Before starting vocational education and training in Georgia

Before starting vocational education and training in Georgia, first determine which educational route and program type are suitable. VET may begin after basic education, after completed general education, or as training and retraining for adults. Admission, providers, qualifications, and practical components vary considerably by program.

Fundamentals

Vocational education in Georgia is oriented towards specific occupations or tasks in the labour market. Formal programmes use standards, modules, credits and learning outcomes. The National Qualifications Framework assigns many qualifications to Levels 3, 4 or 5.

MeaningDual LearningNQFKey Actors

Education pathways

Education pathways to vocational training in Georgia depend greatly on prior school qualifications and the programme goal. Different programmes may be available after basic education than after full general education. Adults often use vocational education for training, retraining or a targeted change of field.

After basic educationAfter SchoolAdultsProgression

Programmes

Vocational education in Georgia includes several programme types with different entry requirements, levels and aims. Basic VET, Secondary VET and Higher VET lead to formal qualifications at Levels 3, 4 or 5. Training, Retraining and short-cycle programmes are more relevant to specific tasks, reskilling, further training or progression to higher education.

Basic VETSecondary VETHigher VETTrainingRetrainingShort-cycle programmes

Access

Access to vocational education in Georgia depends on the programme type and the required credentials. Basic VET requires at least basic education, while Higher VET generally requires full general education. Language, selection procedures, support for specific needs and prior education obtained abroad may also play a role.

DocumentsLanguageSelectionInclusionPrior Education Abroad

Providers

Providers of vocational education in Georgia can include colleges, community colleges, schools, higher education institutions or other authorised institutions. For formal vocational education programmes, it matters whether the provider and programme are officially authorised. The provider affects the place of learning, practical component, qualification, entry and quality assurance.

CollegesCommunity CollegesSchoolsHigher Education InstitutionsAuthorisation

Career choice

Before starting vocational education in Georgia, the intended occupation should fit the programme type, entry requirements and provider. Career guidance, career choice and the application process can help identify suitable options and avoid false expectations. Key factors include qualification level, type of award, practical component and value in the labour market.

Vocational guidanceCareer choiceApplication

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