The article examines the development of colleges in Kazakhstan as a key element of the national system of Technical and Vocational Education and Training (TVET) during the period 1991–2024. The purpose of the study is to trace the stages of transformation of the college network and the modernization of training programs in the context of increasing quality requirements and the challenges of digitalization. The methodological framework combines historical-analytical and нормативно-documentary approaches, content analysis of state programs and governmental regulations, and secondary analysis of official statistical and analytical materials. The findings demonstrate that the modernization of colleges did not follow a linear trajectory but unfolded through a последовательная смена этапов: decline and institutional restructuring in the 1990s; восстановление и рост сети in the early 2000s; the shift toward quality governance through standards, monitoring, and external evaluation procedures in 2005–2010; strengthening of practice-oriented training and the dual education model since 2012; further consolidation of quality control mechanisms and обновление структуры подготовки; and the digital transformation of governance procedures together with the expansion of digital services in the 2020s. The interpretation of the results suggests that digitalization in TVET manifests not only as the integration of technology into teaching and learning, but also as an institutional restructuring of access and governance, including digital admission procedures and more transparent distribution of educational opportunities. At the same time, program modernization faces a range of constraints related to resource provision, unequal material and technical capacity, and the кадрово-методическая readiness of colleges. The scientific novelty of the study lies in integrating a historical periodization of college development with an analysis of changes in training programs and in systematizing the challenges of digital transformation. The practical significance of the research consists in the potential use of its conclusions for updating TVET programs, planning digital development, and strengthening partnerships between colleges and employers.