Cultural Mentoring System

Innovator: Salome Makashvili -  www.facebook.com/sali.mayashvili

Organisation: LEPL College Modusi, Marneuli

Description of the practice:
Challenge addressed:
The Marneuli branch of Modus College in Georgia faces a complex educational challenge in delivering vocational education and training (VET) to a diverse, multi-ethnic student population. The primary challenges include overcoming language barriers, addressing cultural differences, and maintaining consistent educational standards across diverse groups. With students aged 16 and above from various ethnic backgrounds, the institution needed to develop an approach that would ensure equal access to quality vocational education while respecting and incorporating different cultural perspectives and learning styles.

Innovation:
The practice introduces an innovative "Cultural Mentoring System" that transforms traditional VET delivery methods. This system creates a unique learning environment where students from different ethnic backgrounds serve as both cultural and educational mentors to their peers. The innovation lies in its systematic approach to combining modern vocational education with cultural sensitivity. Students are paired across cultural groups, creating a dynamic learning environment that promotes both professional skill development and cultural understanding. This approach differs from traditional multicultural education by actively utilizing cultural diversity as an educational tool rather than simply acknowledging it.

Teacher's role:
Educators in this model take on a transformed role as multicultural facilitators. They undergo specialized training to develop skills in managing culturally diverse classrooms and implementing differentiated teaching methodologies. Teachers are responsible for:
- Designing and implementing culturally sensitive learning materials
- Facilitating cross-cultural communication and collaboration
- Monitoring and supporting the peer mentoring system
- Ensuring equal participation and engagement from all cultural groups
- Adapting technical content to accommodate different cultural learning styles

Learning activities:
The practice implements a comprehensive set of learning activities designed to maximize both vocational learning and cultural integration:
- Cross-cultural project-based learning where students from different backgrounds collaborate on vocational projects
- Bilingual technical instruction methods that ensure clear understanding across language barriers
- Interactive workshops that incorporate diverse cultural perspectives into vocational training
- Peer-to-peer mentoring sessions focusing on both technical skills and cultural exchange
- Cultural competency development integrated into regular vocational training
- Practical assignments that draw on different cultural approaches to problem-solving

Impact:
The implementation of this innovative practice has resulted in significant measurable outcomes:
- Increased student retention rates across all ethnic groups
- Improved academic performance in vocational subjects
- Enhanced cross-cultural communication skills among students
- Higher employment rates for graduates from minority backgrounds
- Reduced cultural conflicts within the educational environment
- Increased community engagement and support from different ethnic groups
- Better integration of graduates into diverse workplace environments

The model has proven to be particularly effective in addressing the challenges of vocational education in diverse communities and offers a transferable solution for other VET institutions serving multicultural populations. The success of this practice demonstrates that cultural diversity, when properly leveraged, can enhance rather than hinder vocational education and training.