of education even in general education schools. Employers' claims to the level of personnel training are growing more and more, and often we are dealing with such universal requirements, which cannot be met without the corresponding key competencies. Along with the professional qualifications of employees, they should be characterized by aspiration to the goal, skills of quick adaptation, communication skills, self-development, knowledge of a computer and foreign languages. It is the personnel trained in this way that have the opportunity to make a successful professional career and increase their competitiveness in the labor market.

The revival of vocational education and its organization in accordance with today's requirements need support from the authorities. First of all, we need to take care of the qualitative improvement of vocational education and the implementation of the principle of universal accessibility. It is unacceptable to repeat the mistakes made in the past. Projects of vital importance will only become promising when they are carefully discussed with all potential partners and departments interested in the fate of the future generation, and are provided with scrupulously elaborated legislation. It is necessary to make free vocational education available to the public and to promote the employment of graduates; take measures to stop the uncontrolled departure of children from Georgia abroad. It is necessary to create conditions for residents of all settlements to receive the desired level of education and training in the chosen specialty.

According to the UN, in 2011 in Georgia, 25 thousand children did not go to school (college), they did not have basic living conditions. According to other studies, an even more disturbing picture emerged: “There are not 25,000 such children, but 100,000.”

The new government with new programs and textbooks, encouraging promises is returning to schools, colleges, orphanages. In this sense, the free distribution of textbooks to all students in the new 2013/14 academic year is indicative. year. The initiatives of non-governmental organizations and international donor organizations also deserve attention, among which we can single out the children's village created on the outskirts of Tbilisi under the patronage of the Dutch: everything is done here for the development of children, the development of their abilities and the formation of skills, their acquisition of professions, leading them to the path of life .

In the system of vocational education, social partnership has a somewhat specific character. Each partner participating in it, besides the common interest, is also guided by its own ambitions. The interest of all must be agreed and taken into account, otherwise the relationship cannot be established.

Such cardinal issues of educational activity as career guidance and assistance in obtaining a profession do not fully meet modern requirements. The current situation can also be considered a kind of manifestation of the negative aspects of the country's social and educational policy. The hope that these processes will be regulated by life itself and that it is not worth spending material and spiritual resources on them seems to be fundamentally wrong. At first glance, a simple matter, but in reality it requires a scientific approach. Care should be taken to combine the interests of society and individuals.

Changes in professional and qualification characteristics, the introduction of new professions and the need for one decisive training of personnel involve the development of new educational programs, the creation of school-enterprises, school-farms, educational and experimental farms, and the improvement of management processes.

In fact, we do not have a detailed plan for the practical implementation of the vocational education reform. The concept currently being discussed promises the creation of a stable system of professional training in a single educational space. But if we carefully analyze the situation, first of all, it is necessary to create a solid foundation for transformations that correspond to the new political and socio-economic reality, in particular: to develop effective forms and methods of work, improve the educational material and technical base, implement regional educational policy, adopt appropriate legislative acts and directives. Effective management structures, starting from the Ministry of Education and Science and ending with regional local structures, should be built on the principles of transparency and publicity, and ensure the organization of activities focused on results.

The latest national educational programs should provide an opportunity to train professionals oriented to a highly competitive environment. A person should be provided with such knowledge that frees from outside help and guardianship, makes everyone an independent and successful citizen. This is where we see the essence of education reform.

The new educational concept creates fertile ground for all types of educational institutions to form and develop as a multi-sectoral, multi-stage and multi-functional system. On their basis, it is possible to create all kinds of departments and links of education with different terms, forms, areas of study, create short-term courses for advanced training and retraining of personnel, services for predicting the need for labor force; establish close ties with labor exchanges, employment services. The requirements for the formation and development of professional pedagogy, which develops in close connection with sociology, psychology, physiology, economics, etc., come to the fore.

At present, the process of integration and internationalization of education has begun at an accelerated pace in Georgia. Various types of organizations are being created, transnational funds that support vocational education. They contribute to the exchange of experience, specialists, and the introduction of new technologies. Along with methodological assistance, logistical and financial support is growing. The Millennium Challenge Corporation (USA), which has set itself the task of promoting economic development and poverty reduction, improving the quality of human capital, eliminating the shortage of qualified technical specialists and professionals as the main factor that hinders the country's continuous development in economic sectors, allocated 15 million dollars

In the conditions of modern globalization, the problem of preserving one's roots, dignity, national traditions and identity is acute. We will open the doors of European civilization with great interest. Georgian vocational education enters into multilateral creative relations with foreign countries. The support of the UN, the European Union, their experts, individual associations in the implementation of business projects of the USA, Germany and other states in our country promises important prospects.

It is necessary to follow the events in the post-Soviet space and in the countries of Eastern Europe with no less attention. The rupture of creative relations with Russia, which has rich traditions and experience in the development of vocational education, is regrettable. The steps taken recently towards the revival of economic cooperation by the Patriarch of Georgia Ilya II, representatives of science and culture, individual political figures of our country, give hope for spiritual rapprochement.

LITERATURE

1. Proceedings of the UNESCO International Congress on Technical and Vocational Education and Training. (Seoul, April 1999). Minsk, 1999.

2. Harvard business review. New York, 1992. No. XII.

3. www.geostat.ge

4. Constitution of Georgia (state law). Tb, 1995 (in Georgian).

5. Law of Georgia on Primary Vocational Education. Tb, 1996 (in Georgian).

6. Ushinsky K.D. Izb. ped. op. Tb., 1974 (in Georgian).

7. Manual Development of standards in vocational Education and training. European training foundation, Turin, 1998.

8. Bull B. Towards entrepreneurship in vocational education and training. Tb, 2002 (in Georgian).