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VET teachers, individual counselling on compe- the subject, trainers have to pass written tests or
tency-based assessment, modular teaching for provide samples of handicrafts. In addition, they
beginners, development of entrepreneurial com- have to submit their educational programme, de-
petencies, and training in enterprises . The of- scribing learning goals and activities .
170
166
fer of teaching awards is intended to increase the
popularity of and innovation in the VET teaching Learning from one another, as well as training and
profession. retraining of administrative and managerial staff,
are encouraged through a continuous exchange
The MoES has started drafting regulations on the among the AECs, where newer AECs can learn
VET teaching profession and professional devel- from more experienced ones (for example on pro-
opment. Most of the documents have yet to reach gramme and financial management, exchange of
implementation status. experience in collaborating with NGOs or govern-
mental bodies, strategies to attract participants).
According to information provided by the MoES, In addition, DVVI regularly organises internation-
more than 40% of VET teachers had a Master’s al exchanges with adult education experts from
degree in 2019 (with a larger share of women hav- Adult Education Centres (Volkshochschulen) in
ing an MA than men). Around 35% held a Bach- Germany.
elor’s degree, and 10% were VET graduates .
167
DVVI Georgia regularly organises training activi-
Both financially and technically, a major impetus ties for trainers and administrative staff of AECs.
for professionalising teaching staff in the con- Training topics cover AE methods, group work
text of adult education in Georgia comes from planning and intercultural dialogue, career plan-
non-governmental and international organisa- ning and job skills, project management, admin-
tions (see for example the engagement of the istration, performance appraisal, monitoring and
World Bank or ETF in Chapter X). Particular input evaluation. The training is implemented online in
is provided by a range of project activities imple- response to the COVID-19 pandemic, for exam-
mented by DVV International . ple on Entrepreneurship and Business Planning
168
or Social Mentoring.
A main focus of DVV’s work in Georgia is to im-
prove the standard of professionalisation in adult AECs cooperate directly with local training provid-
education. DVV’s approach is to offer structured ers in some instances. KODA AEC for example
capacity building programmes for educators and had its trainers participate in trainingconducted
trainers, and to include AE training programmes by the Centre for Strategic Research and Devel-
in the curricula of formal education . Trainers at opment of Georgia (CSRDG), an organisation
169
adult education centres are selected in a multi- which aims to strengthen the Georgian civil so-
ple-stage selection process, and are hired based ciety sector, amongst others through consulting
on experience and knowledge. Depending on and training activities .
171
166 Ministry of Education and Science of Georgia (2020), p. 8
167 Tserodze, I. et al. (2019), p. 47
168 DVVI Georgia (2017)
169 DVVI Georgia website
170 DVVI Georgia (2017)
171 Centre for Strategic Research and Development of Georgia website

62 German Adult Education Association │ DVV International