Source document: https://docs-lawep.s3.us-east-2.amazonaws.com/1698060963146.pdf (Georgia)
GOOD PRACTICES DESCRIPTIONS UNDER 2nd ROUND STPP PROJECTS MARCH 2018 Prepared by: PEM GmbH, Germany In association with: Aarhus TECH International (Denmark) and ICON Institute (Germany) GOOD PRACTICES DESCRIPTION UNDER 2ND STPP PROJECTS CONTENTS INTRODUCTION Purpose of the Report Brief information about the Project AKHALI TALGA AKAKI TSERETELI STATE UNIVERSITY (ATSU) MINDWORKS 8 9 IT ACADEMY ISET 10 MODUSI GEORGIAN PATRIARCHATE COMMUNITY COLLEGE OF DECORATIVE GARDENING 7 EASYSOFT GEORGIAN ADULT EDUCATION NETWORK (GAEN) GEOTURAN 1 1 1 3 5 9 11 13 15 17 19 21 GOOD PRACTICES DESCRIPTION UNDER 2ND STPP PROJECTS INTRODUCTION Purpose of the Report This electronic publication of the ISWD project aims at sharing the outcomes of the implemented projects under the second round of the Strengthening of the TVET Provider Practice (STPP) small grant scheme, financed under the ISWD project by the Millennium Challenge Account – Georgia (MCAG) and Millennium Challenge Corporation (MCC).
The wider replication of the good practices developed though the STPP grant awarded projects is a key result to be achieved within the ISWD project.
The purpose of this electronic publication is to document and effectively disseminate the good practices generated, elaborated or replicated under the individual projects so that they can benefit larger circle of TVET providers, industry, NGO and social partner representatives, MES and appropriate educational agencies, educators, researchers and the Georgian TVET system as a whole.
ISWD project will welcome enquiries and communications from all parties interested in replicating the good practices realized by the awarded projects.

Brief information about the Project The Industry-led Skills and Workforce Development (ISWD) Project is a $16 million MCA-Georgia’s initiative carried out under the Compact signed between the Millennium Challenge Corporation and the Government of Georgia in July 2013.

The project commenced in September 2014 and will be completed on March 2019.
The project is being implemented by an international consortium led by PEM GmbH, a consulting company from Düsseldorf, Germany in partnership with Aarhus Tech (Denmark) and ICON Institute (Germany).

The Strengthening TVET Provider Practice (STPP) small grants scheme is intended to stimulate development and replication of good practices in Georgia’s TVET system.

The Second Round launched at the end of 2016 provided small grants of USD 5,000 – USD 25,000 to fund projects of six to nine months duration.
The scheme was launched at an event on 6 December 2016 with a submission deadline date on 17 February 2017.
In March 2017 the ISWD technical evaluation panel has selected 10 projects for grant awarding: Implementer Project Title LEPL Vocational College Modusi Vocational training through distance learning, based on theory, practice and visual media EasySoft Ltd Learning platform of innovation technology for professional education The Georgian Patriarchate Community College of Decorative Gardening Developing, illustrating and distributing best practice on popularizing TVET among general school students on the case of professions in decorative gardening LTD GeoTuran LEPL Community College IT Academy (Former EMIS) “Euro Master 2017” Introducing Informal Education Recognition Methodology Industry-led Skills and Workforce Development Project Manager page 1 GOOD PRACTICES DESCRIPTION UNDER 2ND STPP PROJECTS Georgian Adult Education Network (GAEN) Strengthening entrepreneurial training in non-formal education ISET Policy Institute Strengthening entrepreneurial training in formal TVET system LEPL Community College Akhhali Talga Supporting individual learning paths of TVET students Akaki Tsereteli State University New Professional Personnel for the Use of Solar Energy Mindworks Ltd Flipped Classroom Deployment in BLACKSEA and ERKVANI The selected projects represent different fields of good practice as well as a mix of different types of organization, public and private TVET providers, private companies and various categories of stakeholders.
The projects were implemented in the period of April 2017 – January 2018.

The STPP grantees are obliged to share the achievements of their projects and the good practices developed and ISWD is interested in identifying broader replication opportunities at a more systemic level.
The ISWD project is determined to further trace, check and evaluate the dissemination of the STPP good practices and especially:  The impact at the level of the individual grantee institution;  The number of TVET providers and other institutions replicating (or committed to replicating) the developed good practice;  The impact at systemic level, through incorporation of the good practice into official TVET reform measures promoted by MES and related agencies.
Industry-led Skills and Workforce Development Project Manager page 2 GOOD PRACTICES DESCRIPTION UNDER 2ND STPP PROJECTS 1 AKHALI TALGA SUPPORTING INDIVIDUAL LEARNING PATHS FOR TVET STUDENTS Project Objective The overall goal of the project was to enhance the quality, attractiveness and image of TVET in society and meet the requirements of labor market, introducing the international practice of learner-centered approach in teaching.
The specific objectives were:  To introduce a learner-centered approach to the team of LEPL Community College ,,Akhali Talga”, Kobuleti;  To carry out a 24-hour practical course on “Learner-centred approach and supporting individual learning paths” for 12 teachers;  In the frame of the course to work out and test tools for supporting students’ individual learning paths;  To record a series of video-interviews with successful people who have finished vocational education.
The project facilitated the transfer of method, which has been tested and established in Portugal, Italy, Estonia, etc.

and has been implemented with technical assistance from Estonian partner.

The use of the new method has made students more interested and motivated and has supported the student recruitment process.
Summary Description of the Good Practice The Good Practice implemented in this project was the development and delivery of a course on “Learner- centered approach and supporting individual learning paths” for teachers of Akhali Talga college in Kobuleti, provided by Estonian trainers.

Within the course new tools were tested and practices for supporting students’ individual learning paths: individual learning plan, self-analysis, learning diary.
The company representatives were involved in developing students’ individual learning plans and supporting their learning paths, thus the good practice helped strengthening of the relationships between industry and the TVET provider to meet labor market and industry needs and enhance student employment opportunities.
This was complemented with recording of series of videos with interviews with successful people, who have vocational education and work in the spheres of business administration, tourism and related fields to facilitate the implementation of the new approach in the work of LEPL Community College “Akhali Talga”.
The video-interviews also allowed establishing better contacts with the successful stakeholders and attracting their attention to supporting young people who have just chosen their professional path.

The learner-centered approach also enhances gender and social inclusion in TVET as this method takes into account individual preferences and specifics of every student.

The project was implemented in partnership with LTD ,,Vestifex”, LTD ,,Bulvaris karibche”, LTD ,,Discovery”, LTD ,,Gza”.
Course curriculum and tailor-made tools for supporting individual learning paths are available for all interested parties (can be downloaded from the website: http://www.iswd.ge/eng/page/41).
Photos from the Project Implementation Industry-led Skills and Workforce Development Project Manager page 3 GOOD PRACTICES DESCRIPTION UNDER 2ND STPP PROJECTS Contact Details Nino Turmanidze Learning Process Manager N20 Angisa street, Batumi +995 591 711 228 Turmanidze-90@bk.ru www.kpc.ge/ Industry-led Skills and Workforce Development Project Manager page 4 GOOD PRACTICES DESCRIPTION UNDER 2ND STPP PROJECTS 2 AKAKI TSERETELI STATE UNIVERSITY (ATSU) NEW VOCATIONAL PERSONNEL IN USING SOLAR ENERGY Project Objective The use of solar energy equipment, especially for the hot water supply purposes, has significantly increased in the family hotels and private homes in Georgia, which raised demand for professionals in these systems.
The project aimed to strengthen cooperation between Akaki Tsereteli State University (ATSU), private sector and non-governmental organization and to create best practices for meeting the requirements of energy sector through the training of vocational personnel for this sector.
Project specific objectives were to:  Foster and provide training and retraining of professional personnel for maintenance of solar energy equipment at the Department of Energy and Telecommunication of ATSU;  Promote new needs-oriented vocational education and informing beneficiaries about career opportunities in the energy sector.

Considerable attention was devoted to promotion and dissemination of information about vocational education.
Television and radio spots were prepared and a summer camp was organized for the purpose of professional orientation of school pupils.

In addition, two short-term training courses and one minor course have been created, which were added to the University’s vocational program (The Electrician, 4th step).
Summary Description of the Good Practice The project implementation process created a good example of cooperation between the university, private sector and non-governmental organization for promoting and developing vocational education and supporting professional orientation among high school students from the region of Kutaisi in the field of solar energy.
The good practice involved a comprehensive approach, which included the following complementing activities:  Two training courses (Basic of Energy Audit, Solar Collector and Panel Operation) developed and two trainings organized and attended by 38 representatives of target groups;  Minor training course of the vocational program “The Electrician, 4th step” developed and delivered to 10 students of vocational programs;  A Workshop on TVET for clean energy programs on the basis of practice of American universities prepared and delivered for 38 representatives of ATSU, private sector and non-governmental organizations;  A Summer Camp for senior pupils aiming at promoting the new needs-oriented vocational education in the field of energy held attended by senior 25 pupils from the public schools of Kutaisi and other regions;  The Employment Forum held with participation of 50 beneficiaries trained during the short-term courses and vocational program;  Summarizing conference organized for discussing and sharing the results of the project;  A project achievements brochure prepared and disseminated;  Local TV channel, Mega TV aired a program informing the viewers about modern trends of solar energy and the new opportunities in vocational education in this field.
The project was implemented in partnership with Imereti Scientists’ Union SPECTRI and Geo Energy Engineers.

A curriculum of the program is available for all interested parties (can be downloaded from the website: http://www.iswd.ge/eng/page/41).
Industry-led Skills and Workforce Development Project Manager page 5 GOOD PRACTICES DESCRIPTION UNDER 2ND STPP PROJECTS Photos from the Project Implementation Contact Details Omar Zivzivadze Head of Energy and Telecommunications Department, Project coordinator 59, Tamar Mephe str., Kutaisi, 4600, Georgia +995 577 348 953 omarzivzivadze@yahoo.com, omar.zivzivadze@atsu.edu.ge www.atsu.edu.ge Industry-led Skills and Workforce Development Project Manager page 6 GOOD PRACTICES DESCRIPTION UNDER 2ND STPP PROJECTS 3 GEORGIAN PATRIARCHATE COMMUNITY COLLEGE OF DECORATIVE GARDENING POPULARIZING TVET AMONG GENERAL SCHOOL STUDENTS Project Objective The overall goal of the project was to improve image and attractiveness of TVET through developing and piloting integrated lesson in decorative gardening and sharing tools for professional orientation among general education students.
Summary Description of the Good Practice The project aimed at creating and piloting a lesson to promote decorative gardening and vocational education option for general education students that can be used as an example to promote TVET education.

The lesson was delivered to over 20 schools in Tbilisi and the regions using biology teachers as agents for promoting and delivering the lessons at schools.
The students’ parents were also actively involved in the project activities together with their children and teachers.

The exemplar lesson was effective professional orientation tool for promotion of the profession at an earlier student age, describing the employment opportunity and benefits it provides to students.

As a result, students were listed for enrolment in the college, biology teachers and parents were interested in taking non-formal education evening and weekend courses.
The decorative gardening college continued cooperation with the schools, teachers and students, providing further advice and consultations.

The main factors for success were the willingness of schools to involve teachers and students in such lessons combined with the interesting methods of delivery of the lessons and the professional expertise of the teachers in decorative gardening.
Within this good practice, ecological awareness and knowledge of school students was enhanced, and they received information about useful and promising profession which can secure employment and good income for them in the future.

The project was the first case for the college itself and turned out to be exciting new experience.

This unconventional way of promotion of TVET found to be very attractive and successful for student recruitment and expansion of college activities and outreach.
An information video about the project was developed and is available together with lesson plan for all interested parties from the website: http://dmsk.ge/projects.php?id=1.
Photos from the Project Implementation Industry-led Skills and Workforce Development Project Manager page 7 GOOD PRACTICES DESCRIPTION UNDER 2ND STPP PROJECTS Contact Details Ketevan Gelashvili 0103, Holy Sameba Temple, Kvemo Elia Distr., Tbilisi +995 322 745 502 dmskcollege@gmail.com www.dmsk.ge Industry-led Skills and Workforce Development Project Manager page 8 GOOD PRACTICES DESCRIPTION UNDER 2ND STPP PROJECTS 4 EASYSOFT LEARNING PLATFORM OF INNOVATION TECHNOLOGY FOR VOCATIONAL EDUCATION Project Objective The project aimed to contribute to the effective functioning and use of the industrial laboratories within the Georgian vocational education system and to introduce innovative teaching and practice methods, based on international experience.
To achieve this goal, the project launched the universal innovative program Autodesk Fusion 360 created for industrial laboratories (Fab-labs) through training of teachers in the vocational education and creation of learning web-platform.

EasySoft is an authorized partner of the San Francisco company which has developed the Autodesk Fusion 360 software to be used in industrial FabLabs, and which has been shared with the global network of FabLabs.
The project allowed EasySoft to introduce the software in Georgian and create the prerequisites for more active and effective use of the FabLabs’ equipment, also making it available to people with disabilities and special needs.

Summary Description of the Good Practice Good Practice implemented in this project was focused on the introduction of Autodesk Fusion 360 and the development of a training program approved by NCEQE to enhance the use of FabLabs established at TVET provider colleges.
The main outcomes were:  Training of 14 teachers from the 14 FabLabs;  Making the new program available for ethnic minorities and people with disabilities through training web-platforms;  Production of 30 video tutorials and machinery descriptions with subtitles available in Armenian and Azeri languages.
The project staff was also recruited by National Centre for Education Quality Enhancement (NCEQE) to produce the standard for “Developer of Industrial Design” and the framework documents of ‘Digital Art”.

The standard has been approved by NCEQE.

Thus, the modules taught within the framework of the project are approved and the colleges will be able to incorporate them in their programs.
The project implementation process was documented in a film with guiding instructions and was released at the marketing channels of EasySoft and GITA, thus reaching larger audiences.

The project results were presented at an event to all key stakeholders.

All this will allow TVET colleges to easily incorporate the new program and make much more effective use of the FabLabs in the TVET training process.
The project was implemented in partnership with Georgian Innovation and Technology Agency (GITA) and the Ministry of Education and Science of Georgia.

Electronic platform is available at http://online.easysoft.ge.
Photos from the Project Implementation Industry-led Skills and Workforce Development Project Manager page 9 GOOD PRACTICES DESCRIPTION UNDER 2ND STPP PROJECTS Contact Details Temo Rukhaia Project Manager 24 G. Akhvlediani str +995 322 995 894 http://online.easysoft.ge Industry-led Skills and Workforce Development Project Manager page 10 GOOD PRACTICES DESCRIPTION UNDER 2ND STPP PROJECTS 5 GEORGIAN ADULT EDUCATION NETWORK (GAEN) STRENGTHENING ENTREPRENEURIAL TRAINING IN NON-FORMAL EDUCATION Project Objective The project aimed at strengthening entrepreneurial education training in non-formal education through adult and community education centers, members of the Georgian Adult Education Network (GAEN).
It had 4 components:  Capacity building for educational resources;  Piloting the provision of entrepreneurial training;  Preparing the framework for training recognition;  Advertise the training through a business idea competition.

Beneficiaries of the project were adults in Ambrolauri and Senaki Municipalities who were interested to become entrepreneurs and start their own business.
The project implementation aimed at creating a model that can be easily replicated for similar beneficiaries in all regions of Georgia.

Summary Description of the Good Practice Within the Georgian VET reform strategy, new modular programs have been developed, and include a mandatory entrepreneurship module for each profession, which is already a good practice.
The good practice under the project focused on the adaptation and testing of formal educational module in non- formal education, involving modern teaching methods and transfer of international experience.

Further development of such approach will support process of recognition of non-formal education at state level, which is regulated by the Ministry of Education and Science of Georgia.
The entrepreneurship module was recently revised and updated and was suitable for adaptation, taking into account the target group and members of GAEN’s network of adult education centers.

The approach included a competition where the best ideas and concepts for business start-ups were selected and awarded.
GAEN has implemented the good practice through the following activities:  Adaptation of the entrepreneurship module to be delivered in non-formal learning, with the teaching methodology;  Development of the framework guidelines for module recognition (on the basis of validation of non- formal and informal learning);  Training of 10 teachers;  Training of 2 cohorts of students in the updated module in Ambrolauri and Senaki Municipalities;  Conducting the country-wide competition for best business concept involving ten of GAEN centers (Samegrelo, Guria, Achara, Kakheti, Kvemo Kartli, Samtskhe Javakhsri) with 45 attendants and 2 winning concepts awarded at a final project event.
The project was implemented in partnership with GAEN network centers.

The training methodology is available for all interested parties and can be downloaded from the website: http://www.iswd.ge/eng/page/41.
Photos from the Project Implementation Industry-led Skills and Workforce Development Project Manager page 11 GOOD PRACTICES DESCRIPTION UNDER 2ND STPP PROJECTS Contact Details Nino Kodua Project Manager +995 599 177 603 ninokodua@yahoo.com; info@gaen.org.ge www.gaen.org.ge Industry-led Skills and Workforce Development Project Manager page 12 GOOD PRACTICES DESCRIPTION UNDER 2ND STPP PROJECTS 6 GEOTURAN EUROMASTER 2017 Project Objective The main focus of the project was to achieve the following objectives and related impacts:  Strengthen the relevance of TVET graduates’ skills to the needs of labour market;  Enhance the image and competitiveness of TVET sector;  Strengthen the partnership between vocational education and business;  Create new jobs in the field of underground communication system engineering.
The project activities targeted students from TVET colleges and other educational institutions to enhance their employability as well as facilitate companies from the industry sector in recruiting well-qualified labour for their projects.
Summary Description of the Good Practice The good practice of the project was focused on holding a competition to identify the “Best Master of Georgia in 2017” in the field of home heating communication system installation to raise awareness of TVET and help companies recruit best trainees.

Two-stage competition was held - the first stage of the competition was in the theory and at the second stage, participants had to deal with a practical test.
Within the framework of the project, teachers delivered theoretical trainings for students about the main principles and standards of installation of central heating system in Tbilisi and Kutaisi.
Students received information about international standards and modern technologies of polyethylene and polypropylene welding methodologies that are important for working in this field, such as:  Types of pipes (water, gas and heating);  Types of Fittings (water, gas and heating);  Types of welding machines;  Pressure resistance;  Quality of pipes;  Safety norms.
The championship held under the project demonstrated that there is increasing interest towards TVET education, showing that young and motivated students are in demand on the labour market.

The championship showed that achieving mastership leads to well-paid and highly demanded job opportunities.

For private companies, such as: United Water Supply Company of Georgia, Georgian Water and Power, Socar Gas Georgia, KazTransGas Tbilisi, the championship is good way to find well-qualified specialists.
The project was implemented in partnership with LEPL College Spectri.
The detailed information is available at www.euromaster.ge Photos from the Project Implementation Industry-led Skills and Workforce Development Project Manager page 13 GOOD PRACTICES DESCRIPTION UNDER 2ND STPP PROJECTS Contact Details Giorgi Chkhartishvili Project Manager Tbilisi, Ak.Beliashvili str.132 +995 322 473 473; +995 568 600 308 ceo@turanmak.ge www.euromaster.ge Industry-led Skills and Workforce Development Project Manager page 14 GOOD PRACTICES DESCRIPTION UNDER 2ND STPP PROJECTS 7 MINDWORKS FLIPPED CLASSROOM DEPLOYMENT IN BLEKSI AND ERQVANI Project Objective The goal of the project was to introduce innovative model of teaching, Flipped Classroom which changes the traditional teaching and learning approach and setting of delivering instructional content.
Based on the new methodology better student engagement, efficient learning, improved exam results, increased transparency and better teaching quality assurance shall be achieved.
The specific objectives of the project focused on:  Enhancing the quality of teaching and learning and quality assurance in TVET institutions;   Increasing access to learning to employed and unemployed adults in the region; Increasing attractiveness of TVET providers in the eye of various stakeholders; Summary Description of the Good Practice At the core of the good practice is the Flipped Classroom which moves activities, including those that may have traditionally been considered homework, into the classroom.
A cohort of 5 teachers were trained to apply the Flipped Classroom, whereby students watch 68 online lectures, collaborate in online discussions, or carry out research at home and engage in discussions, peer instruction, role-plays, presentations, Lab experiments, brainstorming sessions and other activities in the classroom with the guidance of a mentor.

Use of ICT tools, i.e.


Augmented Reality, Instant Feedback and Polling mobile apps are extensively used to ensure high involvement activities, better student engagement, efficient learning, improved exam results, increased transparency and better teaching quality.
The introduction of the good practice comprised of the following activities:  Handbook for educators has been created in Georgian language with step by step guide for deploying Flipped Methodology;  Flipped Classroom deployed in Blacksi and Erkvani colleges.

Teachers mastered not only Flipped Classroom, but also other innovative methodologies that work best with Flipped Learning: i.e.
Peer Instruction, Project Based Learning, mobile learning, Universal Design for Learning;  At initial stage up to 15 teachers were trained in Flipped Classroom methodology, however at a second stage 5 teachers selected in the project pilot team.

These teachers were trained and mentored to broaden their expertise in modern practices and to deliver teaching content of a proper quality.
 13 week subject content (In-Class Activities & Video Content) including STEM was created;  Articles about the project has been published at www.mascavlebeli.ge; http://mastsavlebeli.ge/?p=15292  2 bloggers have written articles about the project and methodology; http://learntechnolog.blogspot.ae/2017/08/blog-post.html https://ekasharashidze154.blogspot.ae/2017/08/blog-post_21.html  Documentary video was created for dissemination of project results by Mindworks, MOE and ISWD;  Students accepted methodology with great enthusiasm.
In 5 classes up to 60 students participated in Flipped Classroom deployment project.

Some of the lessons learnt during the project implementation indicate that participating teachers should possess knowledge of basic MS Office tools and additional take-home assignment should be introduced during teacher selection to secure more efficient teacher selection.

The project was implemented in partnership with Black See and Erqvani colleges.
Industry-led Skills and Workforce Development Project Manager page 15 GOOD PRACTICES DESCRIPTION UNDER 2ND STPP PROJECTS A handbook for educators has been created in Georgian language with step by step guide for deploying Flipped Methodology, which is available online: http://www.iswd.ge/eng/page/41.
Photos from the Project Implementation Contact Details Nino Andriadze Project Lead 68 Chubinashvili st., Tbilisi, Georgia +995 577 719 193 nino.andriadze@gmail.com www.mindworks.ge Industry-led Skills and Workforce Development Project Manager page 16 GOOD PRACTICES DESCRIPTION UNDER 2ND STPP PROJECTS 8 IT ACADEMY INTRODUCING NON-FORMAL EDUCATION RECOGNITION METHODOLOGY Project Objective The general aim of the project was to support validation of non-formal and informal learning in the VET sector.
The specific goals were: • • • Capacity building of 8 public and private colleges in the process of validation of non-formal and informal learning.
The colleges will be able to implement the non-formal education recognition procedures through the knowledge and skills gained during the trainings as per the Non-Formal Learning Recognition Terms and Regulation; Employment opportunities will be increased when employers have the trustworthy document proving the competencies through validation of non-formal and informal learning; Those, who gain the non-formal and informal learning recognition document, will have enough motivation for further professional growth and deepening the knowledge.
In order to enhance employability of people having competencies and lacking diplomas, it is necessary to recognize their competencies so that they can provide trustworthy documents to prospective employers.
Summary Description of the Good Practice The good practice aimed to address the problem of the people with professional competences, but without diploma by refining the procedure for non-formal recognition and its popularization on the basis of the past EMIS practice from which the IT Academy has stemmed.

The good practice has aimed at spreading the recognition procedure and building the capacity of 8 colleges to apply the procedure.
The implementation of the project relied on using the following approaches and methods: ToT, training, workshop, consultations, simulation (role play).

Non-formal education recognition methodology implied the following steps: identifying, documenting, assessing and certifying.
The training program was aimed at teaching how to carry out these steps, that comprise the management of the following processes:  Examining the candidate applications with enclosures and holding individual meetings between consultant and the candidate in order to clarify the information and present trusty evidences.

 Informing the candidates with full information about the regulation and procedures and also, about further opportunities.
 Complying the candidates’ portfolios by the consultant on the basis of presented documents and evidences, indicating the relevancy of evidences towards educational standard (in accordance with studying outcomes and performing criteria of the modules in the program).

 Passing the portfolio to the committee.

The members of the committee are making the decision after interviewing the candidates/asking to demonstrate practical skills.
 Making the decision to recognize those modules, which studying outcomes have been confirmed based on the evidences/interview/practical demonstration.

The training methodology is available for all interested parties and can be downloaded from the website: http://www.iswd.ge/eng/page/41.
Photos from the Project Implementation Industry-led Skills and Workforce Development Project Manager page 17 GOOD PRACTICES DESCRIPTION UNDER 2ND STPP PROJECTS Contact Details Mamia Janjalia Director 1a Fanjikidze (former Budapeshti) Street, Tbilisi, Georgia +995 322 200 220 info@itvet.ge www.itvet.ge Industry-led Skills and Workforce Development Project Manager page 18 GOOD PRACTICES DESCRIPTION UNDER 2ND STPP PROJECTS 9 ISET STRENGTHENING ENTREPRENEURIAL TRAINING IN FORMAL TVET SYSTEM Project Objective The aim of the project was to address well-documented gaps in entrepreneurship training offered by Georgian TVET colleges by introducing best European practices of entrepreneurial education.
ISET selected TVET teachers and paired them with ISET coaches in the development and teaching of eight original case studies telling the stories of young Georgian entrepreneurs as a source of inspiration for aspiring youth.

To strengthen the links between TVET institutions and businesses, selected entrepreneurs were invited as guest lecturers and role models.

The teaching of new business cases was piloted through co-teaching by ISET coaches and TVET instructors for 120 students at partner colleges.
Newly created business cases were collected in a casebook to be used for entrepreneurship instruction in VET colleges.

Summary Description of the Good Practice The good practice of the project was focused on the development of original business cases which are based on the inspiring experiences of local entrepreneurs, to be used in teaching of the current entrepreneurship module, where there are very few real-life examples from the Georgian business context.
By targeting entrepreneurship training, the good practice example strived to reduce youth unemployment and encourage job creation in the SME sector (agriculture, arts & crafts, services).

The good practice example has helped TVET colleges become more relevant to the labor market’s needs.

The business case-based teaching in Georgia.

Currently, the entrepreneurship module is mostly taught in a top-down manner.

There is very little team work or group assignments.
Introducing case-based teaching makes classes much more interactive.

Students become more interested and engaged, as they have to imagine themselves as entrepreneurs and solve the problems the entrepreneurs had to face along their path.

in the TVET system is very new Case-based teaching has been already tested, and proved to be successful through piloting this methodology in three partner colleges.
The project has improved their image and makes them more attractive for both students and potential employers.

implementation of the project, 120 students of partner VET colleges were taught During the entrepreneurship using the newly developed business cases and 25 TVET entrepreneurship instructors were trained in business case-based teaching.
The good practice developed entrepreneurship teachers’ capacity in the following ways:  Entrepreneurship instructors of partner colleges were paired with ISET mentors to develop entrepreneurship cases; Teachers were coached and practiced teaching case study material, using online video materials and guest lectures.
 25 TVET entrepreneurship instructors from all over Georgia were trained at business case-based teaching; The project was implemented in partnership with Entrepreneurship Development Agency, Professional College “Gantiadi,” Professional College “Prestige," Community College "Gldani Vocational Education and Training Center."
The casebook and the accompanying teaching guide and video materials are made available online for all interested parties at http://www.iset-pi.ge/index.php/en/social-policy-projects/ongoing-projects/1853- strengthening-entrepreneurial-training-in-formal-tvet-system.

Photos from the Project Implementation Industry-led Skills and Workforce Development Project Manager page 19 GOOD PRACTICES DESCRIPTION UNDER 2ND STPP PROJECTS Contact Details Tamta Maridashvili ISET PI Researcher 16 Zandukeli str.
Tbilisi +995 591 67 47 87 t.maridashvili@iset.ge www.iset-pi.ge Industry-led Skills and Workforce Development Project Manager page 20 GOOD PRACTICES DESCRIPTION UNDER 2ND STPP PROJECTS 10 MODUSI VOCATIONAL TRAINING THROUGH DISTANCE LEARNING, BASED ON THEORY, PRACTICE AND VISUAL MEDIA Project Objective The project was implemented in collaboration between LEPL Modusi and LLC Georgian Manganese, whereby the professional education institution provided distance teaching to the professionals at the work place using virtual simulation and interactive visual aid.
The general goal of the project was to increase accessibility to the vocational education and training, by providing theoretical and practical components of vocational education program, through distance learning.
The specific objectives were:    Development of practical work mechanisms and its integration into the distance learning methodology to ensure efficiency of on-the-job training; Creation of virtual, interactive simulator for auto mechanics and its application in the distance learning process to provide experience of learning and observing invisible events; Development of Georgian language software to support professional virtual simulation, provide teacher-learner interaction, while overcoming language barrier in the regions.
Achieving the objectives included classroom engagement and practice lessons at the “practice lab” organized within the company.

The distance learning course is based on the existing professional education program, but adjusted to the specific needs of the Georgian Manganese, which was actively involved in the course development and its implementation.
Summary Description of the Good Practice The good practice is focused on the development and testing of a distance learning course as a first attempt in Georgia to integrate practice work and theory in one holistic course, based on existing program and company needs.

Thus, the good practice sets an example for the development of variety of professional practical courses for distance learning.
Furthermore, this methodology can be applied to deliver obligatory professional modules determined by framework document, directly at the work place in the regions of Georgia.
The specific outputs comprising the good practice:  Software with Georgian language interface, for distance learning;  Pilot, short-term course for auto-mechanics, integrating theory and practice work, delivered via distance learning;  Virtual simulator for distance learning course in auto mechanics;  Teacher guidelines, for the implementation of the distance learning course; Collaboration between private sector and professional education provider, where professional education institution provides distance teaching, using virtual simulation and interactive visual aid to the professionals at the work place is a novelty Georgian context.
The model is replicable for the TVET courses for different professions whereby trainees can do the courses without absence from the work place.

Thus, providers of the professional education can be multiple institutions from different localities throughout Georgia, depending on their competence.
The e-learning platform and simulator is available for all interested parties for usage and replication at Industry-led Skills and Workforce Development Project Manager page 21 GOOD PRACTICES DESCRIPTION UNDER 2ND STPP PROJECTS www.modusi.ge Photos from the Project Implementation Contact Details Karlo Kervalishvili Director +995 599 295 090 k.kervalishvili@modusi.ge www.modusi.ge Industry-led Skills and Workforce Development Project Manager page 22