Content
1. Research Design 4
1.1. Survey Goals and Objectives 4
1.2. Survey Methodology 4
1.3. Survey Instrument 5
1.4. Sampling Design 7
2. Research Results 11
3.1 Evaluation of Vocational Programs and the Study Process 11
3.2 Evaluation of the teachers of Vocational Schools 13
3.3 Evaluation of the Vocational Schools’ Administration 14
3.4 Evaluation of Practical Training 16
3.5 Evaluation of Practical Training and Interaction with Potential Employers 16
3.6 Evaluation of Professional schools’ Infrastructure 20
3.7 Attitudes Towards Professional schools 21
3.8 Information Sources 23
3.9 Desired changes 27
Introduction
This document is the survey report of the Survey of VET Students’ Attitudes towards Vocational Education prepared by Analysis and Consulting Team (ACT) for the United Nations Development Programme (UNDP).
Survey of VET Students’ Attitudes towards Vocational Education was conducted in December, 2015. The participants of the survey were students of state vocational education institutions. The main objective of the survey was to study satisfaction of students with vocational education institutions in Georgia.
1. Research Design
1.1. Survey Goals and Objectives
The main goal of this survey was to study the attitudes of VET students towards vocational education. Based on main study goals following study objectives were defined:
o Satisfaction with vocational education programmes;
o Satisfaction with the teaching processes;
o Satisfaction with the teachers at vocational schools
o Satisfaction with administration of vocational schools
o Satisfaction with practical training at vocational schools
o Satisfaction with practical training in partner organizations and relationships with employers
o Satisfaction with infrastructure of vocational schools
o General attitudes towards vocational education
o Sources of information regarding the vocational education
1.2. Survey Methodology
Quantitative survey was the selected method of the study. In particular self-administered questionnaire was used as a data collection tool.
In order to obtain necessary information about all survey objectives as a target group of the survey were defined students of VET institutions in Georgia.
The survey fieldworks were conducted in pre-selected VET institutions throughout Georgia. In each VET institution a predefined number of students was selected in compliance with the sampling methodology. Students were filling in the self-administered questionnaires independently under the supervision of the supervisor. Before starting the questionnaire completion the supervisor was introducing the students the goals and objectives of the study and delivered the instructions for filling in the questionnaire. Students were able to ask any questions to the supervisor during the questionnaire completion. After the completion of the questionnaire students were placing the questionnaires into the transparent box.
In the scopes of the study in total 2244 students have completed self-administered questionnaires.
The table below presents a short review of the survey methodology.
Table #1
Survey MethodologyMethod / Quantitative survey
Technique / Self-administered interview
Target population / Students of state vocational education institutions
Sample size / 2244 respondents
Sampling method / One-stage cluster sampling with prior stratification
Study area / Georgia
Duration of interview / 20-25 minutes
1.3. Survey Instrument
Based on study objectives the quantitative questionnaire was developed. The questionnaire consists of various thematic modules:
§ Demographic data on survey participants (gender, age, VET institution, profession);
§ Professional programs – evaluation of professional programs and study process;
§ Teachers – evaluation of VET teachers;
§ Administration – evaluation of administration of VET institutions;
§ Practical training – evaluation of practical trainings inside of VET institutions;
§ Employers – evaluation of relations with employers and their practical trainings;
§ Infrastructure – evaluation of infrastructure of VET institutions;
§ Attitudes towards vocational education;
§ Information channels – awareness of different information channels on vocational education and training.
In order to test the final instrument a pilot study was conducted. The pilot study was held in one of the VET institutions located in Tbilisi.
On the first stage of the pilot study a detailed plan of pilot study implementation was developed.
In total 12 interviews were conducted in the scope of the pilot study. The process of interview completion was supervised by interviewers having extensive experience in pilot interviewing. In the piloting process also participated logical control specialist, who was obliged to perform a revision of completed questionnaires and to discover any technical or logical inaccuracies in the questionnaire.
After completion of pilot study fieldwork a debriefing session was held, during which the fieldwork process and pilot study results were discussed. In the debriefing session participated pilot interviewers, logical control specialist and research analysts. During the debriefing session each participant reported their general impressions, difficulties of the fieldworks and needed adjustments to the questionnaire.
After analysis of pilot study results following changes were made in the questionnaire.
• Additional instructions were added to some questions;
• Some answer options were made more precise and detailed in order to make them more understandable for respondents and avoid any confusions.
In addition to above mentioned changes after the pilot study all technical details (skip options, technical inaccuracies) were corrected in the questionnaire.
As a result of abovementioned procedures the final version of the instrument was developed. The questionnaire is an annex of the presented report (See Annex #1).
1.4. Sampling Design
Simple one-stage cluster sampling with stratification was applied for the Students’ survey. Simple one-stage cluster sampling is a sampling plan in which clusters are chosen by simple random sampling and, within each sample cluster, all listing units are selected. For example, a population of school students are grouped into a number of classrooms. A sample of students is selected from this population by selecting clusters of students as classroom groups rather than individually as would occur when using a simple random sample design.
Target Population
The target population includes all students of state vocational schools operating in Georgia.
Sampling Frame
The sampling frame for the students’ survey is composed of classes, i.e. clusters formed by the students of the state vocational education schools. The source of information is the Ministry of Education and Science of Georgia. The sampling frame includes the following parameters:
· Class/Group unique ID
· The code and name of the field
· The code and name of specialty
· The code and name of the vocational school
· The codes and names of the Region and the Municipality
· The grade of study
· The number of the students in the class.
Accuracy of Estimates
Overall sampling error for student’s survey is 2.0-2.5 % and 5-6% for each analysis group (total 10 groups). Sampling error is calculated with 95% confidence level.
Stratification
Following stratification variables were applied in this sampling design:
· Region
· Field/Sector
Sample Size
The same formula that was used in household and employers’ surveys is applied for sample size calculations. In particular, the formula for each analysis group looks as follows:
n=NZ2P(1-P)N-1ε2+Z2P(1-P)*Deff (3)
Z = Z value (e.g. 1.96 for a 95 percent confidence level)
P = Proportion (e.g. 0.5)
N = Target population size
e = Margin of error (e.g. 0.072)
Deff = Design Effect
The total sample size was estimated to be 2800 interviews. This sample size was derived taking into account the non-response rate. For calculation of the non-response rate ACT used the data from the similar study conducted by ACT for the Ministry of Education and Science. The non-response rate in this study equalled approximately 32 percent. Based on this information in total 305 groups were selected, where in total based on preliminary approximation 4121 students are registered. The distribution of selected groups and number of students by study subject and regions is presented in the tables below (Table #2 & Table #3).
Table #2
ID / Name of Direction (Result of Stratification) / 8 / 9 / 10 / 13 / 14 / 15 / 16 / 18 / 19 / 99 / Total /1 / Agrarian Sciences / 1 / 6 / 0 / 1 / 3 / 2 / 3 / 10 / 5 / 3 / 34
2 / Business Administration / 4 / 1 / 3 / 3 / 2 / 3 / 1 / 6 / 3 / 1 / 27
8 / Arts / 2 / 5 / 1 / 4 / 3 / 3 / 2 / 14 / 2 / 1 / 37
9 / Healthcare / 4 / 6 / 2 / 1 / 2 / 1 / 0 / 4 / 4 / 0 / 24
41 / Engineering - other / 2 / 4 / 3 / 2 / 3 / 9 / 2 / 12 / 3 / 2 / 42
42 / Engineering - IT / 1 / 2 / 2 / 0 / 1 / 2 / 1 / 16 / 2 / 1 / 28
43 / Engineering - Construction / 1 / 3 / 3 / 3 / 1 / 5 / 0 / 7 / 7 / 2 / 32
51 / Joint Science / 5 / 1 / 0 / 0 / 1 / 0 / 0 / 12 / 1 / 0 / 20
111 / Interdisciplinary - Tourism / 1 / 1 / 0 / 0 / 1 / 2 / 2 / 14 / 7 / 2 / 30
411 / Engineering - Transport and interdisciplinary marine sciences / 1 / 1 / 2 / 0 / 1 / 5 / 1 / 14 / 6 / 0 / 31
Total / 22 / 30 / 16 / 14 / 18 / 32 / 12 / 109 / 40 / 12 / 305
Table #3
ID / Name of Direction (Result of Stratification) / 8 / 9 / 10 / 13 / 14 / 15 / 16 / 18 / 19 / 99 / Total1 / Agrarian Sciences / 8 / 47 / 0 / 8 / 41 / 49 / 64 / 162 / 67 / 25 / 471
2 / Business Administration / 71 / 20 / 33 / 63 / 38 / 40 / 23 / 87 / 59 / 8 / 442
8 / Arts / 42 / 58 / 13 / 10 / 37 / 41 / 34 / 180 / 22 / 6 / 443
9 / Healthcare / 72 / 67 / 22 / 20 / 27 / 12 / 0 / 37 / 55 / 0 / 312
41 / Engineering - other / 13 / 47 / 50 / 26 / 28 / 113 / 26 / 131 / 46 / 17 / 497
42 / Engineering - IT / 11 / 24 / 39 / 13 / 39 / 20 / 219 / 30 / 12 / 407
43 / Engineering - Construction / 9 / 41 / 21 / 44 / 12 / 76 / 0 / 68 / 75 / 18 / 364
51 / Joint Science / 57 / 10 / 0 / 0 / 15 / 0 / 0 / 234 / 25 / 0 / 341
111 / Interdisciplinary - Tourism / 15 / 9 / 0 / 0 / 12 / 36 / 28 / 191 / 69 / 12 / 372
411 / Engineering - Transport and interdisciplinary marine sciences / 14 / 10 / 38 / 0 / 9 / 75 / 10 / 192 / 124 / 0 / 472
Total / 312 / 333 / 216 / 171 / 232 / 481 / 205 / 1501 / 572 / 98 / 4121
The codes for regions presented in the tables #3 and #4 are described in the table below.
Region ID / Region Name (Result of Stratification)8 / Samegrelo, Zemo Svaneti
9 / Kakheti
10 / Kvemo Kartli
13 / Shida Kartli
14 / Samtskhe-Javakheti
15 / Imereti
16 / Guria
18 / Tbilisi
19 / Adjara
99 / Mountainous region
Selection of Clusters (Classes)
In one-stage cluster sampling, the classes, i.e. clusters are sampled first. In order to receive the desired number of clusters for each analysis group, the number of students selected is divided by the average number of students in the group or class. For instance, if there are 353 students to be surveyed in a particular analysis group and there are 20 students in clusters of this analysis group then 17,68 clusters (rounding to 18) should be formed.
Clusters within strata are selected using a simple random sampling technique without replacement.
Selection of Students
Within a selected cluster / class each student was surveyed.
2. Research Results
3.1 Evaluation of Vocational Programs and the Study Process
The research examined attitudes of the students in regards with vocational programs and study processes in vocational schools.
Based on the research outcomes, it can be inferred that vocational school students are generally satisfied with the existing vocational programs and the overall study process.
Research results indicate that majority of inquired students consider contents of their vocational program as faultless, and that the subjects, encompassed in the program, are relevant to their profession (96 percent). Participants of the research believe that the program literature and other study materials are carefully and accurately selected for the program (94 percent).
Majority of the students assessed availability (94 percent) and diversity (92 percent) of study materials positively. It is noteworthy that for the vast majority of respondents (98 percent) study materials are available in a comprehensible language.
As it transpired, overwhelming majority of students (97 percent) consider tuition fee for a particular program acceptable. The majority also reflect that the study process is interactive (95 percent).
Notably, from the various indicators of the vocational programs and the study process, comparatively lower level of satisfaction (60 percent) is present regarding the intensity of student activities – based on the research results, every third surveyed student believes that number of student events throughout the academic year is insufficient (36 percent). It should be noted, that the majority of respondents would appreciate inclusion of more practical studies within the framework of their program (87 percent). (See Figure # 1)