კონფერენცია

∘ Davit Aslanishvili ∘
QUALITY OF MODERN EDUCATION AND IMPORTANCE OF INTERNATIONAL EXCHANGE PROGRAMS (BASED ON WORK-BASED LEARNING PROGRAMME

(WBL PROGRAMME)

Annotation. The mission of research proposal is to find the ways to shorten the gap in development between the developed countries and Georgia based on modern economic development, its tools and tendencies. Economic progress and improving living standards of the population depends largely on the provision of high economic growth. That issue itself heavily depends on education and market demand.

To illustrate the wide gap between the developed economy and the weak one, let us compare the current level of per capita GDP of Switzerland, Hungary, Poland to Georgian one:

· The Gross Domestic Product per capita in Switzerland was last recorded at 76667.44 US dollars in 2017. The GDP per Capita in Switzerland is equivalent to 607 percent of the world's average.

· The Gross Domestic Product per capita in Hungary was last recorded at 15647.85 US dollars in 2017. The GDP per Capita in Hungary is equivalent to 124 percent of the world's average.

· The Gross Domestic Product per capita in Poland was last recorded at 15751.23 US dollars in 2017. The GDP per Capita in Poland is equivalent to 125 percent of the world's average.

· The Gross Domestic Product per capita in Georgia was last recorded at 4290.17 US dollars in 2017).The GDP per Capita in Georgia is equivalent to 34 percent of the world's average.

In summary:

· An average income of middle-income Swiss citizen is more than 1.5 years’ (18 months) income of Georgian citizen.

· An average income of middle-income Hungarian/Poland citizen is 3.7 times of income of Georgian citizen

If we look closely on per capita GDP in Georgia (www.geostat.ge) its figures do not show the rapid growth tendency to narrow negative gap in development (4 – 6 percent GDP growth per annum). The only proven way to change situation drastically is the stable, double digit economic growth and attraction of investment.

In our view, modern economic tendencies, upcoming Industria 4 and its development demand from us to reach the high quality of education as the alone solution to that goal.

The national education system has many years of experience in combining work with education in the format of education in the evening or correspondence form of training, as well as in the format of practical training of applicants for higher education of full-time education and vocational (vocational) education at real workplaces.

A dual form of education is a way of enabling education combination of training of persons in educational establishments (in other subjects of educational activity) with training at workplaces at enterprises, institutions and organizations for the acquisition of a certain qualification, as a rule, on the basis of the contract.

1. INTRODUCTION - General description and assessment of the current state

During the period of market transformation of economy and masisation of higher education there was a devaluation of the traditions of the practical training of education, dissemination of imitation and falsification of practice, many organizations generally refused to work with students, referring to the preservation of commercial secrets or complex competitive circumstances. As a result of corporatization and privatization, the state lost most of the levers of administrative influence on enterprises, which allowed to consider the practical training of students in the noneconomic plane, and tax and other market preferences did not become sustained and, after their introduction, were rapidly abandoned for reasons of fiscal consolidation and corruption prevention.

Positive examples of the last decade are inextricably linked with the development of large corporations, the lack of trained domestic specialists with contemporary thinking to achieve their business goals and the beginning of real awareness of corporate social responsibility. A significant part of these examples relates to the raw materials, energy, agriculture, is noticeable at the level of vocational (vocational) education on the background of individual projects in the field of higher education.

1.1 Problem that needs to be solved

The problem that needs to be solved is the inadequate level of readiness of many graduates from institutions of higher and vocational (vocational) and specialist advanced education for independent professional activities in corresponding primary education received education.

This problem has become a consequence of the long-term effects of such factors:

the system of formal education is not motivated by the development of skills demanded by employers in education;
the possibilities for obtaining education outside educational institutions remain limited;
lack of funding necessary for the creation of a modern material and technical base and the formation of practical skills;
the absence of a significant part of the scientific-pedagogical and pedagogical workers of the competencies necessary for the formation of actual practical skills in the applicants of education;

lack of reliable information on current and future employers' needs in the competencies of employees.
lack or complete absence of higher and vocational (vocational) education of modern equipment and technologies, the use of which should be prepared by a specialist;
the personnel policy of the system of state education requires the presence of teachers with academic degrees, which leads to the impossibility of involving practitioners with the appropriate qualifications in their remuneration;
the lack of inclusiveness of most institutions of higher and vocational (vocational) education (which are mostly in the status of budgetary institutions) in the current market relations and the uncertainty of the mechanism in the field of public-private partnership, which affects the training of applicants for education to independent professional activities in the market environment.

Manifestations of the problem are:

The readiness of graduates to work in a specialty;
the dissatisfaction of the labor market with the quality of education, which leads to the corresponding need for additional operational training in the workplace, the growth of the education system in corporations;
inefficient work of institutions of higher and vocational (vocational) education, including low-cost use of budget funds, the main manifestation of which is the overwhelming proportion of graduates who do not work (often do not plan to work) on professions;
inefficient use of labor resources by employers, which overestimate the formal qualification requirements for graduates of higher and vocational (vocational) education institutions, rather than trying to compensate for their reluctance to cooperate with educational institutions on the training of qualified specialists;
Ineffective use of the best time to study the education of applicants for professional competences;
requirements for the experience of independent professional activity (or at least the experience of any work) at graduates of institutions of higher and vocational (vocational) education, which are arranged for work.

1.2 The ways to solve problems

The solution of the problem is envisaged by implementing a set of measures for the development of models of mutually beneficial relations between higher education institutions, pre-vocational and vocational (vocational) education and employers aimed at the practical training of applicants for education to independent professional activities and their social adaptation in production teams, legal and organizational support, testing, research, revision of models and its recommendations for widespread use.

The Concept of training specialists for the dual form of education requires the establishment of an equal partnership of higher education, vocational education, employers and education providers with the aim of acquiring the latest experience in the practical application of competencies and their adaptation in the context of real professional activities.

It is important to distinguish dual education from the traditional practice of students and students. A dual form of education involves studying in the workplace with the performance of official duties in accordance with an employment contract.

At the same time, the dual form of education should not be absoluted. It is necessary to understand the limits in which the dual form of education is effective. In addition, dual education focuses solely on the adaptation of the education provider to the first job that corresponds to a certain professional qualification corresponding to his educational specialty and qualifications. It is obvious that the overwhelming majority of modern educators will repeatedly change jobs, professions and activities during a long working life. The objective of the educational institution is to acquire a competency education provider that will allow them to adapt to various economic and technological changes.

2. The main types of Work-based learning (WBL) Programmes

It is heplful to classify work-based learning arrangements into four main types: (Source:WORK-BASED LEARNING A HANDBOOK FOR POLICY MAKERS AND SOCIAL PARTNERS IN ETF PARTNER COUNTRIES, ETF, 2014, page 13.)

Arrangements in which the learner is legally an employee, such as formal apprenticeships, and in some cases alternance; in some cases informal apprenticeships may come under this heading;
Arrangements in which the learner is legally a student; these can be called by a number of names, including traineeships, internships, work placements and cooperative education;
Borderline cases such as virtual firms, trainig firms, or “real” firms that are attached to and part of educational institutions;
Programmes such as work shadowing and work experience, the main aim of which is to teach the learner about work rather than to teach them to do work.

The differences between these are often not clear, as they can be quite similar. It is also important to be aware that wide variation can exist within each type.

2.1 Mission of Work-Based Learning

WBL project intends to bridge the gap between the worlds of higher education and business, enhance partnerships that involve companies and Higher Education Institutions (HEIs) through development and implementation of apprenticeship based innovative undergraduate programme and supporting framework with the ultimate aim of promoting the establishment of work-based learning and especially apprenticeships in higher education systems.

2.2 Specific objectives of WBL

Capacity building of higher education institutions (HEIs) staff of partner European countries on apprenticeship oriented curriculum development and teaching,
Need based curriculum development of an undergraduate programme for HEIs from partner European countries;
Conducting apprenticeship based teaching of undergraduate higher education programme in Georgia and other emerging countries,
Developing and piloting of procedures and tools for quality assurance of apprenticeship based undergraduate programme,
Benchmark analysis on main Policy options and characteristics of apprenticeship in Europe and development of Policy recommendations for implementation of apprenticeship in higher education systems of involved partner European countries,
Promoting cross-regional long term cooperation between HEIs from European partner Countries and Emerging countries like Georgia.

What are the existing Work -Based Learning (WBL) arrangements in Georgia?

There is no WBL in place in Georgia, but we have “Concept paper of WBL model” (UNDP project of 2015, studied WBL in VET in Georgia). This document explain the main points of WBL, its importance and benefits. It is mentioned there a risk to copy sophisticated dual models of apprenticeship types of developed countries into Georgia. This document developed recommendaqtions for the implementation of the WBL in Georgia. However, WBL on University level is not studied untill now.

The policy and other legal documents related to WBL currently in place

Georgian Law on VET (2007);
VET Reform Strategy 2013-2020;
The National Qualifications Framework (NQF), 2010;
The Law of Quality Enhancement 2010;
Establishment of a National VET Council in 2009;
A social partnership concept paper (ETF, 2014);
Development of the “Public-Private Partnership Concept Paper”

There is not a process of authorization of companies for WBL. The status of in-company instructors and learners and financing of WBL is not defined.

The main problems and issues related to the organization and evaluation of students’ internships in GEORGIA:

Lack of trust/low quality of qualifications:
Lack of incentives;
Lack of communication between institutions and companies in a systematic way
Lack of awareness:
Lack of capacity of staff:
Low image WBL

Students have no enough information about the modern technologies/development in industry. They have limited opportunities to update their skills. Besides, company instructors have limited experience in teaching/assessment.

3. Conclusions

Outputs/outcomes of WBL

The following project outputs/outcomes are expected to be sustainable:

Training package for apprenticeship based curriculum development and teaching in higher education,
Benchmark report on apprenticeship in Europe with Policy recommendations for implementation of apprenticeship in the higher education in Georgia and other emerging countries,
Development of an Eastern Partnership Region network for exchange and peer-learning in the area of apprenticeships: targeted to university staff and also university top levels (i.e. Rectors and Vice-Rectors)
Awareness raising and promotion: targeted to potential students
Cross-regional cooperation between involved institutions aligned with European best practices in apprenticeship based teaching.

Expected impact of WBL

Institutional level – Tbilisi State University

New approaches of apprenticeship based teaching and learning implemented, teaching staff competences increased, skills of Career centres staff reinforced, improved relevance and quality of education, created strong links with professional bodies and companies for exchanges between stakeholders involved in different formats of work-based learning suiting the target groups (integrating knowledge and experience-based learning, increased employability of graduates

National level - Georgia, Universities, Business society

Interactions between HEIs & market fostered, reinforced HEIs and company partnership, promoting the establishment of new apprenticeship and work-based learning schemes, supporting framework for expansion of work-based learning in higher education, extended role of HEIs in society

Regional level

Experience sharing, networking and promotion of mid and long-term cooperation between the involved HEIs from partner countries

EUROPEAN LEVEL

Promotion of long-term cooperation between the involved HEIs and EU partners leading to convergence in line with EU developments and standards towards fostering the integration process of the HEIs from partner countries into the European Higher Education Area.

Literature:

Davit Aslanishvili, International Conference on: Cooperation, Development, Exchange in Higher Education: Academic practices and achievements from Emerging Europe, Hungary, Miskolc University, May 7, 2019;
WORK-BASED LEARNING: A HANDBOOK FOR POLICY MAKERS AND SOCIAL PARTNERS IN ETF PARTNER COUNTRIES, ETF, 2014;
Concept paper of WBL model implementation in Georgia, Tbilisi, Georgia, 2016;
Georgian Law on VET , Tbilisi, Georgia 2007 and amendment 2010;
VET Reform Strategy 2013-2020, Tbilisi, Georgia, 2013;
The National Qualifications Framework (NQF) of Georgia, 2010;
The Law of Quality Enhancement of Georgia 2010;
Strategic Development Plan, Tbilisi State University, 2018;
https://tradingeconomics.com/switzerland/gdp-per-capita
https://tradingeconomics.com/poland/gdp-per-capita
https://tradingeconomics.com/hungary/gdp-per-capita
https://tradingeconomics.com/georgia/gdp-per-capita
www.geostat.ge

Ivane Javakhishvili Tbilisi State University Paata Gugushvili Institute of Economics International Scientific C O N F E R E N C E S "ECONOMY – XXI CENTURY"

E ISSN 2587 - 4691	∘ Davit Aslanishvili ∘ QUALITY OF MODERN EDUCATION AND IMPORTANCE OF INTERNATIONAL EXCHANGE PROGRAMS (BASED ON WORK-BASED LEARNING PROGRAMME (WBL PROGRAMME) *Annotation.* The mission of research proposal is to find the ways to shorten the gap in development between the developed countries and Georgia based on modern economic development, its tools and tendencies. Economic progress and improving living standards of the population depends largely on the provision of high economic growth. That issue itself heavily depends on education and market demand. To illustrate the wide gap between the developed economy and the weak one, let us compare the current level of per capita GDP of Switzerland, Hungary, Poland to Georgian one: · The Gross Domestic Product per capita in Switzerland was last recorded at 76667.44 US dollars in 2017. The GDP per Capita in Switzerland is equivalent to 607 percent of the world's average. · The Gross Domestic Product per capita in Hungary was last recorded at 15647.85 US dollars in 2017. The GDP per Capita in Hungary is equivalent to 124 percent of the world's average. · The Gross Domestic Product per capita in Poland was last recorded at 15751.23 US dollars in 2017. The GDP per Capita in Poland is equivalent to 125 percent of the world's average. · The Gross Domestic Product per capita in Georgia was last recorded at 4290.17 US dollars in 2017).The GDP per Capita in Georgia is equivalent to 34 percent of the world's average. In summary: · An average income of middle-income Swiss citizen is more than 1.5 years’ (18 months) income of Georgian citizen. · An average income of middle-income Hungarian/Poland citizen is 3.7 times of income of Georgian citizen If we look closely on per capita GDP in Georgia (www.geostat.ge) its figures do not show the rapid growth tendency to narrow negative gap in development (4 – 6 percent GDP growth per annum). The only proven way to change situation drastically is the stable, double digit economic growth and attraction of investment. In our view, modern economic tendencies, upcoming Industria 4 and its development demand from us to reach the high quality of education as the alone solution to that goal. The national education system has many years of experience in combining work with education in the format of education in the evening or correspondence form of training, as well as in the format of practical training of applicants for higher education of full-time education and vocational (vocational) education at real workplaces. A dual form of education is a way of enabling education combination of training of persons in educational establishments (in other subjects of educational activity) with training at workplaces at enterprises, institutions and organizations for the acquisition of a certain qualification, as a rule, on the basis of the contract. 1. INTRODUCTION - General description and assessment of the current state During the period of market transformation of economy and masisation of higher education there was a devaluation of the traditions of the practical training of education, dissemination of imitation and falsification of practice, many organizations generally refused to work with students, referring to the preservation of commercial secrets or complex competitive circumstances. As a result of corporatization and privatization, the state lost most of the levers of administrative influence on enterprises, which allowed to consider the practical training of students in the noneconomic plane, and tax and other market preferences did not become sustained and, after their introduction, were rapidly abandoned for reasons of fiscal consolidation and corruption prevention. Positive examples of the last decade are inextricably linked with the development of large corporations, the lack of trained domestic specialists with contemporary thinking to achieve their business goals and the beginning of real awareness of corporate social responsibility. A significant part of these examples relates to the raw materials, energy, agriculture, is noticeable at the level of vocational (vocational) education on the background of individual projects in the field of higher education. 1.1 Problem that needs to be solved The problem that needs to be solved is the inadequate level of readiness of many graduates from institutions of higher and vocational (vocational) and specialist advanced education for independent professional activities in corresponding primary education received education. This problem has become a consequence of the long-term effects of such factors: the system of formal education is not motivated by the development of skills demanded by employers in education; the possibilities for obtaining education outside educational institutions remain limited; lack of funding necessary for the creation of a modern material and technical base and the formation of practical skills; the absence of a significant part of the scientific-pedagogical and pedagogical workers of the competencies necessary for the formation of actual practical skills in the applicants of education; lack of reliable information on current and future employers' needs in the competencies of employees. lack or complete absence of higher and vocational (vocational) education of modern equipment and technologies, the use of which should be prepared by a specialist; the personnel policy of the system of state education requires the presence of teachers with academic degrees, which leads to the impossibility of involving practitioners with the appropriate qualifications in their remuneration; the lack of inclusiveness of most institutions of higher and vocational (vocational) education (which are mostly in the status of budgetary institutions) in the current market relations and the uncertainty of the mechanism in the field of public-private partnership, which affects the training of applicants for education to independent professional activities in the market environment. Manifestations of the problem are: The readiness of graduates to work in a specialty; the dissatisfaction of the labor market with the quality of education, which leads to the corresponding need for additional operational training in the workplace, the growth of the education system in corporations; inefficient work of institutions of higher and vocational (vocational) education, including low-cost use of budget funds, the main manifestation of which is the overwhelming proportion of graduates who do not work (often do not plan to work) on professions; inefficient use of labor resources by employers, which overestimate the formal qualification requirements for graduates of higher and vocational (vocational) education institutions, rather than trying to compensate for their reluctance to cooperate with educational institutions on the training of qualified specialists; Ineffective use of the best time to study the education of applicants for professional competences; requirements for the experience of independent professional activity (or at least the experience of any work) at graduates of institutions of higher and vocational (vocational) education, which are arranged for work. 1.2 The ways to solve problems The solution of the problem is envisaged by implementing a set of measures for the development of models of mutually beneficial relations between higher education institutions, pre-vocational and vocational (vocational) education and employers aimed at the practical training of applicants for education to independent professional activities and their social adaptation in production teams, legal and organizational support, testing, research, revision of models and its recommendations for widespread use. The Concept of training specialists for the dual form of education requires the establishment of an equal partnership of higher education, vocational education, employers and education providers with the aim of acquiring the latest experience in the practical application of competencies and their adaptation in the context of real professional activities. It is important to distinguish dual education from the traditional practice of students and students. A dual form of education involves studying in the workplace with the performance of official duties in accordance with an employment contract. At the same time, the dual form of education should not be absoluted. It is necessary to understand the limits in which the dual form of education is effective. In addition, dual education focuses solely on the adaptation of the education provider to the first job that corresponds to a certain professional qualification corresponding to his educational specialty and qualifications. It is obvious that the overwhelming majority of modern educators will repeatedly change jobs, professions and activities during a long working life. The objective of the educational institution is to acquire a competency education provider that will allow them to adapt to various economic and technological changes. 2. The main types of Work-based learning (WBL) Programmes It is heplful to classify work-based learning arrangements into four main types: (Source:WORK-BASED LEARNING A HANDBOOK FOR POLICY MAKERS AND SOCIAL PARTNERS IN ETF PARTNER COUNTRIES, ETF, 2014, page 13.) Arrangements in which the learner is legally an employee, such as formal apprenticeships, and in some cases alternance; in some cases informal apprenticeships may come under this heading; Arrangements in which the learner is legally a student; these can be called by a number of names, including traineeships, internships, work placements and cooperative education; Borderline cases such as virtual firms, trainig firms, or “real” firms that are attached to and part of educational institutions; Programmes such as work shadowing and work experience, the main aim of which is to teach the learner about work rather than to teach them to do work. The differences between these are often not clear, as they can be quite similar. It is also important to be aware that wide variation can exist within each type. 2.1 Mission of Work-Based Learning WBL project intends to bridge the gap between the worlds of higher education and business, enhance partnerships that involve companies and Higher Education Institutions (HEIs) through development and implementation of apprenticeship based innovative undergraduate programme and supporting framework with the ultimate aim of promoting the establishment of work-based learning and especially apprenticeships in higher education systems. 2.2 Specific objectives of WBL Capacity building of higher education institutions (HEIs) staff of partner European countries on apprenticeship oriented curriculum development and teaching, Need based curriculum development of an undergraduate programme for HEIs from partner European countries; Conducting apprenticeship based teaching of undergraduate higher education programme in Georgia and other emerging countries, Developing and piloting of procedures and tools for quality assurance of apprenticeship based undergraduate programme, Benchmark analysis on main Policy options and characteristics of apprenticeship in Europe and development of Policy recommendations for implementation of apprenticeship in higher education systems of involved partner European countries, Promoting cross-regional long term cooperation between HEIs from European partner Countries and Emerging countries like Georgia. What are the existing Work -Based Learning (WBL) arrangements in Georgia? There is no WBL in place in Georgia, but we have “Concept paper of WBL model” (UNDP project of 2015, studied WBL in VET in Georgia). This document explain the main points of WBL, its importance and benefits. It is mentioned there a risk to copy sophisticated dual models of apprenticeship types of developed countries into Georgia. This document developed recommendaqtions for the implementation of the WBL in Georgia. However, WBL on University level is not studied untill now. The policy and other legal documents related to WBL currently in place Georgian Law on VET (2007); VET Reform Strategy 2013-2020; The National Qualifications Framework (NQF), 2010; The Law of Quality Enhancement 2010; Establishment of a National VET Council in 2009; A social partnership concept paper (ETF, 2014); Development of the “Public-Private Partnership Concept Paper” There is not a process of authorization of companies for WBL. The status of in-company instructors and learners and financing of WBL is not defined. The main problems and issues related to the organization and evaluation of students’ internships in GEORGIA: Lack of trust/low quality of qualifications: Lack of incentives; Lack of communication between institutions and companies in a systematic way Lack of awareness: Lack of capacity of staff: Low image WBL Students have no enough information about the modern technologies/development in industry. They have limited opportunities to update their skills. Besides, company instructors have limited experience in teaching/assessment. 3. Conclusions Outputs/outcomes of WBL The following project outputs/outcomes are expected to be sustainable: Training package for apprenticeship based curriculum development and teaching in higher education, Benchmark report on apprenticeship in Europe with Policy recommendations for implementation of apprenticeship in the higher education in Georgia and other emerging countries, Development of an Eastern Partnership Region network for exchange and peer-learning in the area of apprenticeships: targeted to university staff and also university top levels (i.e. Rectors and Vice-Rectors) Awareness raising and promotion: targeted to potential students Cross-regional cooperation between involved institutions aligned with European best practices in apprenticeship based teaching. Expected impact of WBL Institutional level – Tbilisi State University New approaches of apprenticeship based teaching and learning implemented, teaching staff competences increased, skills of Career centres staff reinforced, improved relevance and quality of education, created strong links with professional bodies and companies for exchanges between stakeholders involved in different formats of work-based learning suiting the target groups (integrating knowledge and experience-based learning, increased employability of graduates National level - Georgia, Universities, Business society Interactions between HEIs & market fostered, reinforced HEIs and company partnership, promoting the establishment of new apprenticeship and work-based learning schemes, supporting framework for expansion of work-based learning in higher education, extended role of HEIs in society Regional level Experience sharing, networking and promotion of mid and long-term cooperation between the involved HEIs from partner countries EUROPEAN LEVEL Promotion of long-term cooperation between the involved HEIs and EU partners leading to convergence in line with EU developments and standards towards fostering the integration process of the HEIs from partner countries into the European Higher Education Area. Literature: Davit Aslanishvili, International Conference on: Cooperation, Development, Exchange in Higher Education: Academic practices and achievements from Emerging Europe, Hungary, Miskolc University, May 7, 2019; WORK-BASED LEARNING: A HANDBOOK FOR POLICY MAKERS AND SOCIAL PARTNERS IN ETF PARTNER COUNTRIES, ETF, 2014; Concept paper of WBL model implementation in Georgia, Tbilisi, Georgia, 2016; Georgian Law on VET , Tbilisi, Georgia 2007 and amendment 2010; VET Reform Strategy 2013-2020, Tbilisi, Georgia, 2013; The National Qualifications Framework (NQF) of Georgia, 2010; The Law of Quality Enhancement of Georgia 2010; Strategic Development Plan, Tbilisi State University, 2018; https://tradingeconomics.com/switzerland/gdp-per-capita https://tradingeconomics.com/poland/gdp-per-capita https://tradingeconomics.com/hungary/gdp-per-capita https://tradingeconomics.com/georgia/gdp-per-capita www.geostat.ge